匯流使電視產業面臨更大的競爭壓力，電視新聞產業及新聞產製流程出現巨大改變，電視新聞使用網路素材成為常態，「刷即時新聞」更成為電視台記者跑新聞最快速也最取巧的方式，然而，網路即時新聞及素材使用過度也使新聞內容品質下降，使電視新聞工作者深受其害。 本研究根據九位受訪者的採訪經歷，透過深度訪談的質化研究，分析網路即時新聞出現後及大量的網路素材成為現成新聞，對整體新聞產業、新聞內容的影響及改變，進而對電視新聞工作者造成之身心壓力。 研究發現即時新聞出現後，電視台競爭對象從過去其他家電視台，變成網路即時新聞與公民記者，電視台開始紛紛成立新聞網站，要求記者抵達現場立刻用手機拍攝現場實況供電視台新聞網站使用，並複製抄寫內容農場文章，希望吸引流失觀眾重回電視機前，但因此也加重記者工作量。 電視台長官開始依據點閱率做新聞，新聞內容出現廉價、綜藝化等現象，影響記者新聞自主性；新聞產製過程變得繁複，電視台記者被長官被要求緊跟即時新聞訊息，每天受即時新聞及通訊軟體內容轟炸，造成身心出現健康狀況，轉職、離職率高，電視台記者年齡層出現斷層。 / The recent media convergence has put much pressure on the TV industry and led to a drastic change in the production of TV news. It is thus not uncommon to find TV news stories made out of online resources nowadays. Browsing online real-time news on a smart phone has become one of the easiest ways to produce a news report. However, the overdependence on online real-time news and online resources has also had a negative impact on TV journalists and undermined the quality of TV news. Based on the interviews with nine TV journalists and in-depth qualitative analysis, the current study investigates how the emergence of online real-time news and the overwhelming reliance on online resources have influenced and changed the content of news report and the entire industry and how this change has further created the physiological and psychological pressure on TV journalists. Results show that after the emergence of online real-time news, TV stations now have to compete with not only other stations but also online news and citizen journalists. Each TV station has also started to construct news websites and ask journalists to rush to the scene and take photos with their cellphone for the use on the website. The reporter also needs to duplicate the content of content farm articles, in the hope of attracting the audience that TV news has lost back. This, however, has significantly increased the work load of TV journalists. Our findings also suggest that phenomena such as easy news stories, infotainment tendencies, and TV station administrators’ overreliance on click-through rates have exerted great impact on higher professional autonomy. The production of TV news has become more complex and laborious: TV journalists are asked to follow online real-time news closely, bombarded with real-time news and instant messages every day. This has resulted in the health problems of journalists, high turn-over rates, and a lack of new blood in the TV news industry.

Considerato, in generale, l’impatto sempre più massiccio e pervasivo che le tecnologie hanno sulla vita di tutti i giorni e partendo dal presupposto del valore aggiunto derivante dall’impiego delle tecnologie per l’educazione linguistica, in questo lavoro dapprima abbiamo fatto alcune considerazioni in merito a tecnologie e apprendimento/insegnamento linguistico, soffermandoci su Internet e sui media digitali (Capitolo 1), quindi abbiamo selezionato, analizzato e organizzato, in forma di repertorio, diverse risorse online, gratuite, per l’apprendimento/insegnamento del russo (Capitolo 7). L’idea di realizzare un repertorio dei siti Internet e delle risorse è nata dall’intento di creare uno strumento utile, sia ai discenti, sia ai docenti. In particolare, nella prima parte di questo studio abbiamo proposto l’uso di alcune risorse online per presentare l’alfabeto russo (Capitolo 2) e per lo sviluppo della competenza fonologica (Capitolo 3), lessicale (Capitolo 4), morfosintattica (Capitolo 5) e testuale (Capitolo 6). Nella seconda parte, invece, una volta analizzate le caratteristiche di alcune modalità di apprendimento, in presenza, a distanza e in rete (FaD, e-learning, blended learning, didattica 2.0) e delineati i nuovi scenari di apprendimento, tra formale e informale (Capitolo 8), abbiamo realizzato due proposte didattiche, una in ambito universitario (Capitolo 9) e una in ambito scolastico (Capitolo 10), che prevedono sia esperienze di apprendimento collaborativo in rete, sia l’utilizzo di tecnologie e risorse online. / The influence of technologies on everyday life, as it emerges clearly, is increasingly pervasive. Assuming that the use of technologies adds a certain value to language education, in this dissertation we first considered some connections between technologies and learning and teaching languages, in particular dwelling upon Internet and media education (Chapter 1). Then we selected and analysed several websites and free online resources dealing with the Russian language. The result of this work is the inventory of websites and online resources, which we conceived as a useful tool for students and teachers of Russian as a foreign language (Chapter 7). In detail, in the first part of this research work we suggested some online resources to teach absolute beginners the Russian alphabet (Chapter 2) and to develop different competences and skills: phonological (Chapter 3), lexical (Chapter 4), morphological and syntactical (Chapter 5), and textual (Chapter 6). Whereas, in the second part, we dealt with the main characteristics of various types of learning (face-to-face, distance and online learning, blended learning, formal and informal learning etc.) (Chapter 8). In addition we developed two different proposals, the first for University level (Chapter 9), the second conceived for the school classroom (Chapter 10). Our proposals are based on both experiences of collaborative learning and on the use of technologies and online resources.

An experiment was conducted using forty-one Bonsmara steers (age ± 7 months) to determine the effect of zilpaterol hydrochloride (ZH) on the growth performance and carcass characteristics. The trial was structured using a completely randomized design with two treatments, control and ZH group. The steers were fed ZH for 28 consecutive days at the end of the finishing period and ZH was withdrawn from the diet 2 days prior to slaughter of the animals. The steers were placed in individual pens and weighed fortnightly throughout the 4 months trial. Zilpaterol hydrochloride (ZH) was included in the diet at a rate of 8.3 mg/kg of DM. Feeding of ZH increased (P< 0.05) body weight (BW) gain and ADG (1.102 vs. 1.444) and tended to increase (P = 0.067) feed efficiency (F:G) during the last month of the finishing period. There were no significant differences (P> 0.05) in daily dry matter intakes (DMI). For the control group, high treatment weight gains were significantly associated with high initial weight (r = 0.424, P = 0.049) and also high pre-treatment body weight (r = 0.678, P= 0.001). Treatment weight gain increased as the initial and pre-treatment weight gain increased in the control group. For the steers that were fed ZH, there was no significant correlation between the treatment body weight gain with initial weight (r = 0.097, P = 0.694) and also pre- treatment live weight (r = 0.393, P = 0.096). Supplementation of ZH significantly increased (P < 0.0001) the dressing percentage (56.4% vs. 58.4%) and had no significant (P>0.05) effect on the carcass weight. The outcome of the study suggest that supplementation of ZH in the diet during the last month of the finishing period enhances growth performance and shows the repartitioning capacity of the feed additive as a beta- agonist. / Agriculture and  Animal Health / M. Sc. (Agriculture (Animal Science)

This thesis explores the role of open online educational resources as a tool for building longterm capacity for Sustainable Development planning. The focus is on energy and climate mitigation related to SDG 7 and 13. In particular the thesis explores medium to long term energy systems analysis and modelling - a critical activity for energy infrastructure development. An open teaching kit and online course for the Open Source energy Modelling System (OSeMOSYS) is presented. The OSeMOSYS teaching kit is derived from training and teaching experience on the use of the tool by the OpTIMUS community of practice and its partners. Several international organisations and consortium have long experience in carrying out capacity building initiatives and programmes in energy systems analysis and modelling across the globe. Yet, knowledge transfer, dissemination and application of newly learned tools are not as effective as they might be. Enabling conditions for sustained, effective and contentflexible long-term capacity building and teaching in energy systems analysis is necessary. Yet few accessible resources exist. Availability and access to open educational materials can contribute to the development of solid and long-term capacity, particularly in developing country contexts, which often rely on international support for such activities. The OSeMOSYS open educational resources, including the online course presented in this thesis, provide a ready-made example of an energy systems analysis course that can be directly deployed at higher education levels and in-house capacity building initiatives. Its open nature promotes and facilitates the development of a network of practitioners who can contribute back to the community. Users have the option of contributing to, using and reconfiguring materials and course examples of varying levels and specifics. These can then be shared and taken up by the community of practice. / Detta examensarbete utforskar rollen av öppet tillgängliga onlinebaserade material för inlärning och utlärning som ett verktyg för långvarande kunskap för hållbar utveckling och energiplanering. Fokuserande på energi och minskad klimatpåverkan i relation till hållbarhetsmålen 7 och 13. Mer specifikt utforskar examensarbetet medium till långvarig energisystemsanalys och energimodellering – en nyckelaktivitet för energiinfrastrukturutveckling. Ett öppet utlärnings-kit och onlinekurs för det öppna energimodelleringssystemet OSeMOSYS presenteras. OSeMOSYS utlärnings-kit är framtaget med hjälp av tidigare erfarenheter i utlärning av verktyget utfört av OpTIMUS Community of practice och partners. Flera internationella organisationer och konsortium har lång erfarenhet av att utföra kapacitetsuppbyggnads initiativ och program i energisystemsanalys och energimodellering världen över. Trots detta är kunskapsöverföring, spridning och applicering av nyligen inlärda verktyg inte lika effektiva som de kunnat vara. Att möjliggöra varaktig, effektiv och kontentflexibel långvarig kapacitetsuppbyggnad och utlärning av energisystemsanalys är nödvändigt. Tillgång och tillgänglighet till öppna pedagogiska material kan bidra till utvecklingen av hållbar långvarig kunskap, speciellt i ett utvecklingsland-perspektiv, vilka ofta är beroende av stöd från internationella organisationer för liknande aktiviteter. OSeMOSYS öppna pedagogiska resurser, inkluderande en onlinekurs presenterad i detta examensarbete, bidrar med ett färdigt exempel av en kurs i energisystemsanalys som är direkt applicerbar i högre utbildningsnivåer och landspecifika kapacitetsuppbyggnadsinitiativ. Dess öppna natur främjar och underlättar utvecklingen av ett nätverk av utövare vilka kan bidra tillbaka till samhället. Användare har möjlighet att bidra till, använda och ändra material och kursexempel i varierande svårighetsnivå och specifikt ämne. Dessa kan sedan spridas och tas upp av nätverket av användare för ytterligare samhällsnytta.

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This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs. An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs. The study’s key findings reveal: • the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use. • the array of strengths as well as challenges that the international students experience in their information use and learning. • an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information • the need for enhanced information literacy education that responds to international students’ identified information literacy needs. Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.

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