Jag har studerat och försökt att undersöka varför förpackningar av sexleksaker ser ut som de gör och i processen har jag också undersökt hur deras visuella kommunikation uppfattas och vad som eventuellt skulle kunna göras bättre. Anledningen till denna uppsats är att min uppfattning av förpackningari sexleksaksindustrin är sexistisk, kränkandeoch framför allt består av dålig design. Jag redogör för litteratur som jag anser vara intressant för uppdraget och den behandlar både byggandet av varumärken och förpackningsdesign. En undersökning ochintervjuer med experter kommer också att presenteras. Slutligen gerdesignarbetet ett exempel på hur enstilren förpackningsdesign kan vara svaret påfrågan om hur man bäst kommunicerarförpackningen till en sexleksak.Uppsatsen är inte avgörande i den aspekten att den inte ger ett svar på varför paketenär utformade som de är, dockutvecklar jag vad några av möjligheternaskulle kunna vara. Till slut diskuterar jag varför det är viktigt att en förändring sker detta område av förpackningsdesign. / I’ve studied and tried to investigate why thepackaging of sex toys look like they do, andin the process I’ve also researched how theirvisual communication is perceived and whatcould possibly be made better. The reasonfor this thesis is that my opinion of packagingin the sex toy industry is sexistic, offensiveand mainly consistent of bad design. I reviewliterature that I consider to be interesting forthe mission and it treats both the building ofbrands and packaging design. A survey andexpert interviews will also be presented. Finallythe design work gives an example of how aclean package design can be the answer forthe question of how one best communicatethe packaging of a sex toy.The study is not conclusive in the aspect that itdoesn’t provide an answer to why the packagesare designed the way they are, I do howeverelaborate on what some of the possibilitiesmight be. In the end I discuss the importanceof why a change must be made in this area ofpackaging design.

Many cognitive scientists agree that musical play is beneficial for preschool children. They consider music to be one of the most important means to promote preschool children’s learning potential. From an interaction design point of view, music provides opportunities to engage children in collaborative play which in return is beneficial for their cognitive and physical development.I argue that tangible interaction can facilitate such collaborative and playful musical activities among preschool children and in the scope of this thesis, I explore how this can be achieved. Through the exploration of related projects in this area and my own design experiments at a preschool, I propose a design concept of a modular musical toy for children which I created and then tested in a preschool context with children of different ages. Along the way, I reflect on the peculiarities of children’s behaviors and the aspects of conducting design research with preschool children, since acknowledging these aspects is crucial for working with children as a designer.

When one thinks of an architect, one usually visualizes a building; its facades, materials and spaces within. Architects, however, have shown an interest in interior and accessory design for decades. Furniture, lamps, rugs, ceramics, flatwear, and more are components that allow an architect to make a more cohesive statement about his or her architecture. / Master of Architecture

<p>This is a report that describes the implementation of a computer technical examination project at Örebro University. More specifically it is about how two students have developed a computer game as an entry for Swedish Game Awards, a competition for games developed without interaction from commercial companies. The game, titled “Winds of Kahlara”, is written for PC and lets the participants compete against each other over a network in a 3D environment. The graphical theme is fantasy and the players utilize among other things magical attacks to kill their opponents. The development itself has taken more than a year since the complexity of the game has required extensive technical research and graphical designing.</p> / <p>Detta är en rapport som beskriver utförandet av ett datortekniskt examensarbete på Örebro universitet. Mer specifikt handlar den om hur två studenter utvecklat ett datorspel som ett bidrag till Swedish Game Awards, en tävling för spel utvecklade utan inblandning av kommersiella företag. Spelet, titulerat ”Winds of Kahlara”, är skrivet för PC och låter deltagarna spela mot varandra över nätverk i en 3D-värld. Det grafiska temat är fantasy och spelarna använder sig av bland annat magiska attacker för att döda sina motståndare. Själva utvecklingen har tagit mer än ett år då spelets komplexitet har krävt omfattande teknisk efterforskning och grafisk formgivning.</p>

This is a report that describes the implementation of a computer technical examination project at Örebro University. More specifically it is about how two students have developed a computer game as an entry for Swedish Game Awards, a competition for games developed without interaction from commercial companies. The game, titled “Winds of Kahlara”, is written for PC and lets the participants compete against each other over a network in a 3D environment. The graphical theme is fantasy and the players utilize among other things magical attacks to kill their opponents. The development itself has taken more than a year since the complexity of the game has required extensive technical research and graphical designing. / Detta är en rapport som beskriver utförandet av ett datortekniskt examensarbete på Örebro universitet. Mer specifikt handlar den om hur två studenter utvecklat ett datorspel som ett bidrag till Swedish Game Awards, en tävling för spel utvecklade utan inblandning av kommersiella företag. Spelet, titulerat ”Winds of Kahlara”, är skrivet för PC och låter deltagarna spela mot varandra över nätverk i en 3D-värld. Det grafiska temat är fantasy och spelarna använder sig av bland annat magiska attacker för att döda sina motståndare. Själva utvecklingen har tagit mer än ett år då spelets komplexitet har krävt omfattande teknisk efterforskning och grafisk formgivning.

published_or_final_version / Business Administration / Master / Master of Business Administration

Game is a key activity in preschool age, theme of my thesis is therefore related to acts of game and a role of toys in this particular age. Aim of my research is to describe gaming activities with toys, primarily with a doll and a toy car, which are the most typical toys for preschool children. It is very important for kindergarten teachers to know childrens preferences and attitude to the most used types of toys, because it is them, who choose the offer of toys and equipment of class. In theoretical part, I try to find out which areas of development are affected by game. Practical part deals with a semi-structured observation of game process and it determines game's gender dimension. By a method of interview with 27 parents and 25 children I try to find out their knowledge of basic toys, choice of toy itself, which toys kids possess and which toys they prefer. It can be expected, that preschool age children have built a basic gender identity, that is perceived by them as partly changeable. For this reason, my research focuses on gender distinctiveness, which could occur during an interview or a game. The research has proved gender categorization of dolls and toy cars. Children and parents had both a similar idea about toys intended for boys or girls. Children have about 200 different toys at...

O presente estudo, desenvolvido no Programa de Pós-Graduação em História Social da Universidade de São Paulo, vincula-se, também, por seus objetivos e condição de sua orientadora, ao Programa de Pesquisas em História da Cultura Material do Museu Paulista da USP, que vem se configurando, nas últimas duas décadas, como centro emergente neste campo. Constitui, outrossim, aprofundamento de pesquisa em torno do comércio e fabricação de brinquedos na cidade de São Paulo nas primeiras décadas do século XX, na qual, das 77 fábricas e fabriquetas de brinquedos mapeadas, ativas entre 1901 e 1937, sobressaiu-se a Seção de Brinquedos da Metalúrgica Matarazzo METALMA, que por uma conjunção de características relativas a porte, duração, tipologia fabril e, sobretudo, por participar de momento histórico marcado por um pensamento industrial de ideologia nacionalista e anseio de modernização, mostra-se como objeto de pesquisas de interesse, até então não realizado. É objetivo da pesquisa esmiuçar e concretizar os modos como os ideais do nacionalismo e modernização puderam se desenvolver nos meandros da fabricação de brinquedos voltados ao mercado consumidor brasileiro de objetos de uso doméstico, desde os materiais e métodos fabris utilizados até o produto final brinquedos de lata com temáticas variadas, que são recuperados e analisados enquanto parte do corpus documental (seja no plano da informação textual e iconográfica, seja no exame de exemplares ainda existentes), tornando-se o objeto como documento, na perspectiva da História da Cultura Material. / The present study, developed at the Post-Degree Program at the São Paulo University (USP), is also related, due to its goals and supervisors status, to the History of Material Culture Research Program at the Paulista Museum, from the same university, a center which, in the last two decades, has become an emerging center of research in the field. Therefore, the present study is a deeper research on toys trade and manufacturing in the city of Sao Paulo during the first decades of the 20th century. From the 77 plants and small factories which have been mapped, actives between 1901 and 1937, the Seção de Brinquedos da Metalúrgica Matarazzo METALMA (Matarazzo Metallurgical Section of Toys) is of special interest. Owing to a group of traits related to size, activity period, factoring type and, especially, for taking part of a historical moment of a nationalistic industrial mindset and an urge for modernization, this company is the object of this research. The goal of this research is to scrutinize and actualize the way in which the ideology of nationalism and modernization could develop at the core of toy manufacturing targeted to the Brazilian end consumer, from materials and factoring procedures adopted to the final product differently themed tin toys which have been retrieved and analyzed as part of the documental corpus (both as textual and iconographical information and as analyses of remaining objects), and have become the documents for this research on perspective to the History of Material Culture.

O presente trabalho buscou investigar o brincar de crianças com deficiência mental em escolas especiais de educação infantil. Para tanto, teve por objetivos: identificar os jogos e brinquedos disponíveis e mais utilizados; investigar como essas atividades eram realizadas e, por fim, investigar também a concepção sobre o brincar e seu significado, atribuído pelas professoras. Participaram da pesquisa 15 professoras de educação especial, de 5 escolas especiais da cidade de Campinas. Foi utilizado um questionário check-list para identificar a disponibilidade e a freqüência de uso dos materiais lúdicos. Posteriormente, foram realizadas entrevistas semi-estruturadas para verificar como esses materiais eram utilizados e investigar a concepção e a importância do brincar entre as professoras. O referencial teórico deste trabalho reportou-se a autores como Itard, Séguin e Decroly, que representam as origens desta prática na educação especial, pois desenvolveram métodos e técnicas utilizando-se de jogos nas suas variadas acepções, aplicando-os a crianças deficientes mentais. Baseia-se também nos trabalhos sobre o jogo na educação e no desenvolvimento infantil, tendo como referência teórica Vygotsky, Leontiev e a perspectiva sócio-cultural representada por Brougère. A análise e a discussão dos resultados encontrados permitiram a formulação de algumas reflexões sobre a utilização de jogos e brincadeiras na prática educacional com crianças deficientes mentais. Por fim, buscou-se contribuir para a valorização das capacidades dessas crianças, sugerindo alternativas de reorganização das estratégias de ação dos professores e de outros profissionais da área, com base em uma perspectiva lúdica. / The present work tried to investigate the playing of mentally disabled children at special schools of child education. To do so, we aimed to identify the most used games and toys available, investigate how these activities were carried out, and, finally, also investigate the conception of playing and its meaning, according to teachers. Fifteen special education teachers in five special schools in the city of Campinas participated in the research. A check-list questionnaire was used to identify the availability and the frequency of use of materials. Later, semi-structured interviews were performed to verify how these playful materials were used and to investigate the conception and the importance of playing to the teachers. The theoretical reference of this work goes back to authors such as Itard, Séguin and Decroly, who developed methods and techniques using games in their different senses, applicable to mentally disabled children and which represent the origins of this practice in special education. It is also based on the works about playing in child education and development, theoretically referring to Vygotsky, Leontiev and the social-cultural perspective, represented by Brougère. The analysis and the discussion of the found results have allowed the formulation of some reflections about the use of games and playing in the educational practice with mentally disabled children. Finally, we tried to contribute to the appreciation of the skills of such children, suggesting alternatives to the reorganization of the action strategies by teachers and other professionals in the area, based upon a playful perspective. RÉSUMÉ SILVA, Carla Cilene Baptista da. La place du jeu et du jouet dans les écoles spéciales d’éducation infantile. São Paulo, 2003. 185p. Thèse Doctorat. Institut de Psychologie, Université de São Paulo. Ce travail a cherché à comprendre le jeu d’enfants handicapés dans des écoles spéciales d’éducation infantile. Pour ce faire, il a eu trois buts: identifier les jeux et les jouets disponibles et plus utilisés; découvrir comment ces activités étaient réalisées et aussi examiner la conception sur l’acte de jouer et sa signification, selon les professeurs. Quinze professeurs d’éducation spéciale, appartenant à cinq écoles spéciales de la ville de Campinas, ont participé de cette recherche. Un questionnaire chest-list a été employé pour identifier la disponibilité des matériels ludiques et la fréquence de leur usage. Dans la suite, des interviews semi-structurées ont été faites pour vérifier comment ces matériels ont été utilisés et pour découvrir l’importance de l’acte de jouer pour les professeurs. Le référentiel théorique de ce travail se base sur des auteurs tels que Itard, Séguin et Decroly, qui ont développé des méthodes et des techniques où les jeux sont utilisés dans leurs plus diverses acceptions, les mettant en pratique avec des enfants handicapés mentaux et qui représentent l’origine de cette pratique dans l’éducation spéciale. Nous nous sommes aussi fondés sur les travaux à propos du jeu en éducation et dans le développement infantile, prenant comme référence théorique Vygotsky, Leontiev et la perspective socio-culturelle représentée par Brougère. L’analyse et la discussion des résultats obtenus ont permis la formulation de quelques réflexions sur l’utilisation de jouets et des jeux d’enfants dans la pratique éducationnelle auprès des enfants handicapés mentaux. Enfin, on a cherché à contribuer à la valorisation des capacités de ces enfants, ainsi on suggère des alternatives de re-organisation d’action des professeurs et d’autres professionnels du secteur, s’appuyant sur une perspective ludique.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-17T16:38:33Z No. of bitstreams: 1 Roberta Rech Mandelli_.pdf: 41030989 bytes, checksum: e9029cb358f68d4da26a1469f3661707 (MD5) / Made available in DSpace on 2018-04-17T16:38:34Z (GMT). No. of bitstreams: 1 Roberta Rech Mandelli_.pdf: 41030989 bytes, checksum: e9029cb358f68d4da26a1469f3661707 (MD5) Previous issue date: 2018-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Para além da área de design emocional que trabalha com a evocação e prevenção de emoções efêmeras, destacam-se novas pesquisas que tem como foco a experiência afetiva de uma forma mais abrangente e duradoura. Entre elas, evidencia-se o Design para o Desenvolvimento Humano, campo de estudos que tem como um dos focos entender de que forma o design pode contribuir - por meio de brinquedos e brincadeiras que estimulem o aprendizado de habilidades sociais - para que as crianças manifestem um comportamento socialmente competente. Dentre das habilidades sociais, escolheu-se trabalhar com a empatia, que é definida como uma expressão afetiva que compreende e compartilha as experiências do outro. A proposta deste trabalho foi pesquisar de que forma o design de brinquedos e brincadeiras - a partir de diretrizes de projeto - pode auxiliar no estímulo da experiência empática em crianças na idade escolar. Para isso, utilizou-se o método de pesquisa-ação. Foram efetuadas reuniões com especialistas - designer e psicólogos - para elaboração de diretrizes projetuais. Estas foram utilizadas em uma ação projetual que se concretizou no jogo eu também!. Foram efetuadas oito rodadas de coleta de dados com grupos de quatro crianças do terceiro ano do ensino fundamental interagindo com o jogo desenvolvido. Uma Análise de Conteúdo dessas partidas permitiu a observação de comportamentos empáticos - manifestados pelas falas e ações - das crianças interagindo a partir das dinâmicas propostas pelo jogo. Uma discussão dessas respostas buscou validar a eficácia das diretrizes que nortearam o projeto, das quais as seguintes foram verificadas: projetar considerando o estágio da vida escolar em que as crianças se encontram; se enquadrar dentro da esfera de gênero neutro; promover o engajamento; possuir uma temática lúdica e fantástica; utilizar personagens; estimular a troca de perspectiva; explorar os motivos das revelações que emergirem no jogo; buscar diferentes níveis de complexidade nas dinâmicas; falar sobre emoções e sentimentos; estimular a autorrevelação; e incentivar a colaboração. / Beyond the field of emotional design that studies ways to evoke and prevent ephemeral emotions, it is possible to highlight new research that focus on affective experience in a more embracing and lasting view. Among them is the design for human development, which aims to understand how design may contribute - through toys and games that stimulate the learning of social skills - so that children manifest socially competent behavior. Within social skills, we have chosen to work with empathy, which is defined as an affective expression that enables understanding and sharing experiences of another. The purpose of this work is to investigate how the design of toys and games - from design guidelines - can help to stimulate the empathic experience in children of school age. For that, we used the action research methodology. Meetings were held with specialists - designers and psychologists - to elaborate project guidelines. These were used in a project that resulted in a game called me too! (eu também!). The data was gathered from eight rounds with groups of four children in the third year of elementary school interacting with the developed game. A content analysis of these data allowed the observation of empathic behavior - manifested through speeches and actions - of those children when interacting with each other in the dynamics proposed by the game. A discussion of these responses related to each of the project guidelines sought to validate their effectiveness, of which the following were verified: design considering the stage of school life of children; to fit within the neutral gender sphere; to promote engagement; to have a ludic and fantastic theme; use characters; stimulate the exchange of perspective; explore the reasons of the revelations that emerge in the game; seek different levels of complexity in the dynamics; talk about emotions and feelings; stimulate self-revelation; and encourage collaboration.