Orientadora: Elizabeth Piemonte Constantino / Banca: Matheus Fernandes de Castro / Banca: Cláudio Edward dos Reis / Banca: Lucilene dos Santos Gonzales / Banca: Geovanio Edervaldo Rossato / Resumo: A presente pesquisa tem o objetivo principal identificar como a criança nativa digital aparece ou é representada na propaganda contemporânea. Mais especificamente, pretende-se verificar os contextos em que a criança nativa digital é apresentada em filmes publicitários produzidos para televisão e quais aspectos da hipermodernidade são difundidos nas mensagens e as representações sociais dessa geração de crianças, transmitidas pela publicidade. Nativo digital é denominação de Prensky (1999) à geração de crianças nascidas a partir do século XXI que possuem domínio nato da tecnologia digital e fazem uso das tecnologias de informação e comunicação com extrema facilidade. São crianças que vivem na hipermodernidade, termo empregado por Lipovetsky e Charles (2004) para designar a sociedade contemporânea que se caracteriza pela evolução crescente e incessante dessas tecnologias e pela velocidade intensa do fluxo de informação e de comunicação. Por meio da Análise de Conteúdo de Bardin (2011), foram analisados nove (9) filmes comerciais veiculados na televisão aberta e fechada brasileiras entre 2009 e 2015, nas quais aparecem crianças de até aproximadamente 12 anos em interação ou não com dispositivos eletrônicos. Com o apoio da Teoria das Representações Sociais e fundamentando-se nos modelos de representação infantil, identificados por Sampaio (2000); Meurer, (2002); Osaki (2003) e Orlandi (2012) na mídia nacional que, regularmente, emprega estereótipos para representar crianças, visualizou-se a possibilidade de definir um novo estereótipo ou modelo de representação infantil, relativo à criança nativa digital, visando contribuir com o campo de investigação acerca da formação psíquica da criança na contemporaneidade / Abstract: This research aims to identify how the digital native child appears or is represented in contemporary advertising. More specifically, we intend to verify the contexts in which the digital native children is presented in advertising films made for brasilian television and which aspects of hypermodernity are widespread in the messages and social representations of this generation of children, transmitted by advertising. Digital Native (Prensky, 1999) is the name to the generation of children born from the twenty-first century that use digital technology with ease. Are children that living in hypermodernity, a term used by Lipovetsky and Charles (2004) to designate the contemporary society that is characterized by growing and unceasing evolution of these technologies and the intense speed of information flow and communication. By Bardin (2001) Content Analysis we analyzed nine (9) commercials films of brazilian television between 2009 and 2015, featuring children up to about 12 years interacting with or without electronic devices. With support from the Theory of Social Representations and relying on models of child representation, identified by Sampaio (2000); Meurer, (2002); Osaki (2003) and Orlandi (2012) in the national media that regularly employs stereotypes to represent children, envisioned the possibility of defining a new stereotype or model of child representation on the digital native children, to contribute to the research field about the psychic formation of children nowadays / Doutor

This study examines the relationship between the local business climate and the share of self-employed immigrants in Sweden on a municipal level. These results are then compared to the relationship between the local business climate and the share of self-employed natives. The study also compares the share of self-employed immigrants as well as natives that are still in business after one year. The variables that are used to assess the business climate have been used in previous research that has tested the impact of the business climate. The results show that regional differences in the business climate can explain differences in the share of self-employed immigrants to some extent. The results also show that while most variables are significant for both self-employed immigrants and self-employed natives, the business climate influences the share of self-employed natives more than the share of self-employed immigrants. This indicates that the functions in the local business climate can be more available to natives than to immigrants. The share of self-employed immigrants who are still in business after one year has an insignificant relationship with the local business climate, whereas the share of self-employed natives who are still in business after one year has a moderately significant relationship with the local business climate. Hence, the business climate influences regional differences in the share of self-employed who are still in business after one year more for natives than for immigrants.

Purpose: The report investigates the manner in which spaces are currently designed and provided for learning in the context of higher education institutions, and whether these designs take into account the technology available for use in an educational environment. It therefore looks at the impact that these spaces have on the learning process and the related ability of planners to provide the necessary spaces for teaching, in relation to the context of a technologically enhanced teaching environment. Design/methodology/approach: A review of current literature is used to establish what types of spaces should be provided for teaching with technology in line with what is being done in universities abroad. Case studies of three universities will be used to gather data on the current trend in terms of the actual provision of space in universities. Interviews will be conducted with the participants of the case studies. Findings: Once the case studies are complete, data will be analysed to assess how well the selected universities are doing in terms of providing space that is suitable for the latest technology that is used in the field of education. Practical implications: In evaluating the spaces provided and the technology available, it will become apparent if the spaces provided are indeed relevant in terms of the technological world we live in. Originality/value: Most of the current research documented in the literature examines technology and how it influences learning space design. As such, this report compares these concepts with the reality of space provision in universities today and questions the relevance of Space Norms in the age of E-learning. Limitations: The report is limited to an investigation into Gauteng HEIs. Technology investigated is limited to types that are useful to teaching and is not an exhaustive range of technology available in the world. Spaces referred to are education spaces only. Institutions investigated are limited to face-to-face HEIs which are public institutions.

Digital natives, who are born and raised with digital technologies, have a deep affinity with social media. Social media has a great influence over an individual's daily life, even on his/her intimate and romantic relationship. As a breakup of romantic relationships can commonly happen to digital natives, and as it is likely to cause distress and psychological symptoms afterwards, this study attempted to find out the impact of breakups on social media use among digital natives. The quantitate survey was conducted with 175 valid participants between the ages of 18-30. These participants were those who currently live in the United States, who use social media at least once a month, who experienced a romantic breakup in the last six months. The results show that negative self-esteem plays a key role between breakup-associated factors and a strong attachment to social media use in their daily lives. Negative self-esteem mediates social media use with a breakup initiation status or depression prompted by breakup. Negative self-esteem also arises when a person's perceived responsibility towards the breakup or the cause of the breakup is high when they are rejected by their partner.

Syftet med denna uppsats är att undersöka beskrivningen av kanadensiska urinvånare i kanadensiska historieläroböcker, från ett postkolonialt perspektiv,för att se om de innehåller någon form av fördomar. Med en kvalitativ metod,och i jämförelse med tidigare genomförda studier inom samma område, analyseras fyra kanadensiska historieläroböcker för gymnasinivå. mina sammanfattningar visar att läroböcker är mindre fördomsfulla idag än för tjugo år sedan, men från ett postkolonialt teoretiskt perpsektiv innehåller de fortfarande tendenser av en världsuppfattning som stammar från kolonialt tänkande. / The aim of this study is to examine the portrayal of Canadian Natives in Canadian history textbooks, through a postcolonial theory, to see if they contain bias or prejudices. With a qualitative method, and in comparison to previously conducted studies of textbook bias, four Canadian high-school history textbooks are analyzed. My conclusions show that textbooks are less bias than twenty years ago, but that they from a postcolonial theory perspective still carry tendencies of colonial conceptions.

This thesis is a report of a research and design process for creating a layer for a certain Digital Library; a layer that allows users to communicate and socialize with each other within the environment of the Digital Library. Also, the effects that this layer could have on the users’ behaviors, social lives, and private lives, were evaluated.In the process, the most-visited Digital Libraries have been introduced and examined. Furthermore, they have been compared with each other using a united framework. In addition, the user group has been chosen, analyzed and categorized. According to that, International Children’s Digital Library has been chosen as the most suitable Digital Library for the target user group.Through series of prototypes and workshops done with a selection of user group representatives, design decisions were made and tried out. The final outcome of these workshops is a prototype layer for International Children’s Digital Library that allows users to communicate and socialize with one another. As a further matter, the potential effects it could have were explained.

Cette recherche se démarque des études sur les Amérindiens urbains en se penchant sur le quotidien des autochtones dans la ville de Val-d’Or (Abitibi, Québec). Ce mémoire s’interroge sur leurs rapports sociaux et leurs relations aux lieux de la ville. Il montre qu’une communauté autochtone vit à Val-d’Or, caractérisée par sa structure sociale, son identité collective et l’apparition d’une classe élite. La mémoire collective, l’environnement social et les allochtones façonnent l’identité des autochtones de Val-d’Or. L’appropriation que ces derniers font de l’espace se doit d’être considérée dans le maintien de leur identité collective, mais également dans leur façon de vivre la ville au quotidien. La dichotomie visibilité/invisibilité apparaît lorsqu’il est question des autochtones et du milieu urbain. C’est par la reconnaissance sociale que les individus deviennent « visibles » (positivement ou négativement) aux autres. Quant à l’invisibilité, c’est par la « non-perception » qu’elle s’actualise. C’est au sein des interactions interethniques que se vit cette dichotomie. Ces interactions sociales et ces contacts interethniques démontrent la segmentation ethnique des relations sociales. Un jeu de proximité/distance s’instaure et fait place aux stéréotypes (exacts et inexacts). Parmi les non-autochtones de Val-d’Or, les discours véhiculés sont marqués par un caractère genré, où certains propos discriminatoires ressortent. Enfin, le mémoire met l’accent sur le fait que les Amérindiens constituent, au même titre que les autres populations urbaines, des acteurs sociaux citadins qui façonnent de plus en plus les paysages des villes canadiennes. / This research differs from other studies on urban Natives by looking at the daily life of Natives in the city of Val-d’Or (Abitibi, Quebec). This thesis examines their social experiences and their relations to the places of the city. It demonstrates that a Native community lives in Val-d’Or, and that it is characterized by its social structure, its collective identity, and the creation of an elite class. The collective memory, the social environment, and the non-Natives are central for the Val-d’Or Native’s identity. The sense of belonging that Natives are building toward the urban environment has to be considered in the preservation of their collective identity, as well as in their daily life in the city. When we are talking about Natives and urban space, the visibility/invisibility dichotomy appears. The social recognition entitles individuals to get visibility (positive or negative) from others. On the contrary, invisibility is a process of “non-perception”. It is in social inter-ethnic interaction that this dichotomy is experienced. Social interactions and inter-ethnic human contacts are creating ethnic segmentation in social relations. A proximity/distance phenomenon is introduced and creates stereotypes (accurate and inaccurate). The discource of the non-Natives of Val-d’Or is gender oriented, marked by some discriminatory words. This thesis focuses on the fact that the Natives are, like other urban populations, urban social actors who shape the landscapes of Canadian cities.

Cette recherche se démarque des études sur les Amérindiens urbains en se penchant sur le quotidien des autochtones dans la ville de Val-d’Or (Abitibi, Québec). Ce mémoire s’interroge sur leurs rapports sociaux et leurs relations aux lieux de la ville. Il montre qu’une communauté autochtone vit à Val-d’Or, caractérisée par sa structure sociale, son identité collective et l’apparition d’une classe élite. La mémoire collective, l’environnement social et les allochtones façonnent l’identité des autochtones de Val-d’Or. L’appropriation que ces derniers font de l’espace se doit d’être considérée dans le maintien de leur identité collective, mais également dans leur façon de vivre la ville au quotidien. La dichotomie visibilité/invisibilité apparaît lorsqu’il est question des autochtones et du milieu urbain. C’est par la reconnaissance sociale que les individus deviennent « visibles » (positivement ou négativement) aux autres. Quant à l’invisibilité, c’est par la « non-perception » qu’elle s’actualise. C’est au sein des interactions interethniques que se vit cette dichotomie. Ces interactions sociales et ces contacts interethniques démontrent la segmentation ethnique des relations sociales. Un jeu de proximité/distance s’instaure et fait place aux stéréotypes (exacts et inexacts). Parmi les non-autochtones de Val-d’Or, les discours véhiculés sont marqués par un caractère genré, où certains propos discriminatoires ressortent. Enfin, le mémoire met l’accent sur le fait que les Amérindiens constituent, au même titre que les autres populations urbaines, des acteurs sociaux citadins qui façonnent de plus en plus les paysages des villes canadiennes. / This research differs from other studies on urban Natives by looking at the daily life of Natives in the city of Val-d’Or (Abitibi, Quebec). This thesis examines their social experiences and their relations to the places of the city. It demonstrates that a Native community lives in Val-d’Or, and that it is characterized by its social structure, its collective identity, and the creation of an elite class. The collective memory, the social environment, and the non-Natives are central for the Val-d’Or Native’s identity. The sense of belonging that Natives are building toward the urban environment has to be considered in the preservation of their collective identity, as well as in their daily life in the city. When we are talking about Natives and urban space, the visibility/invisibility dichotomy appears. The social recognition entitles individuals to get visibility (positive or negative) from others. On the contrary, invisibility is a process of “non-perception”. It is in social inter-ethnic interaction that this dichotomy is experienced. Social interactions and inter-ethnic human contacts are creating ethnic segmentation in social relations. A proximity/distance phenomenon is introduced and creates stereotypes (accurate and inaccurate). The discource of the non-Natives of Val-d’Or is gender oriented, marked by some discriminatory words. This thesis focuses on the fact that the Natives are, like other urban populations, urban social actors who shape the landscapes of Canadian cities.

The purpose of this study was to assess the congruence between the learning styles of Division III Cree, Dene, Metis and non-Native students, and the instructional styles of Native and non-Native teachers In Nothern Saskatchewan schools.<p> The data for this study were collected by administering Canfield's Learning Styles Inventory and Canfield's Instructional Styles Inventory in six Northern Saskatchewan schools. The total sample of 464 consisted of 385 students and 79 teachers; the student sample was comprised of 81 Cree, 65 Dene, 134 Metis and 105 non-Native students, while the teacher sample consisted of 15 Native teachers and 64 non-Native teachers. The independent variables in this study were culture, sex and age; and the dependent variables were the 16 learning/instructional style scales, predicted levels of student academic performance and perceived responsibility of teachers for the students' learning process.<p> The nine hypotheses posed in the study were tested by an examination of mean scores on 16 inventory scales; and by using one-way ANOVA with accompanying Newman-Keuls comparisons between ordered means. Overall differences in the sample of students and teachers classified by culture, sex and age were assessed by discriminant analysis.<p> The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of assessing learning/instructional style, and the existence of cultural bias. The major question of the study asked whether preferred instructional styles of Native and non-Native teachers were congruent or incongruent with the preferred learning styles of Cree, Dene, Metis and non-Native students. It was found that neither group of teachers was congruent with all components of learning style preferences in any student group, but both Native and non-Native teachers were congruent on more than 50 percent of all components. There was strong evidence in the study however that Native teachers were congruent with all student groups on a greater number of components than was true for non-Native teachers. Native teachers were congruent with all student groups in 54 (84.4%) out of 64 possible learning/instructional style components. The congruency rate for non-Native teachers was 40 out of 64 instances, or 62.5%.<p> Certain components of learning style differed among students of Cree, Dene, Metis and non-Native backgrounds, with the Dene most different from the non-Native group. The Cree and the Metis were similar to each other, and fell midway between the Dene and the non-Native students. In sum, differences were found among the groups of Native students (free, Dene and Metis), as well as between the Native and the non-Native students. Although culture was found to relate to learning style, sex appeared to be an even stronger variable influencing student learning style preferences. Age was found to relate to the learning styles of the Dene and non-Native students but not of their Cree and Metis counterparts. The Cree and Metis students held the lowest expectations for their academic performance. The Dene students exceeded the Cree and Metis groups.<p> The points of difference in instructional style indicated that non-Native teachers preferred to teach from logically and clearly organized materials, whereas Native teachers were more likely to encourage students to work independently. No other differences were found between cultural groups. Male and female teachers were found to prefer, to a modest degree, different approaches to teaching at only certain age levels. Female teachers at all age levels reacted more negatively to teaching about inanimate objects than did males. Younger female teachers preferred teaching by having students read written material and by teaching students about working with people, while males of the same age were more Interested in teaching by the experiential approach. In scores on teacher responsibility for the students' learning process, no differences were found among teachers classified by culture, sex and age. The teacher group as a whole appeared to share similar perceptions about their responsibility for student learning.<p> This study showed that culture, sex and age related to differences in instructional style of teachers in patterns similar to the ways in which the variables influenced learning style among students. Among students, sex Influenced student preferred learning style to a greater degree than did cultural background by itself. Age was of second importance. Among teachers, sex was found to be the most important variable followed by culture and age, both of which were of similar degree of importance. Cultural background as an Isolated variable was relatively unimportant in relation to either learning or instructional style.

The purpose of this study was to assess the congruence between the learning styles of Division III Cree, Dene, Metis and non-Native students, and the instructional styles of Native and non-Native teachers In Nothern Saskatchewan schools.<p> The data for this study were collected by administering Canfield's Learning Styles Inventory and Canfield's Instructional Styles Inventory in six Northern Saskatchewan schools. The total sample of 464 consisted of 385 students and 79 teachers; the student sample was comprised of 81 Cree, 65 Dene, 134 Metis and 105 non-Native students, while the teacher sample consisted of 15 Native teachers and 64 non-Native teachers. The independent variables in this study were culture, sex and age; and the dependent variables were the 16 learning/instructional style scales, predicted levels of student academic performance and perceived responsibility of teachers for the students' learning process.<p> The nine hypotheses posed in the study were tested by an examination of mean scores on 16 inventory scales; and by using one-way ANOVA with accompanying Newman-Keuls comparisons between ordered means. Overall differences in the sample of students and teachers classified by culture, sex and age were assessed by discriminant analysis.<p> The findings of this study must be considered in relation to the following limitations: the size and nature of the sample, the difficulty of assessing learning/instructional style, and the existence of cultural bias. The major question of the study asked whether preferred instructional styles of Native and non-Native teachers were congruent or incongruent with the preferred learning styles of Cree, Dene, Metis and non-Native students. It was found that neither group of teachers was congruent with all components of learning style preferences in any student group, but both Native and non-Native teachers were congruent on more than 50 percent of all components. There was strong evidence in the study however that Native teachers were congruent with all student groups on a greater number of components than was true for non-Native teachers. Native teachers were congruent with all student groups in 54 (84.4%) out of 64 possible learning/instructional style components. The congruency rate for non-Native teachers was 40 out of 64 instances, or 62.5%.<p> Certain components of learning style differed among students of Cree, Dene, Metis and non-Native backgrounds, with the Dene most different from the non-Native group. The Cree and the Metis were similar to each other, and fell midway between the Dene and the non-Native students. In sum, differences were found among the groups of Native students (free, Dene and Metis), as well as between the Native and the non-Native students. Although culture was found to relate to learning style, sex appeared to be an even stronger variable influencing student learning style preferences. Age was found to relate to the learning styles of the Dene and non-Native students but not of their Cree and Metis counterparts. The Cree and Metis students held the lowest expectations for their academic performance. The Dene students exceeded the Cree and Metis groups.<p> The points of difference in instructional style indicated that non-Native teachers preferred to teach from logically and clearly organized materials, whereas Native teachers were more likely to encourage students to work independently. No other differences were found between cultural groups. Male and female teachers were found to prefer, to a modest degree, different approaches to teaching at only certain age levels. Female teachers at all age levels reacted more negatively to teaching about inanimate objects than did males. Younger female teachers preferred teaching by having students read written material and by teaching students about working with people, while males of the same age were more Interested in teaching by the experiential approach. In scores on teacher responsibility for the students' learning process, no differences were found among teachers classified by culture, sex and age. The teacher group as a whole appeared to share similar perceptions about their responsibility for student learning.<p> This study showed that culture, sex and age related to differences in instructional style of teachers in patterns similar to the ways in which the variables influenced learning style among students. Among students, sex Influenced student preferred learning style to a greater degree than did cultural background by itself. Age was of second importance. Among teachers, sex was found to be the most important variable followed by culture and age, both of which were of similar degree of importance. Cultural background as an Isolated variable was relatively unimportant in relation to either learning or instructional style.