Background: While the positive sides of digitalisation in work environments have been highlighted in academic research in the field of business administration, there seems to be a lack of representation regarding the negative sides. By systematically identifying, evaluating, and summarising peer-reviewed articles in the field of digitalisation in work environments, this systematic literature review and thematic synthesis, aims to provide a nuanced and applicable overview of the scope in which the potential effects of digitalisation within work-related office contexts are researched in the field of business administration. Methods: Ontology - Relativism; Epistemology - constructionism, inductive approach; Methodology - Qualitative research design, systematic literature review; Data collection - systematic 12-step guideline; Data analysis - thematic synthesis Findings: The findings uncover several patterns in the relevant literature through a summary of the content of the analysed batch in descriptive themes and synthesising patterns through the creation of analytical themes, in which perspectives of organisational as well as employed actors were analysed. The results illustrate the motivations for digital transformations for organisational actors and employees as well as their respective drawbacks. Discussion: The study suggests that digitalisation in work environments is typically portrayed positively in research within the field of business administration. There is an implicit unanimous perception among academics in business administration that depict digitalisation in work environments as desirable and portray a view where digitalisation is not questioned. As a consequence, the papers show an absence in terms of alternatives beyond the digitalisation scope through the retrieved literature batch. Conclusion: As there are clear patterns of the favourable depiction of digital technologies visible in this study, implications of a one-sided representation of digital technology are valid in the context of the analysed data. Other: The papers were subject to no external funding, meaning that the two authors covered all costs derived throughout the writing process.

<p><strong>Background.</strong> People with psychotic disorders tend to die earlier than the general population, primarily due to preventable cardiovascular disease. Behavioral risk factors, such as poor diet, have been identified as major contributors. Given the importance of prevention, the early stages of psychosis have been described as a “critical” time to intervene on health behaviors. As such, a mobile-based intervention, Nutrition Enhancement in Early Psychosis (NEEP) was created to improve diet quality in persons with early psychosis. This study has three aims: (1) assess the feasibility of the intervention, (2) examine preliminary outcomes, and (3) investigate mechanisms associated with dietary change. </p> <p><br></p> <p><strong>Methods.</strong> NEEP incorporates a combination of nutrition education, goal setting, and mobile technology (i.e., a mobile application for dietary tracking, as well both automated and personalized text-messages). Given the pilot nature of the study, all participants <em>(N=15)</em> received the intervention. Feasibility was assessed through different metrics related to recruitment and adherence to the dietary tracking application, as well as self-report responses regarding acceptability. Preliminary outcomes (i.e., two measures of diet quality) and potential mechanisms of change (i.e., self-efficacy and motivation) were also evaluated using paired sample t-tests. Qualitative interviews were conducted following study participation. Given the emphasis on feasibility with a small sample, all significance tests were set at p <.10, and Hedges <em>g</em> was used to examine effects over time.</p> <p><br></p> <p><strong>Results.</strong> 15 participants were enrolled in the study and 12 participants completed follow-up assessments. Evaluative measures of feasibility suggest that the majority of those who were screened enrolled in this intervention and regularly engaged with the mobile tracking device to record their dietary consumption. In addition, participants enjoyed the intervention and found it to be useful in improving their diet. Preliminary evidence also suggests this intervention may improve diet quality. As such, one indicator of improvement in diet quality was considered significant (Rapid Eating Assessment for Participants- Shortened; p=.084), and both measures of diet quality suggested improvement in diet at the end of the 28-day intervention with small to medium effect sizes (REAP-S <em>g=</em>.44; Heathy Eating Index-2015 <em>g</em>=.69). Contrary to hypotheses, self-efficacy significantly decreased after the intervention (p=.028) and motivation remained relatively stable.</p> <p><br></p> <p><strong>Conclusion.</strong> Results suggest that NEEP is feasible as a low-cost, low-resource mobile intervention that is well-tolerated and may improve diet quality in people with early psychosis; however, mechanisms of change require further exploration. </p>

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[pt] Com o objetivo de contribuir para as reflexões filosóficas acerca da presença das tecnologias digitais na educação, e da própria relação humana com essas tecnologias, a pesquisa procura apresentar as principais ideias da Tese da Mente Estendida desenvolvida pelo filósofo e cientista cognitivo Andy Clark. As proposições desse autor, que contrastam com o dualismo cartesiano - uma vez que unem o cérebro, o corpo, o ambiente e as tecnologias como partes constitutivas da cognição humana - situam-se no universo temático das novas abordagens cognitivas, conhecidas como os 4Es da cognição. À luz das teses analisadas, são desenvolvidos debates teóricos envolvendo as proposições de Clark e as de seus críticos, e apresentados possíveis impactos no âmbito da educação. / [en] Seeking to contribute to the philosophical thinking concerning digital technologies in education, and the very own human relationship with these technologies, this research pursues to introduce the central ideas contained in the Extended Mind Thesis developed by the philosopher and cognitive scientist Andy Clark. This author s propositions, in contrast to the Cartesian dualism - since he endorses the brain, the body, the world and the technologies as constituent parts of the human cognition - are located in the thematic universe concerning the new cognitive approaches known as the 4Es. In the light of these theses, theoretical debates were developed involving the conceptions of Clark and his critics, and, as a result, potential impacts in the scope of education are pointed out.

Studien avhandlar digitaliseringens påverkan på slöjdämnet i grundskolan. Hur slöjdlärare och elever använder digital teknik samt hur slöjdlärare uppfattar vilka möjligheter och hinder digital teknik har för slöjdundervisningen.Studien omfattar både den hermeneutiska och den positivistiska synen på kunskap. Genom att kombinera dessa synsätt ges undersökningen ett större djup avseende mina forskningsfrågor.Forskningsfrågorna besvarades genom en enkätundersökning. Enkäten som bestod av både flervalsfrågor och öppna frågor, skickades ut elektroniskt till tre utvalda grupper på Facebook. När 38 svar var mottagna initierades analysen.Resultatet visar att en stor majoritet ser positivt på användningen av digital teknik i slöjdundervisningen och att det ger stora eller relativt stora möjligheter att exempelvis utforska modern tillverkningsteknik, öka motivationen för eleverna samt öka ämnesöverskridande samarbete mellan slöjd och andra ämnen. Resultatet visar också att den faktiska användningen är utbredd och väl integrerad gällande de allmänna digitala enheterna. Användningen av de ämnesspecifika digitala enheterna, såsom laserskärare, CAD-program, skärplotter etc, framgår av resultatrapporten. / The study discusses the impact of digitalization on the crafts subject in primary school. How sloydteachers and students use digital technology and how sloyd teachers perceive the opportunities and obstacles digital technology has for craft teaching.The study includes both the hermeneutic and the positivist view of knowledge. By combining these approaches, the investigation is given a greater depth regarding my research questions.The research questions were answered through a survey. The survey, which consisted of both multiple-choice and open-ended questions, was sent out electronically to three selected groups on Facebook. When 38 responses were received, the analysis was initiated.The results show that a large majority view the use of digital technology in crafts teaching positively and that it provides great or relatively great opportunities to, for example, explore modern manufacturing technology, increase motivation for students and increase interdisciplinary collaboration between crafts and other subjects. The result also shows that the actual use is widespread and effectively integrated regarding the general digital devices. The use of subject-specific digital devices, such as laser cutters, CAD programs, cutting plotters, etc., is shown in the results report.

This study sought to understand how high school social studies teachers identify and evaluate uses of digital technologies to implement in their classrooms. The research was a case study of three teachers guided by the question: What factors and relations shape social studies teachers' uses of digital technologies within a unit of instruction? The research question was intentionally broad to help grasp the factors and relations perceived by the teachers and not ones predetermined by the researcher. For more than thirty years the literature on digital technology use in social studies classrooms has been filled with promises of potential, calls for change in instructional practices with technology, and expressions of frustration when that change does not come. It is still fairly unclear how teachers experience uses of digital technologies and internalize their experiences to form perceptions of best practice with technology. This dissertation looked at how three high school social studies teachers experienced and defined effective technology use and the factors impacting their perceptions. The findings indicate the teachers' pedagogical approach to social studies instruction, their perceptions of their students engagement, technical knowledge, and behavior, and their experiences with the reliability and accessibility of the technology tools available to them were the biggest factors and relations impacting digital technology use in a unit of instruction. Teachers acted as gatekeepers of technology integration through a reliance on defensive teaching tactics limiting student access to digital technology beyond watching presentations and videos. These actions were, in part, due to actions that aligned with implicit racial biases found in other research around how teachers perceive students of color uses of technology. Despite stated beliefs about the desire to engage students with technology, each teacher knowingly chose to focus on using technology for knowledge transmission to meet their ultimate goal of higher SOL test scores. / Doctor of Philosophy / This study sought to understand how high school social studies teachers identify and evaluate uses of digital technologies to implement in their classrooms. The research was a case study of three teachers guided by the question: What factors and relations shape social studies teachers' uses of digital technologies within a unit of instruction? This dissertation looked at how three high school social studies teachers experienced and defined effective technology use and the factors impacting them. The findings indicate the teachers' instructional approach to social studies, their perceptions of their students engagement, technical knowledge, and behavior, and their experiences with the reliability and accessibility of the technology tools available to them were the biggest factors and relations impacting digital technology use in a unit of instruction. Teachers acted as gatekeepers of technology integration through a reliance on limiting student access to digital technology beyond watching presentations and videos. These actions were, in part, due to what aligns with an implicit racial biases found by research around how teachers perceive students of color's uses of technology. Despite stated beliefs about the desire to engage students with technology, each teacher knowingly chose to focus on using technology for knowledge transmission to meet their ultimate goal of higher SOL test scores.

[pt] Este trabalho buscou identificar a trajetória percorrida por professores universitários que se apropriaram de tecnologias digitais em suas práticas docentes, tendo por recorte de análise um grupo de professores de universidades públicas do Estado do Rio de Janeiro. Inicialmente apresenta-se uma revisão do conceito de apropriação e como este conceito se tangibiliza quando seu objeto são as tecnologias digitais. Em seguida, foi elaborada uma matriz de identificação no intuito de reconhecer, dentre os professores destas universidades, aqueles que se apropriaram de tecnologias digitais no contexto educativo; para tal, foram consideradas as aulas conduzidas na plataforma digital do Consórcio Cederj, partindo da premissa de que as aulas na modalidade de Educação a Distância on-line são mais propensas à integração da educação com estas tecnologias. Com estes professores identificados, realizou-se uma pesquisa qualitativa, com entrevistas presenciais como instrumentos de coleta/produção de dados e análise de conteúdo para identificar suas trajetórias. Por fim, apresentaram-se relatos destes professores e concluiu-se que as trajetórias não são contínuas, mas feitas de marcos, que apontam para a evolução e a aprendizagem na relação com as tecnologias, a superação dos obstáculos existentes neste processo de apropriação e a inefabilidade, situação na qual o objeto está de tal forma apropriado, que se torna impossível descrever os caminhos desta apropriação. / [en] This work aims at identifying the trajectory of university professors who managed to integrate digital technologies in their teaching practice. To this end, we selected as a sample a group of professors from public universities in the State of Rio de Janeiro. Initially, we present a revision of the literature on the appropriation concept, in addition to an explanation on how this concept applies to the digital technologies. Subsequently, we elaborate a matrix to identify the professors, within the selected corpus, who could appropriate digital technologies in their educational practices. With this purpose, we consider the classes conducted in the Cederj Consortium online platform, based on the premise that distance education classes are more likely to use digital technologies. After identifying these professors, we propose a qualitative research, using the instrument of face-to-face semistructured interviews to collect the data, followed by a content analysis aiming to find out about their trajectories. We conclude that the professors trajectories were not continuous, but had specific landmarks, which way about an evolution of the learning process in relationship to technologies, the need to overcome obstacles in the appropriation process; and the ineffability. The latter being a situation in which the object is appropriated in a way that it becomes impossible to describe the process.

Yes / The purpose of this paper is to offer a consolidative approach in exploring the potential contribution of digital technologies in sustainable supply chain management (SSCM) for the sustainable performance of food supply chain business, through the circular economy concepts. As a single case study, this qualitative, interpretivist research was based on one of the largest food producers in the United Kingdom. The research utilises semi-structured interviews and applies thematic analysis to offer rich insights into SSCM challenges and their relationship with the business performance, through ten in-depth interviews. Findings derived from thematic analysis of the interview transcripts suggest four main critical success factors underpinning SSCM practices and businesses performance – i.e. business continuity, waste reduction, performance measurement approach, and organisational learning, which could use the help of digital technologies to improve. This led to seven propositions to be addressed in the future research. This research offers real, practical insights into SSCM challenges, within the context of food supply chain and explores the potential of digital technologies in overcoming them. Accordingly, the primary contribution of this work is grounded in the identification of critical success factors in SSCM for Food Supply Chains (FSC). Hence, this work contributes further to the literature on SSCM, as well as circular economy, by providing a study of a business in the context of the highly pertinent and valuable food industry.

The purpose of this study is to highlight how police officers in Sweden who work on patrol duty experience competence development, with a deeper focus on their digital competences. To do this, a qualitative study has been carried out in the form of a thematic analysis of published writings and interviews with two patrol duty police officers. Theoretical perspectives used in the study were adaptive and developmental learning and communities of practice. The results of the study show that police officers have access to formal and informal methods to develop their skills. The formal methods consist mainly of education, while the informal methods are largely about knowledge sharing among colleagues. It is also noticeable that the increasingly digitalised world has changed the way the police authority works, both in how to counteract crime with the help of digital tools and strengthening the public's trust in the police through social media. There are some differences between how the interviewees experienced the priorities for competence development compared to published writings, where the texts emphasized the importance of digital competences while the interviewees rather feel an increased will to improve, for example, communication and evaluation. Improvements can be made in how to efficiently develop police officers' skills, but this is an ongoing process and considering changes in the world around us, it is a complex job. / Syftet med denna studie är att belysa hur poliser i Sverige som arbetar i yttre tjänst upplever kompetensutveckling, med ett fokus på deras digitala kompetenser. För att göra detta har en kvalitativ undersökning genomförts via en tematisk analys av officiella skrivelser samt intervjuer med två poliser som arbetar i yttre tjänst. Teoretiska utgångspunkter som användes i studien var anpassningsinriktat och utvecklingsinriktat lärande och praktikgemenskaper. Resultatet av studien visar att poliser har tillgång till formella och informella metoder för att utveckla sina kompetenser. De formella metoderna består främst av utbildningar medan de informella handlar till stor del om kunskapsdelning bland kollegor. Det märks även att den alltmer digitaliserade världen har förändrat hur Polismyndighetens arbete ser ut, både i hur man motverkar brottslighet med hjälp av digitala verktyg och förstärker allmänhetens förtroende för poliserna genom sociala medier. Det finns vissa skillnader mellan hur intervjupersonerna upplevde prioriteringarna för kompetensutveckling jämfört med officiella skrivelser, där texterna betonade vikten av digitala kompetenser medan intervjupersonerna framhäver en ökad vilja att förbättras inom exempelvis kommunikation och utvärdering. Det kan göras förbättringar i hur man arbetar med att utveckla polisers kompetenser, men detta är en ständigt pågående process och med tanke på omvärldsförändringar så är det ett komplext arbete.

Mainstream cinema is to an ever-increasing degree deploying digital imaging technologies to work with the human form; expanding on it, morphing its features, or providing new ways of presenting it. This has prompted theories of simulation and virtualisation to explore the cultural and aesthetic implications, anxieties, and possibilities of a loss of the ‘real’ – in turn often defined in terms of the photographic trace. This thesis wants to provide another perspective. Following instead some recent imperatives in art-theory, this study looks to introduce and expand on the notion of the human figure, as pertaining to processes of figuration rather than (only) representation. The notion of the figure and figuration have an extended history in the fields of hermeneutics, aesthetics, and philosophy, through which they have come to stand for particular theories and methodologies with regards to images and their communication of meaning. This objective of this study is to appropriate these for film-theory, culminating in two case-studies to demonstrate how formal parameters present and organise ideas of the body and the human. The aim is to develop a material approach to contemporary digital practices, where bodies have not ceased to matter but are framed in new ways by new technologies.