The aim of this project was to build and render digital landscape models that reflect natural element characteristics and use the resulting data sets as source material for fine art investigation and production. The project utilized 3D computer modeling techniques, selected output technology and studio facilities. Computer-generated virtual landscapes material was incorporated into studio practice by providing observed environmental content for the development of works for exhibition. An accompanying exegesis explored the relationship and tensions between digital landscape data sets and the broader use of landscape as a motif within an Australian context.

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User-generated content (UGC) is a ubiquitous phenomenon on the Internet. UGC inform, entertain, and facilitate conversations among online users. The three essays of this dissertation examine different antecedents of UGC characteristics with text analytics. The first essay explored the effects of psychological distance on UGC positivity and found that spatial and temporal distance boost UGC positivity. The second essay investigates the effects of social media integration on the linguistic characteristic of UGC and showed that social media integration leads to increased review quantity, while more emotional, less rational and less negative language in UGC content. The third essay examines the impact of book-to-film adaptation on the rating and linguistic characteristics of UGC. The results suggest that, after the release of book-to-film adaptations, book ratings decline, and the use of language reflecting viewing, comparison and affective processes increase in book reviews. To summarize, the three essays in this dissertation contributes to research on UGC by improving our understanding on the various antecedents of UGC characteristics. / Business Administration/Marketing

This research makes a case study of Pilot Course of Continuous Formation in Education Media at Alagoas, analyzing the results of conclusion projects of students from observation of activities, knowledge and talking from students in a semi-structured interview, with the purpose of research the Media Integration. The theoretical reasons showed is technology integration between technologies of Information and communication in teachers training and teaching practice doing an analysis of public policies in EAD teaching training and describing the Pilot Project. It consolidates itself with the presentation of search results characterizing the project as relevant in the context of continuing training and media integration. Keyword: EAD Teaching Formation; Education Media; Media Integration. / Esta pesquisa realiza um estudo de caso do Curso Piloto do Programa de Formação Continuada em Mídias na Educação em Alagoas, analisando o resultado dos projetos finais dos cursistas a partir da observação do conteúdo do curso, atividades e das falas dos cursistas em entrevista semi-estruturada, com a finalidade de investigar a integração de mídias que foi o objetivo do Piloto. Apresenta como fundamentos teóricos a integração das Tecnologias de Informação e Comunicação na formação de professores e na prática docente e faz uma análise das políticas públicas na formação de professores em EAD e descreve o Projeto Piloto. Consolida-se com a apresentação dos resultados da pesquisa caracterizando o Projeto como relevante no contexto de formação continuada e de integração das mídias.

The intent of this study was to explore to what extent loneliness, need for belonging, and parent-child relationships relate to time spent communicating via social media. The study also focused on predicting social media integration and vaguebooking, an attention seeking behavior on social media. Results from a sample of 471 college students indicated that need for belonging was related to more time spent communicating with friends online. Parent-child relationship, social anxiety, and loneliness were not significantly correlated with social media use. Need for belonging predicted social media integration and loneliness predicted vaguebooking. Histrionic symptoms significantly predicted both social media integration and vaguebooking behaviors, indicating that for those with histrionic traits, social media may reinforce attention seeking behaviors.

Made available in DSpace on 2014-12-17T14:36:34Z (GMT). No. of bitstreams: 1 MariaDB_TESE.pdf: 2016275 bytes, checksum: c9e97fa9ba7ef645647a1da3d03c326b (MD5) Previous issue date: 2013-12-06 / The thesis Distance learning and didactic material: a study about the course Media in the education in Natal shows a research about the didactic material and its insertion in the distance training course to teachers. In this sense, this research aims to contribute to some universities with reflections about the way to elaborate the didactic material to the distance training course of teachers with the following specific objectives: a) identify some aspects in the didactic material in the extension course Media in the Education that difficult media usage by the teachers members of the course in the pedagogical practice; b) discuss about the way how didactic material to the distance training course to teachers has been created; c) stimulate teachers/members to integrate media in their teacher practice. For that reason, we have developed an action-research (THIOLLENT, 2011; FRANCO, 2005), based on it we elaborated a proposal do complement activities to the course Media in the Education that were applied to two classes during the fifth edition of this course. This research is presented in four steps: 1st) analyze of the course modules; 2nd) creation of a proposal to complement the activities; 3rd) applying the proposal to the students during the fifth edition to the course; 4th) analyze of forums and log books written by teachers/students. Data was analyzed by the contents perspective of Bardin (2011). As a theoretical support, we have Tardif (2012), about teachers knowledge; Dewey (1959; 2011) and Freire (2001; 2009; 2010a; 2010b; 2012) related to learning perspective; Candau (2002), Rays (2003) and Freire (2010a), about the relation theory x practice in the teacher training; Andrade (2003; 2009) and Belloni (2010) about distance teacher training; B?rvot; Belloni (2009), Neves; Medeiros (2005) and Prado (2005), related to Media integration. This research revealed the didactic material of the course Media in the Education has not a proposal to articulate theory and practice, due to this, this course opposed the Media integration. For that reason, teachers/members have real problems to integrate Media in their scholar routine. This research confirmed the way this didactic material was formulated did not help the teachers/students to integrate media in their pedagogical activities / A tese Educa??o a Dist?ncia e Material Did?tico: um Estudo sobre o Curso M?dias na Educa??o apresenta uma pesquisa que trata do material did?tico e sua inser??o em cursos de forma??o de professores a dist?ncia. A pesquisa teve como principal objetivo subsidiar as universidades no sentido de repensarem a forma de elabora??o de material did?tico para cursos de forma??o de professores a dist?ncia e os seguintes objetivos espec?ficos: a) identificar aspectos no material did?tico do curso de extens?o M?dias na Educa??o que t?m dificultado o uso das m?dias pelos professores participantes do curso na pr?tica pedag?gica; b) discutir sobre a forma como est?o sendo elaborados os materiais did?ticos para cursos de forma??o de professores a dist?ncia; e c) estimular os professores/cursistas a integrarem as m?dias na pr?tica docente. Para tanto, desenvolvemos uma pesquisa-a??o (Thiollent, 2011; Franco, 2005), a partir do momento em que elaboramos uma proposta de complementa??o das atividades para o curso de extens?o M?dias na Educa??o e aplicamos em duas turmas durante a quinta edi??o. A pesquisa apresenta quatro fases: 1?) an?lise dos m?dulos do curso; 2?) elabora??o de uma proposta complementar para as atividades; 3?) implementa??o da proposta de complementa??o das atividades durante a 5? edi??o do curso, e; 4?) a an?lise de f?runs e os di?rios de bordo dos professores. Os dados foram analisados na perspectiva da an?lise de conte?do de Bardin (2011). Como aporte te?rico, trouxemos Tardif (2012) com os saberes docentes; Dewey (1959; 2011) e Freire (2001; 2009; 2010a; 2010b; 2012) abordando a perspectiva de aprendizagem; Candau (2002), Rays (2003) e Freire (2010a) a rela??o teoria-pr?tica na forma??o docente; Andrade (2003; 2009) e Belloni (2010) a forma??o de professores a dist?ncia; B?rvot e Belloni (2009), Neves e Medeiros (2005) e Prado (2005) a integra??o de m?dias. A pesquisa mostrou que o material did?tico do curso M?dias na Educa??o n?o prop?s a articula??o entre a teoria e a pr?tica, dificultando a integra??o de m?dias. Os professores/cursistas t?m problemas concretos para integrar as m?dias em sua rotina escolar. A pesquisa confirma, por sua vez, que a forma como o material did?tico do curso M?dias na Educa??o foi elaborado n?o d? conta de os professores/cursistas integrarem as m?dias nas atividades pedag?gicas

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