Produktplacering och sponsrat material i sociala medier ökar markant till följd av det digitala landskapets spridning. Det blir allt mer vanligt att blanda kommersiellt innehåll i icke-kommersiella sammanhang, vilket medför förvirring och oro hos konsumenter. Ett exempel på detta är videoplattformstjänsten YouTube. Influencer marketing på YouTube växer för var dag av orsaken att man genom tjänsten kan nå ut till en bredare publik – vilket många företag utnyttjar. Uppsatsen syftar till att bidra med en ökad förståelse för vilka eventuella reaktioner som produktplacering i videoklipp framkallar, eller inte framkallar. Studien undersöker mottagarens attityd till sponsrat material och produktplacering och visar likheter och skillnader mellan producenter och konsumenter. Den undersöker även om konsumenternas reaktioner skiljer sig åt beroende på hur videorna förhåller sig till givna rekommendationer och riktlinjer. Undersökningen har skett genom kvalitativ metod och intervjuer tillsammans med både en konsumentmålgrupp och en producentmålgrupp.Resultatet visar att reaktionerna är många och varierande, de negativa reaktionerna är dock dominerande. Producenternas och konsumenternas åsikter skiljer sig till största del åt och producenterna är mer positivt inställda. Faktorer som varumärkeskännedom, tillit och engagemang har ofta stor betydelse för en framgångsrik marknadsföring genom YouTube.Slutsatsen indikerar att reaktioner så som nyfikenhet, intresse, irritation och avundsjuka är vanliga reaktioner på produktplacering. Konsumenterna tycks också mer positiva till integrerad reklam i videoklipp trots att rekommendationerna talar för det motsatta kring hur de bör framställas. / Product placement and sponsored content through social media is increasing significantly as a result of the digital landscape evolving. It is becoming more common to mix commercial content in non-commercial contexts which leads to confusion and concern amongst consumers. An example of this is the video platform service YouTube. Influencer marketing on YouTube is growing by the day because of the wide audience that companies can can reach out to – thanks to the service. This essay aims to contribute to a better understanding of the possible reactions that product placement in videos provokes or does not provoke. The study examines the viewer’s attitude to sponsored material and product placement and what similarities and differences there is between producers and consumers. It also investigates whether consumer’s responses differ depending on how videos relate to recommendations and guidelines. The survey has been conducted through a qualitative method with interviews in focus along with both a consumer- and a producer target group.The result show that the reactions are numerous and various, but the negative reactions are the dominant. The opinions of producers and consumers differ greatly, as producers are more positive towards product placements. Factors such as brand awareness, trust and dedication are often of great importance for successful marketing through YouTube.The conclusion indicates that reactions such as curiosity, interest, irritation and jealousy are common reactions to product placement. Consumers also seem more positive towards integrated advertising in videos despite the recommendations speak for the opposite.

Digital undervisning har blivit alltmer vanligt i skolans värld vilket har många fördelar. Tillgängligt undervisningsmaterial, öppet för alla att ta del av, består bland annat av videor på YouTube. Däremot finns det inte mycket forskning kring lärare och undervisningsmaterial på sociala medier som YouTube då dessa tillvägagångsätt fortfarande är väldigt nya, med tanke på teknologins snabba utveckling. Denna studie ämnar ta reda på hur lärare framställer undervisningsinnehåll om EU, närmare bestämt om EU-undervisningen ges en inrikespolitisk eller utrikespolitisk inramning. Studien syftar även till att ta reda på hur EU integreras i undervisning om nationell politik. Materialet består av ett flertal videor uppladdade av tre olika lärare på YouTube vars undervisningsinnehåll analyseras. Undersökningen kommer fram till att lärare tar upp olika ämnesinnehåll kring EU och därför inramas det också på olika sätt när det kommer till inrikespolitiska och utrikespolitiska kännetecken. Denna studie kan bidra till att hjälpa lärare förstå hur de kan lägga upp undervisningen om EU med hjälp av YouTube som ett digitalt verktyg. Studien kan även ge blivande och erfarna lärare verktyg att ge undervisningen en inrikespolitisk inramning med rätt förutsättningar att främja en politisk deltagarkompetens på EU-nivå hos eleverna.

Traditional media has a long history of marginalising women and ethnic minorities by trivialising their contributions and obscuring their involvement. Ethnic minorities have been kept out of top roles in films – as evidenced in 2016, with the #Oscarssowhite controversy, when not a single nomination was extended to a person of colour. Women, too, have been objectified and typecast in supporting and “love interest” roles. This marginalisation, whereby male and white are the norm and everyone else is “the other”, extends far beyond movies. YouTube has transformed from its humble beginnings of a video sharing site into one of the main video-based services, capable of extending producers’ voices across national boundaries. With this change, amateur contributors have professionalised their productions. Analysing four top-rated guitar review YouTube videos using critical discourse analysis, this thesis explores the overrepresentation of white men in online spaces for the reviewing of music instruments and looks specifically at subtle ways in which discourse is used to reinforce social exclusions online. Keywords: Gender, Feminism, Ethnicity, Minorities, YouTube, Guitar, Produsers, Music, Canon, Formats, Audiences

The United States teen birth rate has been declining since 1991, but the teen pregnancy rate remains one of the highest in the developed world outside the former Soviet Bloc. There is no current national strategy to implement comprehensive sexuality education in schools, and states have varying sex education and abortion policies. There are various effective programs designed to prevent teen pregnancies that share common characteristics of effective programs. Given the widespread reach and number of users, YouTube has the potential to be an education resource for teen pregnancy prevention. At the time of this study, there were no studies describing the content of videos that relate to teen pregnancy. This study is intended to fill this gap in the literature. YouTube was searched with the key words “teen pregnancy,” and the results were sorted by view count. The most widely viewed 100 videos meeting inclusion criteria were included in the study. The most widely viewed videos received 434,423,558 cumulative views. These videos were coded for their source, format, and the inclusion of content variables. The content variables were also organized to fit Kirby’s model of characteristics of effective programs. The majority of videos were sources and formats that depicted teens’ experience with pregnancy, including documentaries, reality TV programs, talk shows, and vlogs uploaded by consumers. Notably, there were no videos uploaded by professionals. The content most covered in the videos were the pregnancy outcome, how the teen mother found out she was pregnant, the teen mother’s reaction to the pregnancy, and the involvement of various family members. YouTube is an opportunity to reach a larger number of viewers, but the teen pregnancy videos in the study are missing key elements of teen pregnancy that are present in the literature, like the relationship between poverty and teen pregnancy, teen abortion rates, and repeat pregnancies. The videos were also lacking in elements of Kirby’s characteristics of effective programs. Recommendations for health education practice include the need for professionals to utilize the true stories of teen pregnancies and popular influencers to create engaging, accurate content.

Der Videocampus Sachsen (VCS) ist eines von fünf strategischen Handlungsfeldern der Landesinitiative Bildungsportal Sachsen (vgl. AKeL 2015, S. 2). Es handelt sich um ein ebenen- und fachbereichsübergreifendes Verbundprojekt von acht sächsischen Hochschulen zum Aufbau/Betrieb einer gemeinsamen Videoplattform. Gefördert durch das SMWK entsteht aktuell eine Machbarkeitsstudie, die u.a. aktuelle Nutzungsbedarfe, technische Möglichkeiten, Geschäftsmodelle wie auch didaktische Potentiale in den Blick nimmt. Im Beitrag werden Idee, Notwendigkeit und Nutzenerwartung des VCS ausgeführt. Ein Schwerpunkt liegt auf der Integration medienrechtlicher Überlegungen. Es werden einerseits exemplarisch die Ergebnisse der juristischen Expertise vorgestellt, andererseits anhand konkreter Einsatzszenarien sogenannte rechtliche Fallstricke identifiziert und diskutiert.

本研究應用Petronio的傳播隱私管理理論(CPM)，探討在影音社交網站YouTube的情境中，使用者在資訊揭露與隱私之間的緊張關係，試圖了解使用者在影音社交網站YouTube情境中的隱私管理是如何，並從使用者的性別、使用動機、網路使用經驗、感知匿名/辨識、及感知風險程度的隱私考量，探討是否會對使用者在影音社交網站YouTube情境的隱私管理有所影響。 本研究嘗試從初探性的角度，針對上傳自己影音的使用者，發展出測量YouTube上傳自己影音的隱私測量量表在於了解目前使用者的使用現狀，而什麼樣的影響因素，會影響到這些使用者在上傳影音時的隱私管理行為，以供未來研究做為參考與指教。 本文完成有效樣本共有617位使用者，其中包含527位有上傳過自己影音的使用者，90位沒有上傳過自己影音的使用者；研究發現女性使用者會比男性使用者揭露較少，且個人資訊連結較少；而愈沒有消遣娛樂使用動機的使用者，對於個人資訊界線控制會愈多；具有自我表現使用動機的使用者，對於個人資訊揭露程度就會愈多，而不愈具有消遣娛樂使用動機的使用者，個人資訊連結會愈多，具有自我表現使用動機的使用者，個人資訊連結就會愈多。 此外在使用者自我感知與各自隱私管理行為之間關係中，發現上傳影音的使用者，不會因為個人內容所感知到的風險程度，而進行自我資訊控制等隱私管理行為；反而會因為從他人的影音內容中辨識出他人，以及因為外在環境感知到的風險程度，而進行自我資訊控制以及自我資訊揭露程度行為的隱私管理。 / This study applies Petronio’s Communication Privacy Management theory to explore how YouTubers manage their disclosure in YouTube videos; whether YouTubers’ gender, motivation, internet experience, the degree of perceived identification and perceived risk have any impact on their privacy management behaviors in social networking site, YouTube. In addition, this study uses Child, Pearson & Petronio’s (2008) WPMM scale as reference; attempts to create an explanatory scale to measure YouTubers’ privacy concern and management for future research. There are 617 YouTubers completed an online survey, including 527 YouTubers who have their video available in YouTube and 90 YouTubers who do not have their video available in YouTube. Results show female YouTubers disclose their personal information much less than male and have less linkage behavior. As for YouTubers’ motivation, users who do not regard using YouTube as entertainment will control their information; and users who often present themselves in YouTube will disclose their information. Additionally, users being used to presenting themselves will open more access and linkage to their personal information. What’s more, YouTubers who can identify others from their own videos and perceive threat or risk from internet environment have the tendency to have their information controlled and limited, not to disclose more personal information and disallow others have the access to their video in YouTube. Following the results of the present study, suggestions for future research in the online management of privacy, especially in YouTube context, are also listed and discussed.

Du soulèvement survenu en Birmanie en 2007 aux révoltes qui ont traversé les pays de la Méditerranée en 2011, les usages de la vidéo partagée sur internet n’ont cessé de se développer au cœur des manifestations et des émeutes. À partir d’observations menées sur internet et d’une enquête de terrain en Tunisie, la thèse s’attache à décrire l’évolution des usages de l’image animée sur le temps long du processus révolutionnaire tunisien entre 2008 et 2014, et à questionner la place et le rôle de ces pratiques dans un monde social en ébullition. L’analyse des contenus mais aussi des tensions socio-politiques qui ont présidé et succédé au moment insurrectionnel, suggère que la prise d’images n’est pas seulement une pratique utilitaire et stratégique destinée à sensibiliser ou à produire une information alternative, mais qu’elle sert des objectifs complexes traversés par les enjeux de lutte qui ont animé les différentes périodes. Des premiers usages en période autoritaire aux productions en plan-séquence dans le temps de l’urgence insurrectionnelle, des montages et mises en scènes accompagnant les mobilisations pour la reconnaissance des acteurs de la révolte à ceux réaffirmant les revendications des populations marginalisées, la vidéo partagée s’est affirmée comme le langage vernaculaire de la contestation. / From the Burma uprising in 2007 to the revolutions of the Arab world in 2011, the uses of digital video have continued to grow, from the heart of demonstrations and riots to the internet. Based on observations conducted on the internet and on a field survey in Tunisia, the thesis describe the evolution of moving image uses in the Tunisian revolutionary process between 2008 and 2014, and interrogates the place and role of these practices in a social world in turmoil. Content analysis combined with analysis of the socio-political tensions that led and succeeded the uprising, suggests that taking pictures is not only a strategic utility practice to raise awareness or to produce alternative information, but that it serves complex objectives marked by the struggle issues of the different periods. From the first uses in authoritarian period to the uses during riots weeks, from edited clips for recognition of revolutionary actors to productions for the recognition of marginalized populations, shared videos revealed as the vernacular language of protest.

Titel: Banshee - En mytologisk varelse i dagens mediesamhälle Författare: Kimberly Seitola Handledare: Stefan Larsson Ämne: Religionsvetenskap    Syfte: Syftet med uppsatsen är att undersöka hur den irländska mytologiska varelsen banshee gestaltas i dagens mediesamhälle.   Teori: Den här uppsatsen använder sig av receptionsteorin, vilken riktar sig mot producenten, åskådaren och läsaren.   Frågeställningar: Uppsatsen utgår från följande frågeställningar: Hur har gestaltningarna av den mytologiska varelsen banshee förändrats i media i jämförelse med irländsk folktro? Hur uppfattar åskådarna mediernas gestaltning av den mytologiska varelsen banshee?   Metod: Metoderna som uppsatsen använder sig av är innehållsanalys samt jämförande metod. Metoderna valdes för att de bland annat kompletterar varandra.   Material: Uppsatsens empiri består av allt vetenskapligt publicerat material rörande den mytologiska varelsen banshee, kortfilmen Banshee från 2014, den amerikanska tv-serien Teen Wolf samt internetforum och dess olika kommentarsfält.   Resultat: Uppsatsen identifierar att mediernas gestaltning av banshee liknar den irländska folktrons. Forskningen även skillnader mellan folktron och mediernas framställning. Undersökningar av publikens perspektiv visar att den mytologiska varelsen banshee väcker en form av nyfikenhet bland dagens medieanvändare. / Title: Banshee – A mythological creature in today's media society Author: Kimberly Seitola Supervisor: Stefan Larsson Subject: Religious studies   Purpose: The purpose of the paper is to investigate how the Irish mythological creature banshee is shaped in today's media society.   Theory: This essay uses the reception theory, which targets the producer, the spectator and the reader.   Objectives and focus: The essay is based on the following questions: How have the representation of the mythological creature banshee changed in the media in comparison with Irish folklore? How do the perpetrators perceive the media's design of the mythological creature banshee?   Method: The methods that the essay uses is content analysis and comparative method. The methods were chosen because they complement each other.   Material: The essay's empirical essay consists of all scientifically published material relating to the mythological creature banshee, the short film Banshee from 2014, the American television series Teen Wolf, Internet forums and their various commentary fields.   Result: The essay identifies that the form of banshee in the media is similar to the Irish folklore. The research also shows differences between the Irish folklore and media production. Analyzes of the audience's perspective shows that the mythological creature banshee provokes a kind of curiosity among today's media users.

Made available in DSpace on 2016-12-08T16:35:05Z (GMT). No. of bitstreams: 1 nelito.pdf: 4000635 bytes, checksum: a5dd9546eae44eeda2afc2eab66b30e9 (MD5) Previous issue date: 2013-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new media brought to our times significant changes in the communication field, contributing above all to a new way to communicate, live and learn. The invasion of the multimedia languages on the everyday life of our students makes us question the repercussion of these resources in the school environment. In that sense, this work has as intention of study to explore the use of media in the daily school life based on an investigation on the multiple possibilities of using the website Youtube as a pedagogical tool. The study originates from the pondering that, besides preparing oneself for the future, it is necessary to make use of the resources which are already available on the internet, among them, Youtube, as a tool to aid bringing the living world of the student into the classroom. For that, we discuss the question of interactivity provided by the creative use of this medium and matters related to authorship and co-authorship, which are differential factors and which make the use of this website as a pedagogical tool feasible. So, the dimensions of the use of Youtube in class and its possibilities as a pedagogical tool in the teaching of Physics were understood through a qualitative research. Taking into consideration experiences lived in class and having as basis a review of the literature, we made use of interviews with teachers and a questionnaire applied to a sample of high school students to obtain data which allowed us to verify the use of this site by teachers and students, its goals, objectives and if there is repercussion in the student in relation to the objectives of the teacher on the use of this resource. At the end of the work, our final considerations, based on the theoretical referential and the answers of teachers and students, point the need of a further exploration of Youtube in the classroom. The interactive potential of this website allows the occurence of authorship and co-authorship in the school practice, which makes the establishment of communicative ecosystems at school viable, so, Youtube is a tool which can contribute for a educommunicative pedagogical practice. / As novas mídias trouxeram para o nosso tempo mudanças significativas na área da comunicação, contribuído sobremaneira para uma nova forma de se comunicar, de viver e de aprender. A invasão das linguagens multimídias no cotidiano de nossos alunos leva-nos a indagar sobre a repercussão desses recursos no ambiente escolar. Nesse sentido, esse trabalho tem como intenção de estudo explorar o uso das mídias no cotidiano escolar a partir de uma investigação sobre as múltiplas possibilidades de utilização do site Youtube como ferramenta pedagógica. O estudo parte da reflexão de que, além de se preparar para o futuro, é preciso usar os recursos já disponíveis na internet, dentre estes o Youtube, como uma ferramenta que ajuda a trazer o mundo vivencial do aluno para a sala de aula. Para isso, discutimos a questão da interatividade proporcionada pelo uso criativo dessa mídia e questões relativas à autoria e coautoria que são os fatores diferenciais e que possibilitam o uso desse site como uma ferramenta pedagógica. Dessa forma, as dimensões do uso YouTube em sala de aula e suas possibilidades como ferramenta pedagógica no ensino de física foram compreendidos por meio de uma pesquisa qualitativa. Levando em consideração experiências vivenciadas em sala de aula e tendo por base uma revisão da literatura, fizemos uso de entrevistas com professores e um questionário aplicado a uma amostra de alunos do ensino médio para obter dados que nos permitiram verificar como se dá o uso desse site por professores e alunos, suas finalidades, objetivos e se há uma repercussão no aluno em relação aos objetivos do professor ao fazer uso desse recurso. Ao final do trabalho nossas considerações, baseadas no referencial teórico e nas respostas de professores e alunos, apontam para a necessidade de se explorar mais o YouTube em sala de aula. O potencial interativo desse site permite a ocorrência de autoria e coautoria na prática escolar, o que viabiliza o estabelecimento de ecossistemas comunicativos na escola, assim, o YouTube é uma ferramenta que pode contribuir para uma prática pedagógica educomunicativa

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-10-10T14:05:56Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-26T21:45:35Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / Made available in DSpace on 2017-10-26T21:45:35Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / A Inclusão é um tema que cada vez mais vem sendo discutido na Sociedade. Como consequência, a inserção de pessoas que possuem qualquer tipo de necessidade educacional especial em salas de aulas regulares vem aumentando de forma progressiva. Embora existam muitas leis que garantam aos alunos com algum tipo de necessidade educacional especial a educação adequada num ambiente escolar inclusivo, a mesma muitas das vezes não é obedecida. Um dos motivos para esse problema é a falta de formação adequada dos professores para que consigam lidar com esses alunos. Por isso, foi proposta nessa dissertação uma maneira de colaborar com esses professores em sua prática docente. Produziu-se entre os anos de 2016-17 um conjunto de três vídeoaulas, disponibilizadas gratuitamente através do Youtube, onde cada aula possui um tema que auxilia o professor de Química a lidar com turmas inclusivas e com alunos deficientes visuais. Os vídeos foram filmados de maneira informal, seguindo um roteiro previamente estabelecido, e divulgados através do próprio site, redes sociais e uma oficina com alunos do PIBID (Programa Institucional de Bolsa de Iniciação à Docência) de Química da UFF. A primeira videoaula discute brevemente inclusão, mostrando alguns conceitos e leis, a segunda mostra como professores podem lidar com alunos deficientes visuais, através do uso de materiais didáticos inclusivos, mostrando como produzi-los e a última vídeoaula exibe alguns exemplos desses materiais já produzidos para o Ensino de Química. A análise dos vídeos foi realizada em 2016 por vinte e cinco professores voluntários de diferentes áreas do ensino já formados ou em formação. Todos avaliaram positivamente, indicando algumas melhorias com relação a alguns aspectos técnicos da gravação, como iluminação e áudio. Dessa forma, chegou-se à conclusão que as vídeoaulas alcançaram seu objetivo principal, indo além da sua meta inicial, atingindo também professores de outras disciplinas. / Inclusion is a subject that is increasingly being discussed in the society. As consequence, the insertion of people who have any kind of special educational need in regular classrooms has been increasing progressively. Although there are many laws guaranteeing pupils with some special educational need of adequate education in an inclusive school environment, it is often not obeyed. One of the reasons for this problem is the lack of adequate teacher training so that they can deal with these students. Therefore, it was proposed in this dissertation a way of collaborating with these teachers in their teaching practice. Between the years 2016-17, a set of three videotapes was made available for free through Youtube, where each class has a theme that helps the chemistry teacher to deal with inclusive classes and with visually impaired students. The videos were filmed in an informal way, following a previously established script and disseminated through the site itself, social networks and a workshop with UFF PIBID (Institutional Program of Initiation to Teaching) chemistry students. The first videotape briefly discusses inclusion, showing some concepts and laws, the second shows how teachers can deal with visually impaired students through the use of inclusive teaching materials, showing how to produce them, and the last videotape shows some examples of such materials already produced for teaching chemistry. The videos were analyzed in 2016 by twenty-five volunteer teachers from different areas of education already trained or in training. All evaluated positively, indicating some improvements regarding some recording technical aspects, such as lighting and audio. In this way, it was concluded that videotapes reached their main goal, going beyond their initial goal, reaching teachers from other disciplines as well.