I takt med digitaliseringen och att nya generationer intar arbetsmarknaden står organisationer, privata såväl som offentliga, inför nya utmaningar. De yngre generationerna har till skillnad från sina föregångare andra krav och värderingar som formar deras syn på vad en attraktiv arbetsplats är. Syftet med denna studie är därmed att undersöka hur offentliga och privata organisationer hanterar ålder, och olika åldersgruppers medievanor, i kommunikationen av deras arbetsgivarvarumärke för att framstå som attraktiva. Målet med studien är att bidra med fördjupad kunskap kring ämnet genom att undersöka detta inom ett specifikt fall i en verklig kontext av Värmland. Studien undersöker följande frågeställningar: “Hur liknar, respektive skiljer sig, privata och offentliga organisationers kommunikativa hantering av sina arbetsgivarvarumärken utifrån dess uppfattningar om digitalt infödda och digitala invandrare?”, “Vilka resonemang ligger bakom hur organisationer framställer sig som attraktiva för digitalt infödda och digitala invandrare i kommunikationen av sitt arbetsgivarvarumärke?” och “Hur resonerar organisationer kring kommunikationen av sitt arbetsgivarvarumärke i olika mediekanaler utifrån de digitalt inföddas och de digitala invandrarnas medievanor?” Det teoretiska ramverket består av arbetsgivarens imagehantering, följt av, mun till mun-marknadsföring, organisatorisk attraktionskraft, signaleringsteorin samt media generationer. I denna fallstudie har en kvalitativ forskningsmetod tillämpats där åtta semistrukturerade forskningsintervjuer har genomförts. I studien genomfördes det fyra intervjuer med representanter från kommunikationsavdelningarna inom offentliga organisationer (kommuner) och fyra intervjuer med representanter från kommunikationsavdelningarna inom inom privata organisationer (industrier). Resultatet av studien påvisade att det förekommer skillnader men även några likheter. Studien kunde identifiera att de privata och offentliga sektorerna hade liknande uppfattningar om strategival, tankesätt och förståelse kring diverse åldersaspekter men att de har kommit olika långt i att hantera detta i kommunikationen av deras arbetsgivarvarumärke. Resultatet visade även att representanterna från de båda sektorerna är medvetna om att de måste anpassa sin kommunikation, och val av mediekanaler, för att framstå som attraktiva inför personer som fötts in i den digitala världen (de digitalt infödda) och personer som fötts innan det digitala genombrottet (de digitala invandrarna). Samtidigt framkom det att de lyfter olika sorters attribut och värden för att öka deras attraktionskraft, vilket indirekt kan ses som ett tecken på att de i dagsläget fokuserar på att nå olika åldersgrupper. Även faktumet att de båda sektorerna inte använder sig av samma mediekanaler kan ses som tecken på detta. De privata organisationerna har en stor blandning av kanaler, digitala såväl som verkliga, medan de offentliga inte har kommit lika långt i användandet av sociala medier. / With the urging of digitalization and new generations in the labor market, organizations, private as well as public, are facing new challenges. Unlike their predecessors, the younger generations have different demands and values ​​that shape their view of what an attractive workplace is. The purpose of this study is therefore to investigate how public and private organizations manage age, and the media habits of different age groups, in the communication of their employer brand in order to appear attractive. The goal of the study is to contribute with in-depth knowledge of the subject by examining this within a specific case in a real context of Värmland. The study investigates the following questions: "How are private and public organizations' communicative handling of their employer brands similar, or different, based on their perceptions of digital natives and digital immigrants?", "What reasoning lies behind how organizations present themselves as attractive to digital natives and digital immigrants?" immigrants in the communication of their employer brand?” and "How do organizations reason about the communication of their employer brand in different media channels based on the media habits of digital natives and digital immigrants?" The theoretical framework consists of employer image management, followed by word of mouth marketing, organizational attractiveness, signaling theory and media generations. In this case study, a qualitative research method has been applied where eight semi-structured research interviews have been conducted. In the study, four interviews were conducted with representatives from the communication departments within public organizations (municipalities) and four interviews with representatives from the communication departments within private organizations (industries). The results of the study showed that there are differences but also some similarities. The study was able to identify that the private and public sectors had similar perceptions of strategy choices, mindsets and understanding regarding various age aspects, but that they have come a long way in managing this in the communication of their employer brand. The result also showed that the representatives from both sectors are aware that they have to adapt their communication, and choice of media channels, in order to appear attractive to people who were born into the digital world (the digital natives) and people who were born before the digital breakthrough (the digital immigrants). At the same time, it emerged that they highlight different kinds of attributes and values ​​to increase their attractiveness, which can indirectly be seen as a sign that they are currently focusing on reaching different age groups. Even the fact that the two sectors do not use the same media channels can be seen as a sign of this. The private organizations have a great mix of channels, digital as well as real, while the public ones have not come as far in the use of social media.

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Esta tese procura compreender como as políticas públicas para a educação escolar indígena dialogam com o contexto histórico e político específico do povo ticuna, tomando como foco o trabalho de educação promovido pela Organização Geral dos Professores Ticunas Bilíngues (OGPTB) e, especificamente, os cursos de magistério indígena, preparação para a docência em nível médio e de licenciatura intercultural. Aborda a experiência de educação escolar entre os Ticuna considerando o aspecto amplo da construção e consolidação de diretrizes e políticas diferenciadas para a educação escolar indígena, para as quais a atuação da Organização Geral dos Professores Ticunas Bilíngues teve papel destacado. Aproxima as linhas do debate nacional sobre o tema com aquelas apresentadas pela configuração específica da educação escolar do povo ticuna, situando os desdobramentos das políticas públicas e definindo a situação atual da educação escolar indígena a partir do contexto regional do Alto Solimões. Considera temas como: a luta pela constituição de uma base legal e de diretrizes próprias para a educação escolar indígena; a submissão da educação escolar indígena aos parâmetros institucionais da educação geral; a impossibilidade/dificuldade de controle social pela ausência de fundo específico de recursos e pelo funcionamento precário dos órgãos de controle; a ineficiência do regime de colaboração e a acefalia da educação escolar indígena; as perspectivas previstas nos TEE, novo PNE e novas diretrizes para a educação escolar indígena. Trata das questões de ordem educacional: a autoria dos projetos políticos pedagógicos dos cursos de formação de professores indígenas; o vínculo dos cursos com os projetos de vida dos povos indígenas; a presença dos conhecimentos indígenas nesses cursos de formação e o indefinido lugar da interculturalidade; a metodologia e didática dos cursos e seu impacto na formação docente; os materiais e recursos didáticos presentes nos cursos. Avalia que qualquer melhoria na situação em que se encontra atualmente a educação escolar indígena depende da atuação dos povos e do movimento indígena junto às instituições governamentais e educativas considerando a redefinição de marcos jurídicos e institucionais e a retomada do significado dos princípios da educação escolar indígena ser intercultural, diferenciada, comunitária, específica e bi ou multilingue, criando novas estruturas administrativas nas quais a educação escolar indígena possa de fato, exercer a autonomia. / This thesis aims at perceiving how the public policies for natives school education discuss with the historic and political context specific of the ticuna people. It focuses on the education work promoted by the General Organization of the Bilingual Ticuna Teachers (OGTPB in Portuguese), and, specifically, the teacher formation courses for the natives, preparation for the teaching career in high school as well as the intercultural degree. This work also approaches the school education experience among the Ticunas taking into consideration the vast aspect of the elaboration and consolidation in the guidelines and policies differentiated for the natives school education highlighted by the OGTPB acting measures. It establishes the proximity of the national debate over the theme with those presented by the specific configuration of the ticuna school education, at the same time locating the public policies unfolding processes and defining the present situation of the natives school education as from the regional context of the High Solimões. Other themes also considered in this work are: the fight for a legal basis and own guidelines for the natives school education; the submission of the natives school education to the institutional parameters of the general education; the difficulty of the social control due to the lack of specific fund resources and also by the precarious functioning of the control organizations; the inefficiency of the collaboration regime and the acephalia of the natives school education; the perspectives foreseen in the TEE, new PNE and the new guidelines for the natives school education. Among the educational points, this work deals with: the authorship of the pedagogical political projects in the formation of native teachers courses; the link of courses with the natives life projects; the presence of the natives knowledge in this formation course and the interculturality indefinite place; the methodology teaching courses and their impact in the teachers formation; the resources and teaching materials present in the courses. This thesis still evaluates that any improvement in the present situation of the natives school education depends on the peoples participation as well as on the natives movement together with the governmental institutions and educational organizations, considering not only the redefinition of law and institutional milestones but also the recapturing of the meaning lying in the natives school education principles to be intercultural, differentiated, communitarian, specific and also bi- or multi- lingual, creating new administrative structures in which the natives school education may definitely exert autonomy.

Esta tese procura compreender como as políticas públicas para a educação escolar indígena dialogam com o contexto histórico e político específico do povo ticuna, tomando como foco o trabalho de educação promovido pela Organização Geral dos Professores Ticunas Bilíngues (OGPTB) e, especificamente, os cursos de magistério indígena, preparação para a docência em nível médio e de licenciatura intercultural. Aborda a experiência de educação escolar entre os Ticuna considerando o aspecto amplo da construção e consolidação de diretrizes e políticas diferenciadas para a educação escolar indígena, para as quais a atuação da Organização Geral dos Professores Ticunas Bilíngues teve papel destacado. Aproxima as linhas do debate nacional sobre o tema com aquelas apresentadas pela configuração específica da educação escolar do povo ticuna, situando os desdobramentos das políticas públicas e definindo a situação atual da educação escolar indígena a partir do contexto regional do Alto Solimões. Considera temas como: a luta pela constituição de uma base legal e de diretrizes próprias para a educação escolar indígena; a submissão da educação escolar indígena aos parâmetros institucionais da educação geral; a impossibilidade/dificuldade de controle social pela ausência de fundo específico de recursos e pelo funcionamento precário dos órgãos de controle; a ineficiência do regime de colaboração e a acefalia da educação escolar indígena; as perspectivas previstas nos TEE, novo PNE e novas diretrizes para a educação escolar indígena. Trata das questões de ordem educacional: a autoria dos projetos políticos pedagógicos dos cursos de formação de professores indígenas; o vínculo dos cursos com os projetos de vida dos povos indígenas; a presença dos conhecimentos indígenas nesses cursos de formação e o indefinido lugar da interculturalidade; a metodologia e didática dos cursos e seu impacto na formação docente; os materiais e recursos didáticos presentes nos cursos. Avalia que qualquer melhoria na situação em que se encontra atualmente a educação escolar indígena depende da atuação dos povos e do movimento indígena junto às instituições governamentais e educativas considerando a redefinição de marcos jurídicos e institucionais e a retomada do significado dos princípios da educação escolar indígena ser intercultural, diferenciada, comunitária, específica e bi ou multilingue, criando novas estruturas administrativas nas quais a educação escolar indígena possa de fato, exercer a autonomia. / This thesis aims at perceiving how the public policies for natives school education discuss with the historic and political context specific of the ticuna people. It focuses on the education work promoted by the General Organization of the Bilingual Ticuna Teachers (OGTPB in Portuguese), and, specifically, the teacher formation courses for the natives, preparation for the teaching career in high school as well as the intercultural degree. This work also approaches the school education experience among the Ticunas taking into consideration the vast aspect of the elaboration and consolidation in the guidelines and policies differentiated for the natives school education highlighted by the OGTPB acting measures. It establishes the proximity of the national debate over the theme with those presented by the specific configuration of the ticuna school education, at the same time locating the public policies unfolding processes and defining the present situation of the natives school education as from the regional context of the High Solimões. Other themes also considered in this work are: the fight for a legal basis and own guidelines for the natives school education; the submission of the natives school education to the institutional parameters of the general education; the difficulty of the social control due to the lack of specific fund resources and also by the precarious functioning of the control organizations; the inefficiency of the collaboration regime and the acephalia of the natives school education; the perspectives foreseen in the TEE, new PNE and the new guidelines for the natives school education. Among the educational points, this work deals with: the authorship of the pedagogical political projects in the formation of native teachers courses; the link of courses with the natives life projects; the presence of the natives knowledge in this formation course and the interculturality indefinite place; the methodology teaching courses and their impact in the teachers formation; the resources and teaching materials present in the courses. This thesis still evaluates that any improvement in the present situation of the natives school education depends on the peoples participation as well as on the natives movement together with the governmental institutions and educational organizations, considering not only the redefinition of law and institutional milestones but also the recapturing of the meaning lying in the natives school education principles to be intercultural, differentiated, communitarian, specific and also bi- or multi- lingual, creating new administrative structures in which the natives school education may definitely exert autonomy.

This surveys hypothesis is based on the notion that all citizens have the right to access information of the municipality they live in. The aim of the study is to examine how residents of Vilhelmina municipality take note of the current information, and also how they would proceed to access information in the future. In order to conceptualise the results these following theories were used: digital divide, digital immigrants, digital native, uses and gratification theory, social capital, communications strategies and two-way communication. The survey is conducted with four focus group interviews and one separate interview with a person working at the municipal office. The focus groups were divided into age categories in order to see the similarities and differences between the groups' media habits and preferences of future communications. The study material consists of the transcribed texts from the abovementioned interviews. The results of this research demonstrate that there is significant difference between age groups. According to the early theory of digital divide the gap in information between groups exists only due to the individual’s ability to access the Internet, which not match this study’s results. More current updates of the theory of digital divide declare that motivation may be a cause to the gap.  During the course of this research the issue of motivation emerged and a few of the interview participants stated motivation to find information as a key point. With the help of the participants requests communications strategies were presented for future communication based on the target groups' media choices. / Undersökningens utgångspunkt är att alla medborgare har rätt att ta del av information av kommunen de bor i. Studiens syfte var att undersöka hur invånare i Vilhelmina kommun tar del av information nu och hur de skulle vilja gå tillväga i framtiden. För att synliggöra och begripliggöra resultatet användes teorierna digital divide, digital immigrant, digital natives, uses and gratification theory, socialt kapital, inifrån- och utifrånstrategier samt tvåvägskommunikation. Undersökningen genomfördes med fyra fokusgruppsintervjuer samt en informantintervju med en insatt person från Vilhelmina kommuns kommunkontor. Fokusgrupperna var indelade i ålderskategorier för att kunna se likheter och skillnader mellan gruppernas medievanor och önskemål på framtida kommunikation. Studiens material bestod av de transkriberade texterna från de tidigare nämnda intervjuerna. Resultatet påvisade att det finns stora skillnader mellan åldersgrupperna, dock inte så stora gap som den tidiga teorin om digital divide, utan att skillnaderna mellan åldersgrupperna låg i vilka medier de använde som huvudkälla. Samt var skillnaderna mellan grupperna hur motiverade de var att sätta sig in i kommunal information. Med hjälp av deltagarnas önskemål samt kommunikationsstrategier gavs förslag på framtida kommunikation baserat på målgruppernas medieval.

The world is dominated by digital media that have become central to many children’s lives. Children born in the last 30 years have become known as ‘digital natives’, as digital technology has always been part of their experiential field. The use of such media in play therapy could offer innovative ways of enhancing dialogue with those children in whose field they are included, as they have been to date unexplored in play therapy interventions, possibly resulting in missed therapeutic opportunities. This mixed methods research took the form of an email questionnaire sent out to play therapists in South Africa to ascertain whether digital technology is being used in therapy and, if so, which digital media are being used and how. Additionally, a focus group interview was conducted using the same questionnaire to ensure data triangulation. The data gathered were analysed qualitatively, and an understanding was gained regarding the current use of digital media in play therapy. / Social Work / M. Diac. (Play Therapy)

Dans l’essai de ce mémoire, les propositions théoriques de Paul Ricoeur sur la mise en récit seront reliées à celles d’Édouard Glissant quant à l’émergence d’une littérature de la Relation, entendue comme le déploiement poétique d’un imaginaire fondé sur le rapport à l’autre sans crainte de dilution. Mon corpus est composé de trois textes phares de la littérature québécoise, soit les Relations de Jacques Cartier, les Dialogues avec un Sauvage de Lahontan et Volkswagen Blues de Jacques Poulin. Le rapport à l’autre, qui est au cœur de l’intrigue de chacune des œuvres, permettra d’analyser la progression d’une littérature, mais également d’une culture de la Relation au Québec. Dans le roman Vers Sagana, Rose et Yann décident dès leur première rencontre de voyager ensemble alors qu’ils sont tous deux en perte de repères. Dans un contexte de résurgence du processus de dépossession lié à l’histoire américaine depuis l’arrivée des Européens, les voix des personnages s’enchevêtrent pour donner forme à l’obsession d’un enracinement toujours fuyant. / Throughout the essay component of this master’s thesis, Paul Ricoeur’s theoretical approaches regarding the narrative form will be juxtaposed with those of Édouard Glissant regarding the emergence of a « poetics of relation », understood as the poetic deployment of an imaginary realm based on the relation to the other, without fear of dilution. My corpus consists of three key texts in Quebec travel literature: Jacques Cartier’s Relations, Lahontan’s Dialogues avec un Sauvage, and Jacques Poulin’s Volkswagen Blues. The relation to the other, at the heart of the stories in those three texts will permit the analysis of the progress of a literature, but also that of a culture of the Relation in Quebec. In the novel Vers Sagana, Rose and Yann decide upon their first meeting to travel together, while both at loss for reference points. In a context of the resurgence of the dispossession process related to the American history ever since its genesis, the voices of the characters mingle to give shape to the obsession with ever-elusive roots.

À l’aide des données du recensement canadien de 2006, ce mémoire examine les assortiments éducationnels des couples exogames immigrants-natifs à titre d’indicateur de stratification sociale. Premièrement, les résultats tirés de régressions logistiques multinomiales confirment la présence d’échange (social status exchange : Merton 1941; Davis 1941) entre les natifs et les immigrants, c’est-à-dire qu’un immigrant est davantage susceptible de s’unir avec un natif s’il est plus scolarisé que ce dernier. Ces résultats supportent l’existence d’une stratification sociale entre les immigrants et les natifs. Deuxièmement, l’analyse révèle que l’échange apparait chez les immigrants des deux sexes ayant au moins un baccalauréat, alors que chez les moins scolarisés l’échange ne ressort que chez les hommes. Troisièmement, chez les immigrants de minorité visible, l’échange perdure de la première à la deuxième génération d’immigrant, alors que parmi ceux n’appartenant pas à une minorité visible, l’échange ne concerne que les immigrants de première génération. / Using the 2006 Canadian census data, this thesis examines the educational assortative mating of exogamous couples formed of an immigrant and a native as an indicator of social stratification. First, results from multinomial logistic regression confirm the presence of exchange (status exchange: Merton 1941; Davis 1941) between natives and immigrants, meaning that an immigrant is more susceptible to have native spouse if his education level is higher than the native’s. These results support the existence of a social stratification between natives and immigrants. Second, the analysis reveals that exchange appears for immigrants of both sexes that have at least a bachelor degree, whereas for immigrants that are less educated, exchange is only apparent with men. Third, for immigrants of visible minorities, exchange is present for immigrant of first and second generation, whereas for immigrants who are not of a visible minorities, exchange only appears for first generation immigrants.

Pour cette étude, dans un premier temps, une caractérisation physico-chimique et rhéologique des amidons natifs de deux cultivars locaux de pomme de terre (Sipiera et Tselefou) et de trois de manioc (2425, 4115 et Seedling) a été faite avant leur incorporation dans du pâté de bœuf à 20, 30, 40 et 50g/kg de mêlée. L’influence du type d’amidon et de leur taux d’incorporation sur les propriétés physico-chimiques et texturales des pâtés a été évaluée. Les résultats ont montré que les propriétés physiques, fonctionnelles et rhéologiques des amidons sont étroitement liées à leur origine botanique. L’Analyse en Composantes Principales (ACP) laisse paraître que de tous les amidons natifs, celui du cultivar de pomme de terre Sipiera se rapproche le plus du témoin. Une fois incorporé dans les pâtés ; l’ACP de tous les paramètres texturaux des pâtés aux amidons natifs indique que le pâté à l’amidon du cultivar de manioc Seedling à de 40g/kg de mêlée (PS40), est celui qui se rapproche le plus du pâté témoin. Dans un deuxième temps, les amidons de pomme de terre (Sipiera) et de manioc (2425) ont été sélectionnés pour la modification (acétylation). Ces amidons acétylés ont par la suite fait l’objet des mêmes analyses que les amidons natifs et incorporés dans les pâtés aux mêmes taux que les amidons natifs. Des résultats, il ressort que les propriétés fonctionnelles des amidons natifs sont fortement influencées par l’acétylation et le temps d’acétylation. Les essais d’incorporation des amidons acétylés dans les pâtés montrent que l’amidon Sipiera/20 à un taux d’incorporation de 40g/kg de mêlée ne se distingue pas significativement (p>0,05) du pâté témoin / The first part of this work deals with the physico-chemical and rheological characterisation of native starches of two local cultivars of Irish potatoes (Sipiera and Tselefou) and three cultivars of cassava (2425, 4115 and Seedling) before they are incorporated into beef patty at 20, 30, 40 and 50g/kg ground meat. The influence of the type of starch and the amount of incorporation on the physico-chemical and textural properties of patties was evaluated. Results show that the physical, functional and rheological properties of starches are closely related to their botanical origin. Principal Component Analysis (PCA) showed that Irish potato cultivar Sipiera had properties that were close to reference. The PCA of all the textural properties of patties with native starches show that patty from starch of cassava cultivar Seedling at 40g/kg (PS40) was closest to the reference. In the second part of the work, the starch Sipiera and 2425 were selected for modification. These two starches were then acetylated for 10 and 20min. and this permitted us to have Sipiera/10, Sipiera/20, 2425/10 and 2425/20. The functional properties of the native starches were however strongly influenced by acetylation and the time of acetylation. Incorporation trials of this acetylated starches at different amounts in patty showed that Sipiera/20 starch at an incorporation rate of 40g/kg ground meat is not significantly different from the reference patty