Global ETD Search

101	Physical interaction with electronic instruments in devised performance Spowage, Neal January 2016 (has links) This thesis describes how I took part in a series of collaborations with dancers Danai Pappa and Katie Hall, musician George Williams and video artist Julie Kuzminska. To realise our collaborations, I built electronic sculptural instruments from junk using bricolage, the act of subversion, skip diving and appropriation. From an auto-ethnographic viewpoint, I explored how collaborations began, how relationships developed and how various levels of expertise across different disciplines were negotiated. I examined how the documentation of the performances related to, and could be realised as, video art in their own right. I investigated the themes of work, labour and effort that are used in the process of producing and documenting these works in order to better understand how to ‘create’. I analysed the gender dynamics that existed between my collaborators and myself, which led to the exploration of issues around interaction and intimacy, democratic roles and live art. The resulting works challenged gender stereotypes, the notion of what a musical instrument can be and how sound is produced through action/interaction. I found that reflective time was imperative; serendipity, constant awareness of one’s environment, community and intimate relationships greatly enhanced the success of the collaborations. Instruments became conduits and instigators with shifting implied genders based on their context or creative use. As well as sound being a product of movement, effort and interaction, I realised it was also an artefact of the instruments. 621.3815
102	Du Är Vad Du Delar : En kvalitativ studie i hur tre svenska mikro- influencers på Instagram ser på sin roll i och med kommersialiseringen Freedman Skiöld, Felicia, Hossein-Chi, Saba January 2018 (has links) Det digitala samhället kännetecknas av konstant utveckling och snabb föränderlighet, vilket har skapat rollen influencer: En person som används av företag och varumärken för att marknadsföra produkter eller tjänster. Denna studie fokuserar särskilt på influencerns egen bild av sitt yrke och genom att tematisera frågor utifrån teorier rörande kommersialisering, självpresentation, deltagarkultur och opinionsbildning. I studien undersöks hur tre utvalda svenska influencers inom mode och skönhet på Instagram ser på sin roll i och med kommersialiseringen vilket analyseras utifrån samma teorier inom medie- och kommunikationsvetenskapen som har nämnts ovan. Studien genomförs genom kvalitativa forskningsintervjuer där influencerna själva är utgångspunkten. Genom studien blir det tydligt att förstå hur kommersialiseringen har påverkat mediesamhället och tidigare roller har bytts ut. Kändisar är inte bara längre skådespelare och artister, opinionsledare behöver inte längre vara traditionella medier, en person kan ha olika roller i olika mediesammanhang och annonsering är inte längre något som går från producent till konsument. Utvecklingen av både medier och sociala kanaler har förändrat medielandskapet helt och de gränserna mellan avsändare och mottagare suddas ut. Det är inte bara marknadskommunikationen som har monopol på forskning rörande annonsering och marknadsföring. Avlutningsvis visar studien att influencerna har en sammansatt och komplex roll som uppstått i och med kommersialiseringen och är en följd utav en konvergens av det digitala medielandskapet. / The digital society is characterized by constant development and rapid change, which has created the role influencer: A person used by companies and brands to market products or services. This study focuses on influencers own image of their occupation and by thematising issues based on theories of commercialization, self-presentation, participatory culture and opinion formation. The essay is exploring how three selected Swedish influencers in fashion and beauty at Instagram are looking at their role in commercialization which is analyzed on the basis of the same theories in media and communication science that have been mentioned above. The study is conducted through qualitative research interviews where the influencers themselves are the starting point. Through the study it becomes clear to understand how commercialization has affected the media community and previous roles have been replaced. Celebrities are no longer just actors and artists, opinion leaders no longer need to be traditional media, a person can have different roles in different media contexts and advertising is no longer something that goes from producer to consumer. The development of both media and social channels has changed the media landscape in so much as the boundaries between senders and recipients are being erased. It is not only market communication that has a monopoly on research relating to advertising and marketing. Lastly the study shows that influencers have a composite and complex role that has emerged through commercialization and is a consequence of a convergence of the digital media landscape. qualitative research interview influencers instagram social media convergence participant culture self-presentation opinion maker commercialization digitization fashion beauty advertising collaborations micro-influencers kvalitativ forskningsintervju influencers Instagram sociala medier konvergens deltagarkultur självpresentation opinionsbildare kommersialisering digitalisering mode skönhet annonsering samarbeten mikro-influencers Media and Communications Medie- och kommunikationsvetenskap
103	'Where does the new come from?' : an ethnography of design performances of 'the new' Gaspar, Andrea Marques January 2013 (has links) The core concern of my thesis is with shifting the focus from the description on how innovation is done (predominantly STS accounts of innovation in-the-making) to what designers do with conceptions of innovation. The thesis is based on ethnographic fieldwork within a group of interaction designers of Milan. Despite the different conceptions and traditions of innovation that these designers bring in – the artistic and technological ones – I observed that a design-centered conception of innovation is reproduced, as well as the idea that plans and intentions precede things. However, another key idea of my fieldwork is the importance designers give to imagining things as they might be, rather than focusing on how things are. This is where different models of action, planned and open ones coexist in creative ways: it is these processes that the ethnography details. 745.4
104	Working Together : Exploring Relational Tensions in Swedish Academia Fridholm, Tobias January 2010 (has links) This study explores the basic social conditions for high-quality university research, and focuses on research in science and technology in Sweden. Swedish research policy has adopted more of a market perspective on academic research and its role in society. This has meant the promotion of competition between researchers, increased focus on efficiency at universities, and attempts to make academia harmonize more with industry and other actors. How do such policies affect the variety of perspectives within the academic system? How do they affect the positions and identities of individual academics? These issues are discussed through the concept of "relational tensions". Relational tensions refer to social strains arising when interacting actors have different perspectives. Relational tensions can stimulate creativity, but may also cause unproductive conflicts. The discussion is underpinned by interviews with university researchers and a case study of Uppsala BIO-X, a program to commercialize university research in biotechnology. Typical cases of relational tensions are identified. These concern both interpersonal relations and differences between organized science and industry. A notable observation concerns potential frustration of individual academics, as competition and efficiency tends to make their positions and identities more contested. Researchers cope with relational tensions in three identified ways: socialization, seclusion, and lateral authority. Socialization is natural and often necessary, but reduces the variety of perspectives. Seclusion serves to retain variety and independence, but reduces interaction with others. Lateral authority is to formally or informally lend a researcher more authority, which improves the chance of maintaining a variety of perspectives without reducing interaction. The sustained usefulness of academic research arguably depends on its ability to foster and communicate a variety of perspectives. Hence, (i) promoting lateral authority seems fruitful within academia and in relations between academia and industry, and (ii) encouraging competition and efficiency may to some extent be counterproductive. / Research Excellence and Science-Based Industrial Systems Economic geography Relational tensions Academic research Academic entrepreneurship Research commercialization Creativity Creative milieus Innovation Innovation systems Trust Authority Research policy Triple helix Biotechnology Swedish research Universities Expertise Professionalism Professions Research collaboration Collaborations Research funding Ekonomisk geografi Relationella spänningar Akademisk forskning Akademiskt entreprenörskap Forskningskommersialisering Kreativitet Kreativa miljöer Innovation Innovationssystem Tillit Auktoritet Forskningspolitik Trippel helix Bioteknik Svensk forskning Universitet Expertis Professioner Professionalism Samverkan Tredje uppgiften Forskningsfinansiering Human geography, economic geography Kulturgeografi, ekonomisk geografi
105	Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE) Stefan M Irby (6326255) 15 May 2019 (has links) <p>Course-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): <b>RQ1</b>) How can ALOs be rigorously identified for the BASIL CURE; <b>RQ2</b>) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; <b>RQ3</b>) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; <b>RQ4</b>) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.</p> Biochemistry Education Course-based Undergraduate Research Course-based Research Experiences CURE anticipated learning outcomes ALOs ALO CURAs research abilities PICURA ALO matrix BASIL weighted-relevance WR verified learning outcomes VLOs CUREs biochemistry computational biochemistry bioinformatics biochemistry education chemistry education chemistry teaching laboratory upper-division ACE-Bio experimental competencies Authentic science inquiry chemical education assessment assessment design Student understanding student difficulties biochemistry laboratory experiments biochemistry teaching laboratory chemistry teaching laboratory chemistry teaching laboratories predicting protein function protein inquiry-based learning inquiry-based teaching content analysis open-ended survey interviews semi-structured interviews PPI participant perception indicator assessment triangle CRM conceptual reasoning mode conceptual-reasoning-mode model curriculum evaluation experimental abilities discovery skills learning objectives learning outcomes LO LOs collaborations collaborative course implementation implementation student difficuluties experimental learning experimental literacy data-representation ACE-Bio Network Likert-survey

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