The cinema, as originally an analogue apparatus of representation, has a particularly complex and contradictory relationship to the incursion of new digital practices and potentialities. This thesis examines this relationship through a study of the impact of computer-generated images (CGI) on the Hollywood mode of production, and on its visual and narrative filmic codes. Computer animation is unquestionably a technology of digital simulation, and its initial presence is necessarily based on an aesthetics of simulation, visually separating, and diegetically demarcating, the digital image as virtual and artfficial. Consequently, most previous accounts of CGI have focused predominantly on films depicting cyberspace and VR, such as Tron and The Lawnmower Man, within the parameters of debates on special effects, the generic conventions of science fiction, and postmodern concerns with virtuality and simulation. In the early 1 990s, however, technological innovations facilitated the transition to an aesthetics of photorealism, emphasising the seamless compositing and integration of CGI characters, objects and environments with live-action. The thesis argues that the this shill is fundamental in establishing the commercial and aesthetic credibility of CGI as a production tool, and it is closely examined through a case study of Jurassic Park. The processes by which the first organic, photorealistic CG characters were created are analysed, with particular reference to the role of procedural and hand methods of computer animation in constructing a new virtual aesthetics. The integration of CGI as a production tool is also related to the diegetic presence of information technologies as narrative devices, and the extra-textual commercial and professional discourses through which CGI is explicated and celebrated. The thesis argues that the cinema is able to exploit the potential of digital methods, whilst simultaneously displaying a fundamental anxiety over the status of its own representational codes. Finally, strategies of visibility and virtuality in computer animation are further examined in the context of the emerging digital mode of production in Hollywood, and of the high concept film's role in multimedia marketing and distribution strategies

Cette thèse part du constat de l’incorporation d’objets appelés « fablab », « hackerspace » ou « living lab » dans les politiques publiques. Le déploiement démultiplié de ces nouveaux « lieux » au coeur ou aux marges de l'action publique des collectivités, s’accompagne d'une sémantique associant l'innovation, l'entrepreneuriat, la flexibilité et la créativité. Cette thèse démontre qu'au-delà de ces effets rhétoriques et de la fascination qu'ils exercent (mais qui s'explique), ces objets de politiques publiques constituent une des réalités de l'action métropolitaine, sous différents registres et modalités. En se distançant des discours laudatifs qui accompagnent leur émergence, la thèse fait de l'analyse de leurs rapports au territoire et de leurs prises avec les dynamiques de l'espace urbain son objet central. La prise en compte de la complexité de l’objet de recherche et de son inscription dans une action publique en constant changement impose de s’intéresser auxlogiques de l’espace propres à la géographie et l’aménagement et de recourir aux apports d’autres disciplines, telles que la sociologie et la science politique. L’enquête articule des espaces, des temps et des méthodes d’enquête différentes. À une première enquête en France portant sur les hackerspaces, les fablabs et les living labs succède une enquête comparative à l'échelle européenne (Rennes et Toulouse en France, Gand en Belgique). La thèse expose et décrypte les promesses portées par ces lieux. Des tensions sont mises en évidence, l'une, majeure, les situant entre héritage de la contre-culture, processus de normalisation et de « récupération ». Ces tensions constituent les fils directeurs de la thèse : elles traversent l’inscription des dispositifs d’expérimentation et de fabrication numérique dans un contexte de mutations spécifiques aux villes contemporaines. La thèse éclaire également, en s'appuyant sur les notions de « monde social », de « communs » et de « communs urbains », leurs dynamiques sociales. Démontant en partie les représentationsenthousiastes dont fablabs, hackerspaces et living labs restent majoritairement l’objet, la thèse relativise leur portée en termes d’intégration et d’ouverture, autant que leur rôle dans la transformation des politiques urbaines locales. / The starting point of this doctoral research is the observation of the incorporation of objects called "fablab", "hackerspace" or "living lab" in public policies. The increased expansion of these new "places" at the heart or at the margins of public policies is supported by semantics associated with innovation, entrepreneurship, flexibility and creativity. But beyond these rhetorical effects and their fascination, it is demonstrated that these objects of public policies constitute one of the realities of the metropolitan action, under different modalities. This thesis stays away from the laudatory discourses that accompany the emergence of these objects and mainly focuses on the analysis of their relationships to the territory and the dynamics of the urban space. It has to be taken into account that the complexity of these places and their inclusion in an everevolvingpublic policy requires to use the logics of space, specific to geography and planning, and to resort to other disciplines contributions, such as sociology and political science. The investigation articulates different spaces, time periods, and survey methods. A first investigation in France on hackerspaces, fablabs and living labs was followed by a comparative investigation on a European scale (Rennes and Toulouse in France, Ghent in Belgium). The thesis exposes and interprets the promises driven by these places. Tensions are highlighted. One major tension situates these places between inheritance of the counterculture, process of normalisation and "recovery". These tensions represent the main thread of the thesis: they run through the insertion of places of experimentation and digital manufacturing in a context of changes, inherent to contemporary cities. Based on notions such as "social world", "common" and "urban commons", the thesis also sheds lights on the social dynamics of these places. Partly dismantling the enthusiastic representations regarding fablabs,hackerspaces and living labs, the thesis puts their scope in perspective in terms of integration and openness, as well as their role in the transformation of local urban policies.

L’évolution des technologies entraîne des changements et des transformations dans tous les domaines économiques, sociaux et culturels notamment par leurs usages multiples et complexes. Dans le secteur de l’éducation, le déploiement de ces technologies pour l’enseignement et l’apprentissage soulève des questions fondamentales liées, par exemple, à la manière dont elles sont sollicitées par les enseignants et les étudiants. Cette étude, qui s’inscrit dans la lignée des usages des technologies de l'information et de la communication (TIC) en contexte scolaire, s’articule autour des concepts d’usages et de pratiques en contexte universitaire africain. Elle a pour objectif de comprendre le rapport que les étudiants entretiennent avec les technologies numériques dans leurs activités d’apprentissage en s’attachant à enrichir la réflexion sur les pratiques numériques des étudiants. De quelles manières les technologies sont sollicitées dans le processus d’apprentissage des étudiants ? Quelles sont les habitudes de travail avec ces technologies en classe et en dehors de la classe ? Comment accèdent-ils aux ressources en ligne et avec quelles compétences ? Dans quelles mesures l’institution universitaire permet-elle et facilite-t-elle l’ancrage et l’utilisation des technologies à des fins pédagogiques ? Ce travail s’est intéressé à une population d’étudiants inscrits en Licence dans cinq départements issus de trois facultés de l’université des Comores. Afin de documenter et d’analyser les pratiques numériques des étudiants dans leur processus d’apprentissage, nous avons opté pour une approche mixte regroupant une enquête quantitative basée sur un questionnaire et une étude qualitative par entretiens. L'enquête par questionnaire auprès d'un échantillon de 548 étudiants a permis d’établir un profil des étudiants en se basant sur leur niveau d’accès aux TIC, leur formation, leurs compétences, leurs usages des technologies en classe ou en dehors du milieu universitaire. Les entretiens ont enrichi les résultats quantitatifs et ont permis d'identifier quatre thèmes essentiels : les types d’usages, les conditions d’usages, les capacités d’utilisation et les conceptions des étudiants à propos de l’utilisation des TIC à des fins pédagogiques. L’étude confirme le faible usage des TIC à des fins d’apprentissage, un niveau d’accès difficile en milieu universitaire et peu de formations académiques. En même temps, elle indique un meilleur niveau d’équipement individuel des étudiants. Elle apporte un éclairage, sans doute nouveau, sur les stratégies de contournement, des difficultés d’usages et témoigne d'une volonté des jeunes à persister dans leurs pratiques numériques pour leurs apprentissages. / Changes in technology causing changes and transformations in all economic, social and cultural fields in particular through their multiple and complex applications. In the education sector, the deployment of these technologies for teaching and learning raises fundamental issues, for example, how they are solicited by teachers and students. This study, which is in line with the uses of information technology and communication (ITC) in the school context, is built around the concepts of uses and practices in African university context. It aims to understand the relationship that students have with digital technologies in their learning activities by focusing on enriching the reflection on the digital practices of students. In what ways are sought technologies in the learning process of the students? What are the working habits with these technologies in the classroom and outside of the classroom? How they access to online resources and with which skills? To what extent the university allows it and it facilitates anchoring and use of technology for educational purposes? This work has focused on students enrolled in Bachelors in five departments from three of the Universities of the Comoros. To document and analyze the digital practices of students in their learning process, we opted for a mixed approach combining a quantitative survey based by they questions and a qualitative study through interviews. The questions survey of a sample of 548 students helped develop a profile of the students based on their level of access to ITCs, their training, their skills, their use of technology in the classroom or outside the academia. The interviews have enriched the quantitative results and it has identified four keys themes: types of uses, conditions of use, application capabilities and students conceptions about the use of ITC or teaching. The study confirms the low use of ITC or learning purposes, difficult access level in academia and little academic training. At the same time, it indicates a higher level of personal equipment for students. It sheds light, probably on bypass strategies, difficulties of uses and shows a willingness of young people to persist in their digital practices to their learning.

Made available in DSpace on 2016-07-27T13:52:30Z (GMT). No. of bitstreams: 1 LYANDRA DE AZEVEDO PEREIRA.pdf: 559099 bytes, checksum: 3ba3059ae54769b09a07fb0cf5a5546c (MD5) Previous issue date: 2010-09-28 / This study was conducted within the research line Theories and Processes of Education, Educational Program Graduate Education at the Pontifical Catholic University of Goias. The objective of this thesis was to investigate the digital culture of young people, identifying the educational aspects of their forms of appropriation of the Internet outside school. The starting point is the concerning about the preconceived idea that the uses which young people make of the Internet outside school are sufficient to prepare them for use demanded by the school. The study of the cultural issue, of school culture and digital culture took as a reference the contributions of Belloni (2008), Bourdieu (1998, 1999), Fourquin (1993), Peixoto (2008, 2009, 2010), among others. To investigate the relationships between technologies and the social, cultural and educational processes, we rely especially on the debate of Buckingham (2000), Castells (1999), Kenski (2007), Sacristán (2007), Sancho, Hernandez (2006) and Santaella (2004). The qualitative type of research consists in the observation of young people using the internet in lan-house situated in the eastern part of the city of Goiania. To accommodate the research objectives, we adopted the daily observation as a tool for data collection. The discussion and analysis of the results led us to identify four types of use that can be taken as evidence to characterize the forms of Internet use by young people in lanhouse: 1) use of diverse forms, 2) communication limited to the social group, 3) Virtual Communications in a complementary (not substitutive) to the presential communication process, 4) Setting up a player marked by the electronic media. / Este estudo foi realizado dentro da linha de pesquisa Teorias da Educação e Processos Educacionais, do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Goiás. O objetivo desta dissertação foi investigar a cultura digital dos jovens, visando identificar os aspectos educativos de suas formas de apropriação da internet fora do contexto escolar. O ponto de partida é a preocupação com a idéia preconcebida de que os usos que os jovens fazem da internet fora do contexto escolar são suficientes para prepará-los para o uso demandado pela escola. O estudo da questão cultural, da cultura escolar e da cultura digital tomou como referência as contribuições de Belloni (2008), Bourdieu (1998, 1999), Fourquin (1993), Peixoto (2008, 2009, 2010), dentre outros. Para a investigação das relações entre as tecnologias e os processos sociais, culturais e educativos, apoiamo-nos especialmente nas reflexões de Buckingham (2000), Castells (1999), Kenski (2007), Sacristán (2007), Sancho e Hernandez (2006) e Santaella (2004). A pesquisa de tipo qualitativa consistiu na observação de jovens utilizando a internet em lan-house situadas na região leste do município de Goiânia. Para contemplar os objetivos da pesquisa, foi adotado o diário de observação como instrumento para a coleta de dados. A discussão e análise dos resultados levaramnos a identificar quatro modalidades de uso que podem ser tomadas como elementos para caracterizar as formas de uso da internet pelos jovens em lanhouse: 1) Formas diversificadas de uso; 2) Comunicação limitada ao grupo social de convivência; 3) Comunicação virtual de forma complementar (e não substitutiva) ao processo de comunicação presencial; 4) A configuração de um leitor marcado pelos meios de comunicação eletrônicos.

Digitala enheter har blivit en naturlig del av individers vardag vilket öppnar upp för både möjligheter och utmaningar. Dagens teknik möjliggör för individen att ständigt vara närvarande utan att fysisk befinna sig i miljön. Den konstanta tillgängligheten påverkar individens sociala liv på olika sätt. Föreliggande forskning studerar hur 10 medelålders individer kommunicerar och söker information genom digitala enheter. Författarna har ett särskilt synsätt att studera detta. Snarare än att se på digitala enheter som enbart redskap som stödjer användarens vardagliga aktiviteter, argumenterar författarna hur digitala enheter istället kan ses som förlängning av individerna genom konceptet ”the extended mind”. Detta sker genom att individen ändrar sättet att använda sig av teknologin vilket medför förbättrade kognitiva förmågor. Vidare undersöks vilka möjligheter och utmaningar respondenterna upplever i mötet med digitala enheter vilket sedan analyseras utifrån digital kompetens. / Digital devices have become a natural part of individuals' everyday lives which opens up both opportunities and challenges. Today's technology enables the individual to be constantly present without being physically present in the environment. The constant availability affects the individual's social life in different ways. The present research studies how 10 middle-aged individuals communicate and search for information through digital devices. The authors take a distinct approach to digitalization. Rather than studying digital devices merely as tools that support users' daily activities, the authors argue for explorations of how digital devices can instead be seen as extension of mind, by changing the way individuals use the technology, therefore enhancing their cognitive capabilities. Furthermore, the opportunities and challenges that the respondents experience in the meeting with digital devices are examined and analyzed based on digital competence.

Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus accessibles et utilisées au quotidien, en particulier par les jeunes. Si ces nouvelles formes d’interactions sociales sont porteuses de diverses opportunités (Valkenburg, 2010), elles font émerger dans le même temps des formes de violence inédites. Les recherches sur la cyberviolence se sont considérablement développées depuis les années 2000 au niveau mondial. En France, toutefois, mis à part les travaux de Blaya (2010, 2013), les recherches dans ce domaine restent rares et peu de données relatives à la prévalence, à la nature et aux mécanismes de ce phénomène sont disponibles. L’objectif de cette thèse est, par conséquent, d’évaluer l’ampleur de la cyberviolence entre adolescents en France, d’analyser les caractéristiques de cette nouvelle forme de violence et d’explorer ses processus en lien avec le milieu scolaire, notamment le climat scolaire. A cette fin, nous avons mené une enquête de victimation et de violence auto-reportée auprès de 3586 collégiens et lycéens répartis dans plusieurs académies. Les données recueillies nous permettent de mettre en évidence les taux d’adolescents qui déclarent avoir été victimes et/ou auteurs de chacune des formes de cyberviolence au cours de l’année scolaire. Une attention particulière est également portée à la mesure du cyberharcèlement, que nous choisissons de considérer comme une violence répétée et/ou cumulée. Enfin, des analyses statistiques visant à tester les effets des variables relatives aux caractéristiques sociodémographiques, aux pratiques numériques et à l’expérience de la cyberviolence sur la victimation et la perpétration sont effectuées. Il ressort principalement que la problématique de la cyberviolence est bien réelle même si le cyberharcèlement, dans ses formes les plus sévères, reste minoritaire. Afin de compléter l’enquête quantitative et « ouvrir la boîte noire », des entretiens ont par ailleurs été menés auprès de 34 collégiens. Notre ambition est d’approfondir notre compréhension de l’expérience vécue par les acteurs en interrogeant leurs logiques d’action et le sens qu’ils leur confèrent. Nos analyses permettent, entre autres, d’observer un lien entre les rapports sociaux dans le contexte scolaire et dans le contexte numérique. Ces résultats permettent de souligner l’intérêt d’une prise en compte de l’environnement scolaire, en particulier du climat scolaire, dans la lutte contre la cyberviolence. / Information and Communication Technologies (ICT) are more and more daily accessible and used, especially by young people. These new types of social interactions offer various opportunities (Valkenburg, 2010). At the same time, they bring also with them new forms of violence. Research on cyberviolence has developed considerably worldwide since the beginning of the millennium. However, in France, except the work of Blaya (2010, 2013), research in this area remains rare and few data about the occurrence, nature and mechanisms of this phenomenon are available. Consequently, the objective of this thesis is to assess the extent of cyberviolence amongst adolescents in France, as well as to analyze the characteristics of this new form of violence, and finally to explore its processes related to school context, especially school climate. To do so, we carried out a victimization and self-reported violence survey on 3586 secondary schools students in several school authorities/boards. The collected data allow us to highlight the percentage of adolescents who reported to have been victims and/or authors of each types of violence during the school year. A special care was paid to the measurement of cyberbullying, which we defined as a repeated and/or cumulated violence. Finally, statistical analysis were made in order to test the effects of sociodemographic variables, digital practices and cyberviolence experiences on victimization and perpetration. It mainly appears that cyberviolence is a real problem although the most severe forms of cyberbullying remains low. To complete the quantitative survey and “open the black box”, interviews were conducted with 34 middle school students. Our aim was to deepen our understanding of the experience of the actors, by questioning them on their logics of action and the meaning they confer. Among other things, our analysis enabled us to observe a link between the social relations in the school context and in the digital context. These results emphasize the need to consider school environment, notably school climate, to fight against cyberviolence.

En partant de la question : que consomment les Libanais en matière culturelle dans leur temps libre ? Cette thèse s'appuie sur l'idée de l'existence d'une relation entre la structure de la société et les pratiques culturelles, développée à partir de la théorie de la légitimité culturelle de Pierre Bourdieu. La structure hybride de la société, concept emprunté à Melhem Chaoul, constitue la spécificité du contexte libanais : le fait qu'il s'agisse d'un pays francophone, multiculturel et à diaspora importante, ainsi que la diffusion contemporaine des pratiques numériques amènent à s'interroger sur la définition de l'identité culturelle. Forger le concept de « degré d'adhérence culturelle » s'impose afin d'y répondre. A partir d'une enquête par questionnaire auprès de 1200 enquêtés au Liban et 120 enquêtés en France, et de 36 entretiens, l'étude montre que les jeunes, par opposition aux plus âgés, s'orientent plus vers la culture occidentale et les pratiques numériques. Les plus instruits consomment simultanément des biens culturels libanais et occidentaux. En fait, la consommation des biens culturels occidentaux est facilitée par le trilinguisme, que maîtrisent presque la moitié des Libanais. Il est apparu aussi que l'inégalité régionale de l'offre culturelle n'est pas l'homologue d'une inégalité régionale des pratiques culturelles. L'engagement religieux et la position dans le cycle de vie influencent les pratiques culturelles. / Starting from the question : what cultural matters do Lebanese people use in their free time ? This PhD thesis relies on the idea of the existence of a relationship between the structure of society and cultural practices, developed by Pierre Bourdieu in the theory of cultural legitimacy. The hybrid structure of society, a concept borrowed from Melhem Chaoul, constitutes the specificity of the Lebanese context : the existence of a francophone, multicultural and provided with a large diaspora country, as well as the contemporary diffusion of digital practices, raise questions related to the definition of cultural identity. Promoting the concept of « degree of cultural adhesion » seems necessary in order to find an answer. Based on a survey of 1,200 respondents in Lebanon, 120 respondents in France and 36 in depth interviews, the study shows that young people, as opposed to the older ones, tend most towards Western culture and digital practices. The most educated people consume both Lebanese and Western cultural goods simultaneously. As a matter of fact, the consumption of Western cultural goods is facilitated by trilingualism, which is mastered by almost half of the Lebanese. Additionally it has been shown that the regional inequality of the cultural offer is not homologous to a regional inequality of cultural practices. Religious commitment as well as the position in the life cycle impact cultural practices.

Den teknologiska utvecklingen och intåget i eran av Agriculture 4.0 har en betydande inverkan på jordbruket. Studien undersöker den effekt nyttjandet av digitala tekniker har på svenska jordbrukare, samt barriärer och attityder som påverkar införandet av fler, och användandet av redan existerande, digitala verktyg. För att genomföra en kvalitativ fallstudie har observationer utförts på två gårdar. Där iakttogs jordbrukarnas arbete med de digitala praktikerna och dess attityder mot användandet. Observationerna följdes av totalt sju stycken intervjuer. Jordbrukare, en person från en större maskintillverkare och en expert i form av en professor inom forskningsområdet agerade respondenter. Genom intervjuer och observationer skapades en förståelse för de digitala praktikernas påverkan på jordbruket och vad som ligger till grund för att digitala hjälpmedel inte nyttjas i en större grad. Agriculture 4.0 har skapat ett digitalt ekosystem där maktbalanserna mellan de olika aktörerna förändrats. För att skapa en hållbar teknologisk utveckling inom jordbruket har diverse framgångsfaktorer identifierats. / The technological advancement and advent of the Agriculture 4.0 era have a significant impact on agriculture. The study examines the effect of the utilization of digital technologies on Swedish farmers, as well as barriers and attitudes affecting the adoption of additional, and the utilization of existing, digital tools. To conduct a qualitative case study, observations were carried out on two farms. These observations focused on farmers' work with digital practices and their attitudes towards usage. Subsequently, a total of seven interviews were conducted. Farmers, a representative from a major machinery manufacturer, and an expert in the research field acted as respondents. Through interviews and observations, an understanding of the impact of digital practices on agriculture and the underlying reasons for the limited adoption of digital tools was established. Agriculture 4.0 has created a digital ecosystem where power dynamics among different actors have shifted. Various success factors have been identified to foster sustainable technological development in agriculture.