University of Macau / Faculty of Social Sciences and Humanities / Department of English

Recognising that road safety is a development priority in South Africa, this research project aims to compare the efficacy of the Social Marketing development communication approach with that of the education approach favoured by the National Department of Transport in road safety development interventions. The research is also driven by the identified need to explore the role of new Information and Communication Technologies (ICTs) in development. To this end, road safety "action kits" were developed using Social Marketing principles and incorporating the use of interactive technology. Educational kits using information supplied by the National Department of Transport were also developed. The efficacy of the two interventions was compared by comparing the results of a road safety inventory across three groups of participants. These participants were learner drivers from Pietermaritzburg aged < 25 years and with access to the required technology. The first experimental group (N=36) received the action kits, the second experimental group (N=42) received the developed educational intervention and a third control group (N=40) received no intervention. The Social Marketing group was found to score higher than the education group across all items in the inventory (educational, attitudinal and behavioural). The research concludes that the Social Marketing approach needs to be considered as an alternative to the current approach in road safety communication interventions. It also provides the basis for further exploration of the uses of ICTs in development interventions. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

No abstract available. / Thesis (M.Sc.-U.R.P.)-University of Natal, 2002.

Abstract not available. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

<p>This study discussed the effect of new information and communication technologies use on adolescents. The research also assessed whether gender and frequency of use of new information and communication technologies would interact to influence self-esteem and social support from family and friends.</p>

Thesis (MPhil)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: This body of work is a post modern analysis of how the shift from mass to me media influences the role and structure of the media. Was McLuhan right, is the medium increasingly the message? Or is the post-modern media a totally different animal, a manifestation of popular culture and marketing rather than the socially responsible institution responsible for safeguarding democracy that it was envisioned to be by the American founding fathers? The underlying theme is the convergence of media and marketing and the resulting conglomeration and technological dependency forced on the reader and the writer. Who are the new mediators and how do they manage the media? In the mediatrix, the readers become media managers and the writers become surfers. The analysis begins with an examination of the contrast between real and virtual communities and how the media bridges this information gap. How does reporting in virtuality reflect reality? The body of the study has three parts, the shift from mass to me media, the alternative media spheres it has engendered and the controlling forces behind this transition. Throughout the study, mass media and me media are contrasted. The study ends with a look at the impact of technology .andpopular culture on the South African media and how the media will click through the future. Will the deeply entrenched communal values of ubuntu stave off the individualisation cocooning brings? That is, will the I before we focus of personalised media nurture the South African democracy or will itfoster mediocracy? / AFRIKAANSE OPSOMMING: Die volgende tesis is n omskrywing van hoe die beweging van die massa-media na die ek-media die rol en die struktuur van die media beinvloed. Was McLuhan korrek, is die medium dikwels doe boodskap? Of is die post-moderne media n totale ander gedierte? n Manifestasie van die populere kultuur en bemarking, eerder as die sosiale verantwoordelike instituut verantwoordelik vir die behoud van demokrasie soos dit gevisualiseer is deur die Amerikaanse voorvaders? Die onderliggende tema is die bymekaarvoeging van media en bemarking en die konglomerasie en tegnologiese verantwoordelikheid geplaas op die leser en skrywer. Wie is die nuwe tussengangers en hoe bestuur hulle die media? In die "mediatrix" word die leser die media bestuurder en die skrywer word die net-sweefer. Die analise begin met die ondersoek na die kontras ussen egte en virtuele gemeenskappe en hoe die media hierdie informasie gaping oorbrug. Hoe word realiteit beinvloed deur rapportering in virtualiteit? Die liggam van die studie bestaan uit drie dele - die skuifvan massa-media na ek-media, die alternatiewe media sfere wat dit vorm, en, die beheerende invloede agter die transformasie. Reg deur die studie word die massa -media en die ek-media gekontrasteer. Die studie eindig met n opsomming van die impak wat tegnologie en populere kultuur op die SA mark het en hoe die media sal saamstem in die toekoms. Sal die diepere gelee gemeenskapswaardes van ubuntu die individualisme wat "cocooning" meebring afskiet. Sal die ek voor die ons van verpersoonlikte media die SA demokrasie aanhelp of medioker maak. / rs201512

Acompanha: Ensino de química na EJA na perspectiva CTS: a partir da automedicação / O ensino de Química para a Educação de Jovens e Adultos (EJA) deve ser trabalhado de forma diferenciada em relação ao ensino regular, devido à especificidade da modalidade. A partir disso, essa pesquisa, que apresenta como proposta metodológica a temática automedicação, na abordagem Ciência Tecnologia e Sociedade (CTS), pode contribuir para ensinar Química na EJA, considerando o público dessa modalidade. Para isso, tem como objetivo identificar, propostas voltadas à EJA, desenvolver uma sequência de aulas a partir da temática "automedicação para o ensino de Química na EJA, na perspectiva CTS", avaliar o desenvolvimento da sequência de aulas e apresentar um Caderno de Orientações Pedagógicas. A temática propõe discutir as principais situações e/ou problemas de saúde enfrentados pelas pessoas, em especial os estudantes da EJA, trabalhando o conteúdo de forma contextualizada e, ainda, identificar a contribuição, colaborando na discussão e reflexão, valorizando a construção do conhecimento científico e o cotidiano do sujeito para tomadas de decisões e preparando o estudante para questionar, participar e construir coletivamente respostas para problemas sociais. Fundamentada na abordagem qualitativa, a pesquisa é caracterizada como pesquisa-ação. Os interlocutores envolvidos para esta pesquisa foram a professora pesquisadora da disciplina de Química e 18 estudantes, com idade entre 19 e 34 anos, de uma turma de Química da EJA, que estudam no período noturno, do CEEBJA Professora Laís Miqueloto, localizado na cidade de Curitiba–PR. O estudo no colégio foi desenvolvido no primeiro semestre de 2016. Para o levantamento de dados foram utilizados triangulação múltipla a partir dos instrumentos com roda de conversa, questionário, filmagem, registros da professora pesquisadora, registros dos estudantes e a produção de um jogo de papéis gerado durante a aplicação da metodologia, com o propósito de analisar as respostas dos estudantes sobre o assunto, sendo que esses se constituíram o corpus da pesquisa, na qual utilizou-se a Análise Textual Discursiva (ATD). A partir da ATD podem ser geradas categorias a priori, e após analisar os dados coletados de cada instrumento, as possíveis categorias emergentes. De acordo com a análise, considera-se que por meio da sequência de aulas, abordando a temática automedicação, é possível contribuir com as propostas metodológicas voltadas a esta modalidade de ensino, uma vez que permitiu a apropriação e a contextualização do conhecimento por meio da abordagem CTS, colaborando significativamente para a compreensão do conhecimento científico e das suas inter-relações com a sociedade e a tecnologia. Os resultados obtidos podem ser um ponto de partida para pesquisas futuras, com o intuito de melhorar a formação dos estudantes e contribuir na tomada de decisão e para que sejam capazes de opinar sobre aspectos do cotidiano. Após a análise dos dados gerados com o uso dos instrumentos, foi desenvolvido um Caderno de Orientações Pedagógicas como produto final da pesquisa, sendo este um item obrigatório no mestrado profissional. / The teaching of Chemistry for the Education of Young and Adults (EJA), must be worked in a differentiated way in relation to the regular education, due to the specificity of the modality. From this, the research presents as a methodological proposal on the subject of self-medication, in the approach Science Technology and Society (STS) can contribute to teach Chemistry in the EJA, considering the specificity of the public of this modality. To do so, it aims to identify, analyze proposals aimed at this modality, develop a sequence of classes from the subject of self-medication for the teaching of Chemistry in the EJA in the STS perspective, evaluate the development of the sequence of classes and present a Notebook of Pedagogical Guidelines. The theme proposes to discuss the main health situations and / or problems faced by people, especially those students of the EJA from this subject, working the content in a contextualized way, also to identify the contribution of this subject in the teaching of Chemistry. As well as collaborating in the discussion and reflection, valuing the construction of scientific knowledge and the daily life of the subject for decision making, and also preparing the student to question, participate and collectively build responses to social problems. Based on the qualitative approach, research is characterized as action research. The interlocutors involved in this research were the research professor of the chemistry discipline and 18 students, aged between 19 and 34 years, from a chemistry class of the EJA, at night, of the CEEBJA Professor Laís Miqueloto, in the city of Curitiba – PR. The study in the college was developed in the first half of 2016. For the data collection, multiple triangulation was used from the conversation wheel, questionnaire, filming, researcher's records, student records and the production of a set of papers generated during the application Of the methodology, with the purpose of analyzing the students' answers on the subject. Being that these constituted the corpus of the research, in which the Discursive Textual Analysis (DTA) was used. From DTA, a priori categories can be generated, and after analyzing the data collected from each instrument the possible emergent categories. From the analysis, it is considered that through the sequence of classes addressing the subject of self-medication can contribute with the methodological proposals focused on this modality of teaching, since it allowed the appropriation and contextualization of knowledge through the STS approach, Contribute significantly to the understanding of scientific knowledge and its interrelationships with society and technology. The results obtained can be a starting point for future research, in order to improve student training and contribute to decision making and to be able to comment on aspects of daily life. After analyzing the data generated with the use of the instruments, a Pedagogical Guidelines Book was developed as the final product of the research, which is a mandatory item in the professional master's degree.

Este trabalho em como objetivo mostrar que a Teoria Crítica da Tecnologia de Andrew Feenberg pode servir para uma reflexão sobre a história e epistemologia da IHC, especialmente as relação criadas pela introdução do termo "Terceira Onda da IHC". Além disso, ainda sob domínio da CTS, entender como os conceitos de participação, usuário, design e arte podem articular as práticas nesta área de conhecimento. Para tanto, foi recorrido a um levantamento de textos (em formato de rede de citações) sobre "Terceira Onda da IHC" presentes na base de dados da ACM (Association for Computing Machinery). Por fim, é feito um comparativo com conceitos e teorias (participação e parangolé) presentes no trabalho de Helio Oiticica a fim de contribuir com a discussão sobre participação, design e arte. / This work aims to show that Andrew's Feenberg Critical Theory can be used as basis to a reflection about the history and epistemology of CHI, especially the relations forged by the introduction of the term "Third Wave CHI". Besides, still using STS, we also aim to understand how concepts like participation, user, design and art can endorse practices in this field of knowledge. To accomplish this, we created a citation network about the "Third Wave CHI" gathering texts from the ACM (Association for Computing Machinery) database. At last, compare concepts that exists in the work of Helio Oiticica aiming to contribute with the discussion about participation, design and art.

Made available in DSpace on 2016-05-17T16:51:56Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-12-09. Added 1 bitstream(s) on 2016-05-17T16:55:54Z : No. of bitstreams: 1 000864329.pdf: 876313 bytes, checksum: a20b8b19ca3b69c4e0f3f10d7b4b4dd4 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa em questão tem por objetivo identificar elementos que contribuem para o professor de Matemática utilizar as Tecnologias Digitais em suas aulas. Assim, para alcançar esse objetivo nos guiamos pela seguinte pergunta diretriz: Quais elementos contribuem para que os professores de Matemática venham a utilizar as Tecnologias Digitais como parte de suas práticas pedagógicas em suas aulas?. Os sujeitos investigados foram os professores de Matemática dos anos finais do Ensino Fundamental, que disseram utilizar as Tecnologias Digitais em suas aulas, das escolas pertencentes à Diretoria de Ensino (DE) de São José do Rio Preto - SP. Nesse trabalho, optamos por uma investigação fundamentada na Metodologia de Pesquisa Qualitativa. Os resultados obtidos indicam que o que tem contribuído para que os professores de Matemática utilizem as Tecnologias Digitais são elementos que permeiam a identidade profissional desse professor, as percepções do professor de Matemática acerca das possibilidades e contribuições que as Tecnologias Digitais trazem ao serem utilizadas em suas aulas, e, por último, as contribuições da equipe gestora da escola, assim como algumas políticas educacionais com projetos que viabilizam a utilização das Tecnologias Digitais / The following research aims to identify elements that contribute to the Mathematics Teachers use Digital Technologies in their classes. Thereby achieving this goal, we are guided by the question guideline: What elements contribute to the Mathematics Teacher will use the Digital Technologies as part of their teaching in their classes? . The subjects investigated were the mathematics teachers from the final years of the elementary level, who said employing the digital technologies in their classes, from schools that belong to the educational board of São José do Rio Preto-SP. in this research we chose an investigation based on the qualitative research methodology. the obtained outcomes indicate what has contributed to the mathematics teachers are elements that permeate the professional identification of this teacher, the perception of these mathematics teachers is about the possibilities and contribution of the digital technologies brings to be used in their classes, and finally, the contribution of the management team of the school as well as some educational policies with some projects that enable the use of Digital Technologies

This study analyses Uganda’s 2004 Broadcast Policy in light of the WSIS principles in order to establish whether the policy enables radio to build an inclusive and people-centred Information Society, and if so, in what ways it does this. The study specifically focuses on radio, which it views as the dominant medium in Uganda, and therefore the medium with the greatest potential to build a sustainable Information Society in the country. The study is informed by media policy theories as well as Information Society theories. It is argued that although most definitions of the Information Society consider the newer ICTs, especially the Internet, as the key drivers in the Information Society, most developing countries like Uganda are far from reaching the desired level of computer and Internet access as proposed by some Information Society theorists. Instead, most people in Uganda rely heavily on older ICTs, especially radio, for information about key issues in their daily lives. Inevitably, radio ends up being a key player in building the Information Society in these countries. The study, therefore, finds most of the common Information Society theories lacking and adopts the WSIS definition, which is more relevant to Uganda’s situation. This study also maintains that if radio is to be a key player in building an inclusive and people-centred Information Society in Uganda, the 2004 Broadcast Policy has to create that enabling environment, by, for example, promoting public service radio through local content programming, and diversifying radio ownership. The data for this study was obtained using the qualitative research approach, and specifically the research tools of document analysis and individual in-depth interviews. The findings indicate that the policy’s emphasis is on building a broadcast sector that addresses the public’s interests through local content programming and provision of diversified media services. However, the study also found that the policy is vague on some very crucial aspects, which would benefit the public, namely, local content quotas and the independence of the public service broadcaster.