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<p dir="ltr">This dissertation studies the lived experiences and perceptions of Indiana public-school superintendents use of social media. This phenomenological qualitative study seeks to explore how superintendents use social media in their careers, why they use social media and how they respond to parents<a href="#_ftn1" target="_blank">[1]</a> and stakeholders on social media platforms.</p><p dir="ltr">This study uses semi-structured interviews with five Indiana public-school superintendents to gain insight into their experiences with social media in their professions. The Spiral of Silence theory developed by Elisabeth Noelle-Neumann (1974) was used as a lens to code and interpret the findings related to superintendent engagement with stakeholders on social media.</p><p dir="ltr">Superintendents explained the importance of having dedicated staff to create, post and monitor social media for the district due to it being time consuming and quick changing. They emphasized the critical importance of knowing the audience for posts and utilizing the best platform for communicating with that audience. Since social media is immediate communication, they emphasized the importance of celebrating students and staff along with keeping the public informed.</p><p dir="ltr">As a result, the assertions evolved to stress the importance of dedicating a position within a budget for a person to create, post and monitor on social media. As the key communicator for the district, the superintendent must focus on building relationships with the community to build a culture of trust and support for the district.</p><p><br></p><p dir="ltr"><a href="#_ftnref1" target="_blank">[1]</a> I am using “parent” to describe all primary caregivers, including grandparents, aunts, uncles, foster parents, legal guardians, etc.</p>

La cyberintimidation désigne toute situation où un individu ou un groupe recourt à une technologie numérique et/ou un média social, dans le but de nuire à un tiers. Au Québec, 22 % des adolescents sont victimes d’actes de cyberintimidation chaque année. Les effets les plus importants de ces actes sont notamment l’anxiété sociale, la baisse des résultats scolaires, la dépression sévère et l’apparition d’idées suicidaires. Cette thèse s’intéresse aux actions mises en œuvre par des vidéastes amateurs et par des adolescents pour lutter contre la cyberintimidation, à l’aide de la vidéo numérique et YouTube. La recherche s’appuie sur la théorie de la rationalité cognitive, qui propose d’expliquer l’existence des phénomènes sociaux en s’intéressant aux raisons pour lesquelles les individus agissent dans un contexte donné. Elle recourt aussi aux concepts de médiation et de médiatisation, dans le but de distinguer l’acte relationnel de communication de l’acte de mise en média de l’information. Dans le cadre de la recherche présentée, 59 vidéos amateures ont été archivées, trois entrevues avec des vidéastes ont été réalisées et 14 groupes de discussion avec 75 adolescents ont été menés. Ces trois ensembles de données ont fait l’objet d’une analyse catégorielle de contenu, qui a permis d’identifier les idées dominantes et les modes de représentation privilégiés dans les vidéos et dans les discours des participants. Les résultats présentés montrent que les vidéos amateures pressent le public à agir contre la cyberintimidation, mais qu’elles proposent peu de pistes de solution concrètes. Afin de convaincre le public à agir, les vidéos révèlent des taux de victimisation élevés, s’opposent à l’idée selon laquelle la cyberintimidation serait moins grave que l’intimidation traditionnelle, et affirment que ce phénomène peut conduire au suicide. Les vidéos mettent de l’avant une image des victimes qui peut paraître stéréotypée à première vue, mais qui correspond aux résultats des recherches sur la cyberintimidation. Cette recherche montre aussi que les vidéastes amateurs sont plus motivés par l’acquisition d’un capital de reconnaissance et par le développement d’habiletés en production vidéo que par le désir d’aider autrui en rapport avec la cyberintimidation. Les résultats montrent également que l’idée de produire des mises en scène caricaturales pour la cyberintimidation est rejetée par les adolescents, qui valorisent plutôt le réalisme et l’authenticité. Ils révèlent aussi que les adolescents sont peu réceptifs à l’idée de recourir à l’humour ou à la violence pour convaincre un public, et qu’ils s’opposent à l’idée de produire une vidéo dont les contenus sont générés par ordinateur ou dénués de toute présence humaine. La principale contribution de cette recherche à l’avancement des connaissances sur les jeunes et les médias est une meilleure compréhension des défis qu’ils rencontrent quand ils produisent une vidéo de nature socioéducative. Des programmes d’éducation aux médias ciblant les adolescents pourraient aborder avec eux les principes d’une telle communication, notamment le choix des contenus, le public visé et le mode de diffusion. / Cyberbullying refers to any situation where an individual or a group uses digital technology and/or social media in order to harm a third party. In Quebec, 22% of teenagers are victims of cyberbullying each year. The major effects of these acts include social anxiety, lower grades, severe depression and the emergence of suicidal ideation. This thesis focuses on the actions favored by amateur videographers and adolescents to fight against cyberbullying, using digital video and YouTube. The research is inspired by the theory of cognitive rationality, which suggests that social phenomena may be explained by the reasons why individuals act in a given context. It also uses the concepts of mediation and mediatization in order to distinguish the relational act of communication and the act of formatting information. In this study, 59 amateur videos have been archived, three interviews with video producers have been conducted and 14 focus groups with 75 teenagers were lead. These three data sets have been subjected to a categorical content analysis, which identified the dominant ideas and the preferred modes of representation in the videos and in the discourses of participants. The results presented show that amateur videos urge the public to act against cyberbullying, but that they offer few concrete solutions. To convince the public to take action, the videos show high rates of victimization, take position against the idea that cyberbullying is less serious than traditional bullying, and argue that this phenomenon can lead to suicide. The videos present a picture of the victims that may seem stereotypical at first glance, but which corresponds to the results of research on cyberbullying. This study also shows that video producers are more motivated by the acquisition of a capital of recognition and by the development of skills in video production than by the desire to help those affected by cyberbullying. The results also show that the idea of ​​producing unrealistic dramatizations to describe cyberbullying is rejected by teenagers, who value instead realism and authenticity. They also reveal that teenagers are not receptive to the idea of ​​using humor or violence to convince an audience, and that they are opposed to the idea of ​​producing a video whose contents are computer-generated or in which there is no human presence. The main contribution of this research to the advancement of knowledge on youth and media is a better understanding of the challenges faced by teenagers when they produce a socioeducational video. Media education programs targeting teenagers could discuss with them the principles of such communication, especially regarding the choice of contents, the intended audience and the preferred mode of diffusion.

Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team identified, deconstructed, and disrupted normative queer discourses on the video-sharing website YouTube. Using notions from queer theory, cultural studies, and anti-oppression education, along with embodied analysis as a deconstructive strategy, the research team used collective theorizing and performance to facilitate an analysis of the online videos. In this thesis, I discuss embodied knowing by analyzing performative moments in the creative workshop undertaken by the research team. I then provide a thematic analysis of the online videos, followed by an analysis of how the research team used collective creation and personal narrative to produce a counter-hegemonic response video. Finally, I conclude with a discussion on how to engage video creation as a form of anti-oppression education that queers public pedagogy.

Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team identified, deconstructed, and disrupted normative queer discourses on the video-sharing website YouTube. Using notions from queer theory, cultural studies, and anti-oppression education, along with embodied analysis as a deconstructive strategy, the research team used collective theorizing and performance to facilitate an analysis of the online videos. In this thesis, I discuss embodied knowing by analyzing performative moments in the creative workshop undertaken by the research team. I then provide a thematic analysis of the online videos, followed by an analysis of how the research team used collective creation and personal narrative to produce a counter-hegemonic response video. Finally, I conclude with a discussion on how to engage video creation as a form of anti-oppression education that queers public pedagogy.

Text in English / This study investigates the SAPS utilisation of social media in its fight against crime, and the extent to which the SAPS is already using it. The findings suggest that the SAPS is utilising social media in the fight against crime, mostly at a specialised level. Detectives at station level lack adequate knowledge and skills to use social media to their advantage. A lack of adequate resources and training is also identified. Social media is a communication platform for millions of people, and should therefore be used in the SAPS, to its advantage, to solve crime. Guidelines are in place for law enforcement officials who need to use it in their investigations. Recommendations resulting from the study include benchmarking with international law enforcement agencies, and finalisation of relevant policies. Training material should be developed and presented to detectives and members at station level. Resources should be made available to members to use in their investigations. / Police Practice / M. Tech. (Policing)

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Sydkoreansk populärkultur konsumeras i dag i hela världen. Globaliseringen har lett till att internationella fans av sydkoreansk populärkultur blir fler och att internationella stjärnor får fler möjligheter att visa upp sig i Sydkorea. Eftersom interaktionerna mellan Sydkorea och omvärlden ökar bör vi undersöka hur sådana interkulturella möten fungerar. Med andra ord, vi måste studera hur människor interagerar via olika doxiska förutsättningar.  En växande ”variety”-genre inom nya sydkoreanska ”ontact”-eran är underhållningsprogram på YouTube där koreanska underhållningspersonligheter eller artister intervjuar andra stjärnor samt ofta konsumerar alkohol. Inom ”ontact”-genren blev YouTube-showen My Alcohol Diary, ledd av Lee Young Ji, snabbt populär. Denna uppsats studerar ett avsnitt ur My Alcohol Diary där den danska sångaren Christopher är gäst. Uppsatsen undersöker med hjälp av en topikanalys hur Lees och Christophers doxiska förutsättningar ser ut och uttrycks. Uttolkningen av videon kompletteras av fyra kommenterande texter om avsnittet, vilka bidrar med ytterligare ett internationellt åskådarperspektiv. Detta görs med hjälp av Ruth Amossys förståelse av doxa och LuMing Maos idé "rhetorical way-making". Uppsatsen kommer fram till att Lee och Christopher inom tre funna topiska kategorier - språk, ålder och hierarki, och relationer - konverserar via olika personor som syftar att skapa sig en etoshöjande personlighet. Samtalet ger upphov till doxiska gränser dem emellan, vilket syns tydligast i topikkategorin relationer. I konversationen, och i de kommenterande texternas, skapas en asymmetrisk maktrelation mellan de två genom de roller de tilldelsas och tar.  Problematiken av olikhet leder till att Lee och Christopher sätts i ett binärt system för att skilja dem från varandra även när de försöker förstå varandra. / South Korean popular culture has grown increasingly popular in the last few years. A rather unexplored genre within the newly defined south Korean genre “ontact” is the growing number of ”variety”-esque shows on YouTube. With the help of a doxic topoi analysis, this thesis explores the implications of the intercultural meeting between Lee Young Ji and Danish singer Christopher Lund Nissen on the show My Alcohol Diary. Four articles about the episode is also object of the study. This thesis uses Ruth Amossy's understanding of doxa and LuMing Mao's concept "rhetorical way-making". In the topic categories of language, age and hierarchy, and relationships, this thesis concludes that Christopher and Lee are made to represent their cultures even though their representation is hinged on the situation and their different backgrounds. The differences are played through personas which adds a layer of self-representation to the conversation. The relationship between the two is asymmetric in their cultural doxas.

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This diploma thesis is concerned with the possibilities of the social web data employment in social sciences. Its theoretical part describes the changes in education in the context of the dynamics of contemporary society within three fundamental (interrelated) dimensions of technology (the cause and/or the tool for the change), work (new models of collaboration), and economics (sustainability of free & open-source business models). The main methodological part of the thesis is focused on the issues of sampling, sample representativeness, validity & reliability assessment, ethics, and data collection of the emerging social web research in social sciences. The research part includes illustrative social web analyses and conclusions of the author's 2014 Coursera & Khan Academy on the Social Web research and provides the full research report in its attachement to compare its results to the theoretical part in order to provide a "naive" (as derived from the social web mentions and networks) answer to the fundamental question: "How to Create Self-Driven Education?" Powered by TCPDF (www.tcpdf.org)