West, Matthew Ellis. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 250-260). / Abstracts in English and Chinese. / Abstract (in English and Chinese) --- p.ii / Acknowledgments --- p.iv / Table of Contents --- p.vi / Chapter Chapter 1: --- Introduction ´ؤ China and Intellectual Property --- p.1 / Introduction / What is Intellectual Property? / Chenggong Music and Movies / Lost in Translation / Piracy / Copying / An Historical Perspective / "The Past, Sharing, and Censorship" / Methodology and Xi'an's Disc Market / Chapter Breakdown / Chapter Chapter 2: --- Literature Review 一 An Anthropological Approach to IP --- p.37 / The Anthropology of Property / Human Rights Discourses / Economic Pragmatism? / The Return of Power / Toward a Theory of IP / Metaphorical Framing / Stages of IP Advocacy / Local Contextualization / China: Global Pressure and Local Response / Chapter Chapter 3: --- Daoban as a Moral Business --- p.60 / The Commoditization of IP / Price is all that Matters! / Pricing Practices within Stores / Pricing Determinants / Moving Beyond Price and Quality / Consumer Fraud and Fakes: The Breakdown of Price and Quality / Competition and the Disc Business / Is it Zhengban or Daoban? / Doubting the Difference / Relative Morality: Guilt and Stealing / The Ambivalent Position of Chinese Retail Business / Conclusion: Passive Contestation and the Moral Sphere / Chapter Chapter 4: --- Daoban as an Illegal Commodity --- p.104 / Petty Economic Crime / "Cheating, Plagiarism, and Painting" / Petty Economic Illegality / Illegality in China's Context: The Government Connection / Backing (beijing) / Corruption / Structural Issues: Officials and Enforcement / Policing Norms / Norms of Copyright Enforcement / Social Consequences of Enforcement / Action Against Vendors / Action Against Pornography / Justifications and Responses / Conclusion: Daoban and Illegality / Chapter Chapter 5: --- Daoban and Intangible Property --- p.155 / What is Daoban? / Dowloading and the Law / Exceptions: Imported and Destroyed Titles / Blurring the Line: Tom and Jerry / Real or Fake / The Symbolic Importance of Zhengban / A Wider View? New Generations and Smalltime Creators / Conceptions of Intangible Property / The Centrality of Performance / The Nation / Conclusion: A Chinese Conception? / Chapter Chapter 6: --- "Conclusion ´ؤ Cultural Conceptions, Structures, and Agency" --- p.207 / "Structures, Agency, and Daoban" / Practice Theory: Structure and Agency / An Actor-Oriented Approach / Structures and Daoban / Creation / Commoditization / Passive Contestation / The Law as a Tool for Change / Final Thoughts / Bibliography --- p.238 / Appendix I: Chinese Characters Index --- p.248

This study consists of two parts, the completed videotape production and the production book. The videotape explores the history, organizational structure, and training requirements of the Dallas/Fort Worth Airport Department of Public Safety. A copy of the videotape is shelved in the North Texas State University Media Center Library. The production book describes background preproduction, production, and postproduction of the videotape. Problems, their effects, and solutions are described. The study concludes that an effective videotape can be produced in-house with limited time, equipment, and personnel, at a cost far less than commercially produced films. The study makes specific recommendations for guidelines and planning of future productions.

In the spring of 2010, I worked with four street youths from Durban to create a short fictional film based on their lives. There were two main components to this project: first, a series of drama workshops and second, the film-making process. The filmmaking process consisted of the participants improvising scenes based on their street lives that I captured on film. This project engaged with Theatre for Development and Participatory Video practices. The young man who initiated this project did so because he wanted to change people’s perceptions of youths who lived on the streets. Additionally, he wanted to change his own perceptions of himself. The film provided baseline data regarding how the participants viewed themselves and their lives on the streets. Analysis of interviews conducted after the completion of the project, when compared with the baseline data, demonstrated social impacts that occurred as a result of making the film. This data was coded and interpreted using François Matarasso’s (1997) positive criteria for the social impact of participating in arts projects as well as corresponding negative categories that I generated. The film, once coded, demonstrated that the participants felt negatively about their lives on the streets, with many examples emerging from the categories Lack of Social Cohesion and Lack of Agency. In contrast, the interviews revealed positive social impacts across all categories, but especially in relation to Personal Development, Local Image and Identity, and Community Empowerment and Self-Determination (Matarasso 1997). The participants reported that they felt differently about themselves as a result of the project. They also said that there had been a change in the way some people treated them. Findings revealed that the film project resulted in positive social impacts on the street youth participants. As a result of the film, they engaged in critical thinking and reflection related to Paulo Freire’s (1970) notion of praxis. They also wished for changes in their lives and in some cases enacted change. It was significant that social impacts and change extended to youths in difficult circumstances. In conclusion, this research proved that participating in the film project broadened and enriched the lives of the participants. Problems arose in terms of sustainability. Further projects and research are needed to establish the possible impacts from longterm and sustainable arts projects on youths from the streets. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

The aim of the thesis is to investigate and analyse students’ expressions of pleasure and displeasure and how these are manifested in actions in the teaching of textile sloyd in lower secondary education. The study’s focus is on students’ expressions of pleasure and displeasure in social action in the working processes of textile sloyd and on how these expressions can be related to learning. The empirical material consists of observations, video and audio recordings, individual interviews and focus group interviews, where video and audio recordings were used as stimulated recall. In all, 32 lessons in textile sloyd and 49 students aged 14-15 years were observed at four different schools. Theoretically, the thesis is based on Mead’s practical intersubjectivity and on Dewey’s theory of experience-based learning and dependence on emotions and actions. Pleasure and displeasure constitute valuating partial aspects of emotions. Based on a socio-cultural perspective, emotions are regarded as practices which arise from different predispositions’ dependence on the social context. The study’s analytical approach is hermeneutical. Critical incidents regarding students’ expressions of pleasure and displeasure in social action found in observations and video and audio recordings were analysed in terms of Mead’s concept of gestures. The events were combined with what the students describe as critical incidents of pleasure and displeasure in the interviews and focus group talks. The material was then thematised. Several situations were then subjected to deeper analysis based on sociality and a change in perspective and related to different concepts of learning. The result of the thesis shows a tripartite semantic structure where students’ pleasure and displeasure in textile sloyd are mainly based on textile sloyd’s specific educational community, students’ relationship to the sloyd object and their experience of the working process. Social interaction, humour and mutual acknowledgement proved to be of importance for the function of pleasure and displeasure in the students’ working processes. The students’ experience of pleasure and displeasure depended on their control of the work, the characteristics of different craft techniques and their awareness of time. Pleasure and displeasure in textile sloyd found an expression in four overarching emotional practices with decisive importance for the students’ opportunities for learning: the repudiating, insecure, accepting and incorporating emotional practice. The study also provides an insight into how different cultural factors enable a certain scope for pleasure and displeasure. In this connection, social changes in relation to objects are discussed, as are changes in sociality and emotionality. Based on the pair of concepts of authenticity and ephemerality and closeness and intensity, cultural changes are visualised that are conceivably important for the students’ experiences of pleasure and displeasure in textile sloyd.

Acompanha: O processo de produção de vídeos na construção de conceitos sociológicos na sala de aula a partir do protagonismo juvenil / Esta investigação tem por objetivo desenvolver um produto educacional tecnológico que possa contribuir no desenvolvimento de conceitos próprios da Sociologia, por meio da produção de vídeos em sala de aula e da promoção do protagonismo juvenil. Para tanto, partiu-se da pesquisa qualitativa que procurou promover a participação dos jovens aprendizes na produção de vídeos em sala de aula. Esses jovens, em colaboração com a professora investigadora, produziram vídeos de diferentes temas relacionados ao eixo Direitos Humanos. Para isso, foram consolidadas práticas pedagógicas relacionadas a didática Histórico-crítica de João Luiz Gasparin (2012). Nesse contexto, as propostas específicas do Ensino de Sociologia foram orientadoras para que os alunos aprendizes construíssem novas relações com os saberes, algo previsto na Educação em Direitos Humanos (EDH). Serviram como fundamentação teórica as concepções de Borba (1999), Rizinni (1999) e Oliveira & Oliveira (1999) quanto a pesquisa participante, Silva (2009a; 2009b), Moraes (2010), Paraná (2008) e Brasil (2006) a respeito do Ensino de Sociologia, Moran (2000), Borba (1999), Costa (2005) e Rojo (2012) para retratar a importância das TIC nos espaços escolares. Espera-se com essa dissertação, oferecer uma contribuição para novos estudos a respeito do Ensino de Sociologia e do protagonismo juvenil na construção de novos conceitos e conhecimentos sobre a vida em sociedade. / This investigation aims at developing a technological educational product that can contribute to the development of own concepts of sociology, through the production of videos in the classroom and the promotion of juvenile protagonism. Therefore, we started with the qualitative research which sought to promote the participation of young apprentices in the production of videos in the classroom. These young people, in collaboration with the researcher teacher, produced videos of different topics related to the axis Human Rights. For this, were consolidated pedagogical practices related to History-Critical didactic of João Luiz Gasparin (2012). In this context, the specific proposals of the Sociology Teaching were guiding in order that apprentices students build new relationships with knowledge, something provided in Human Rights Education (HRE). Served as theoretical basis the concepts of Borba (1999), Rizinni (1999) and Oliveira & Oliveira (1999) about the participatory research, Silva (2009a; 2009b), Moraes (2010), Parana (2008) and Brazil (2006) concerning the Sociology teaching, Moran (2000), Borba (1999), Costa (2005) and Rojo (2012) to portray the importance of ICT in school spaces. It is hoped with this dissertation, offer a contribution to further studies on the Sociology Teaching and youth protagonism in the construction of new concepts and knowledge about life in society.

Acompanha: O processo de produção de vídeos na construção de conceitos sociológicos na sala de aula a partir do protagonismo juvenil / Esta investigação tem por objetivo desenvolver um produto educacional tecnológico que possa contribuir no desenvolvimento de conceitos próprios da Sociologia, por meio da produção de vídeos em sala de aula e da promoção do protagonismo juvenil. Para tanto, partiu-se da pesquisa qualitativa que procurou promover a participação dos jovens aprendizes na produção de vídeos em sala de aula. Esses jovens, em colaboração com a professora investigadora, produziram vídeos de diferentes temas relacionados ao eixo Direitos Humanos. Para isso, foram consolidadas práticas pedagógicas relacionadas a didática Histórico-crítica de João Luiz Gasparin (2012). Nesse contexto, as propostas específicas do Ensino de Sociologia foram orientadoras para que os alunos aprendizes construíssem novas relações com os saberes, algo previsto na Educação em Direitos Humanos (EDH). Serviram como fundamentação teórica as concepções de Borba (1999), Rizinni (1999) e Oliveira & Oliveira (1999) quanto a pesquisa participante, Silva (2009a; 2009b), Moraes (2010), Paraná (2008) e Brasil (2006) a respeito do Ensino de Sociologia, Moran (2000), Borba (1999), Costa (2005) e Rojo (2012) para retratar a importância das TIC nos espaços escolares. Espera-se com essa dissertação, oferecer uma contribuição para novos estudos a respeito do Ensino de Sociologia e do protagonismo juvenil na construção de novos conceitos e conhecimentos sobre a vida em sociedade. / This investigation aims at developing a technological educational product that can contribute to the development of own concepts of sociology, through the production of videos in the classroom and the promotion of juvenile protagonism. Therefore, we started with the qualitative research which sought to promote the participation of young apprentices in the production of videos in the classroom. These young people, in collaboration with the researcher teacher, produced videos of different topics related to the axis Human Rights. For this, were consolidated pedagogical practices related to History-Critical didactic of João Luiz Gasparin (2012). In this context, the specific proposals of the Sociology Teaching were guiding in order that apprentices students build new relationships with knowledge, something provided in Human Rights Education (HRE). Served as theoretical basis the concepts of Borba (1999), Rizinni (1999) and Oliveira & Oliveira (1999) about the participatory research, Silva (2009a; 2009b), Moraes (2010), Parana (2008) and Brazil (2006) concerning the Sociology teaching, Moran (2000), Borba (1999), Costa (2005) and Rojo (2012) to portray the importance of ICT in school spaces. It is hoped with this dissertation, offer a contribution to further studies on the Sociology Teaching and youth protagonism in the construction of new concepts and knowledge about life in society.

This thesis explores the potential of video as a research tool for anthropologists in the recording of a single ritual. The study examines interactions between ethnographers, informants and viewers. The thesis reveals the capacity of video to make possible close, detailed readings of performance in terms not originally anticipated by the researcher. Archival storage of the video recording allows for critique and assessment of the research. The case study chosen in which to test the potential of \ dcso as a research tool was a woman's 'initiation' r^L'ial (called inton jane) in Shixini in the Eastern Gape (in what was, until recently, the independent homeland of Transkei). Historically, the ritual was supposedly held at the time of a girl's first menstruation, this being the physical symbol of her transformation into adulthood. Ritual seclusion served to effect an accompanying social transformation in preparation for marriage. Paradoxically, in the late 1980's, it was older women and mothers, already married and well past the age of first menstruation, who were undergoing the ritual seclusion and symbolic marriage. The study explores this paradox with the goal of understanding the purpose of the ritual in contemporary times. By recording large segments of the ritual on video, and subjecting the footage to a close analysis of verbal and non-verbal aspects of performance, both the ritual and the merits of video as a research tool could be examined. Video was utilised, in an interactive research process, as an information elicitation tool. The analysis of the recorded text of the ritual brings to the fore elements which make what is apparently a paradox understandable. The elements which explicate the paradox were not anticipated when the research commenced, and in all likelihood would have eluded a researcher who did not have the benefit of the incidental capture on video. The thesis reveals the enormous Contribution video can make to research and suggests that video has an important contribution to make to the discipline of anthropology.

Conselho Nacional do Desenvolvimento Científico e Tecnológico (CNPq) / É implementado em hardware, por meio da linguagem VHDL, um método de avaliação objetiva de qualidade de vídeo digital. Sendo um processo computacionalmente custoso em software, investiga-se sua implementação em hardware. O método implementado, chamado de NRVQA-LM, utiliza seis características espaço-temporais extraídas de diferentes vídeos para chegar a um escore de qualidade. São estudadas essas características e planejada a sua implementação de forma otimizada, a fim de aproveitar as vantagens de plataformas de lógica reconfigurável, como as FPGAS. Durante o desenvolvimento foi necessário o estudo de ferramentas não usuais da linguagem VHDL, tais como as aritméticas de ponto fixo e flutuante e a escrita de funções matemáticas. Os resultados mostram alta correlação com os valores das características e dos escores de qualidade em relação ao método em software. A implementação se mostrou custosa em termos de recursos lógicos, especialmente devido à necessidade de se armazenar um quadro de vídeo inteiro, mas eficiente graças à característica de paralelismo das FPGAs, executando cálculos entre 20 e 40 vezes mais rapidamente que em uma linguagem de alto nível como o MATLAB. A aritmética ponto fixo mostrou-se vantajosa em relação ao ponto flutuante, principalmente no que tange à frequência de operação. / It is implemented in hardware an objective digital video evaluation method, using the VHDL language. As a computationally expensive process in software, it is investigated its implementation in a hardware platform. The implemented method, named NRVQA-LM, employs six spatio-temporal features extracted from different videos in order to obtain a quality score. These features are studied and the implementation is designed to be developed in an optimized way, in order to explore the benefits of reprogammable logic platforms, such as FPGAs. During the development it was necessary to study non-recurrent tools of the VHDL language, such as fixed- and floating-point arithmetics and the writing of math functions. Results shows high correlation between the calculated scores of the hardware and the original software implementations. The hardware implementation revealed to be highly resource expensive, mainly due the need of storing a whole video frame, but efficient in time, thanks to the parallelism feature of FPGA devices, executing quality score calculations between 20 and 40 times faster than a high-level language such as MATLAB. The fixed-point arithmetics revealed to be more efficient than the floating-point, specially regarding operation frequency.

Conselho Nacional do Desenvolvimento Científico e Tecnológico (CNPq) / É implementado em hardware, por meio da linguagem VHDL, um método de avaliação objetiva de qualidade de vídeo digital. Sendo um processo computacionalmente custoso em software, investiga-se sua implementação em hardware. O método implementado, chamado de NRVQA-LM, utiliza seis características espaço-temporais extraídas de diferentes vídeos para chegar a um escore de qualidade. São estudadas essas características e planejada a sua implementação de forma otimizada, a fim de aproveitar as vantagens de plataformas de lógica reconfigurável, como as FPGAS. Durante o desenvolvimento foi necessário o estudo de ferramentas não usuais da linguagem VHDL, tais como as aritméticas de ponto fixo e flutuante e a escrita de funções matemáticas. Os resultados mostram alta correlação com os valores das características e dos escores de qualidade em relação ao método em software. A implementação se mostrou custosa em termos de recursos lógicos, especialmente devido à necessidade de se armazenar um quadro de vídeo inteiro, mas eficiente graças à característica de paralelismo das FPGAs, executando cálculos entre 20 e 40 vezes mais rapidamente que em uma linguagem de alto nível como o MATLAB. A aritmética ponto fixo mostrou-se vantajosa em relação ao ponto flutuante, principalmente no que tange à frequência de operação. / It is implemented in hardware an objective digital video evaluation method, using the VHDL language. As a computationally expensive process in software, it is investigated its implementation in a hardware platform. The implemented method, named NRVQA-LM, employs six spatio-temporal features extracted from different videos in order to obtain a quality score. These features are studied and the implementation is designed to be developed in an optimized way, in order to explore the benefits of reprogammable logic platforms, such as FPGAs. During the development it was necessary to study non-recurrent tools of the VHDL language, such as fixed- and floating-point arithmetics and the writing of math functions. Results shows high correlation between the calculated scores of the hardware and the original software implementations. The hardware implementation revealed to be highly resource expensive, mainly due the need of storing a whole video frame, but efficient in time, thanks to the parallelism feature of FPGA devices, executing quality score calculations between 20 and 40 times faster than a high-level language such as MATLAB. The fixed-point arithmetics revealed to be more efficient than the floating-point, specially regarding operation frequency.