Genom denna avhandling undergår vi som speldesigners en dokumenterad process där vi utvecklar ett spel från koncept till funktionell prototyp. Målet är att kunna bygga vidare på våra egna samt andras metoder för utvecklingen av mekaniker som kompletterar övrigt gameplay. Undersökningsområdet för denna process utgörs av hur vi kan framställa en dödsmekanik som passar i kontext till vårt valda spelkoncept och dess förutsättningar. Detta inriktningsområde grundas i vår vilja att skapa dödsmekaniker som upplevs inge betydelsefulla konsekvenser både på spelarkaraktären och spelupplevelsen i sin helhet vilket stämmer överens med konceptets designmål. Genom ett speltest där en testgrupp genomför ett antal kvalitativa prototyptester av dödsmekaniker kan vi sedan jämföra resultaten och etablera slutsatser kring hur väl varje prototyp lyckas uppfylla konceptets designmål och inge tydliga konsekvenser för spelaren som förstärker resterande gameplay. / Through this thesis we as game designers undergo a documented process in which we develop a game from concept to functional prototype. The end goal is to allow us to further our own as well as others’ methodology for the development of mechanics that complement existing gameplay. The field of inquiry for this process consists of how we can establish a death mechanic that fits in context to our chosen game concept and its parameters. This focal point originates from a desire on our part to create death mechanics that strive to instill meaningful consequences affecting the player as well as the game experience itself which correspond with the design goals of the concept. By performing a playtest where a number of qualitative prototypes of death mechanics are carried out by a test group we can compare the results and establish conclusions concerning how well each prototype manages to fulfill the concept’s design goals and convey clear consequences for the player, reinforcing surrounding gameplay.

p. 1-176 / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-03-26T17:02:35Z No. of bitstreams: 2 Dissertação Milena D´Almeida 1.pdf: 97912 bytes, checksum: 38f74acbd2f79c59b4d8af681c30e9f6 (MD5) Dissertação Milena D´Almeida 2.pdf: 1165726 bytes, checksum: 62a667264de15105d3ffefbf631ef09a (MD5) / Approved for entry into archive by Tatiana Lima(tatianasl@ufba.br) on 2013-04-12T18:49:00Z (GMT) No. of bitstreams: 2 Dissertação Milena D´Almeida 1.pdf: 97912 bytes, checksum: 38f74acbd2f79c59b4d8af681c30e9f6 (MD5) Dissertação Milena D´Almeida 2.pdf: 1165726 bytes, checksum: 62a667264de15105d3ffefbf631ef09a (MD5) / Made available in DSpace on 2013-04-12T18:49:00Z (GMT). No. of bitstreams: 2 Dissertação Milena D´Almeida 1.pdf: 97912 bytes, checksum: 38f74acbd2f79c59b4d8af681c30e9f6 (MD5) Dissertação Milena D´Almeida 2.pdf: 1165726 bytes, checksum: 62a667264de15105d3ffefbf631ef09a (MD5) Previous issue date: 2003 / O Brasil ingressou no novo milênio como uma economia em desenvolvimento, mas detentor de altas taxas de analfabetismo e profundas desigualdades sociais e, embora tenha conseguido na década de 90 a universalização do ensino, esta não significou, necessariamente, um acréscimo na qualidade. Repetindo o cenário nacional, o sistema público de educação do estado da Bahia caracteriza-se pela baixa qualidade e pela pouca relevância para as necessidades dos alunos, daí a necessidade de implementação de programas voltados para a melhoria da qualidade dos serviços educacionais, tal como o Educar para Vencer e, conseqüentemente, o projeto de Certificação Ocupacional de Profissionais da Educação. Através do referencial teórico, capítulo que discorre sobre parte da literatura que trata da certificação ocupacional e das competências, em suas diversas abordagens, e da experiência da Fundação Luís Eduardo Magalhães, este trabalho busca investigar o grau de alinhamento entre a visão que os Professores Alfabetizadores têm do seu desempenho e os escores por eles obtidos no Teste de Conhecimentos Específicos – TCE, do primeiro Exame de Certificação Ocupacional. O Modelo de Análise empregado foi desenvolvido tendo como base as Especificações de Testes, documento criado pelos analistas de cargo do Projeto de Certificação Ocupacional para Profissionais da Educação, juntamente com grupos de especialistas em alfabetização. Desta forma, foi possível estabelecer comparações entre o desempenho dos candidatos à certificação no Teste de Conhecimentos Específicos com as respostas dos mesmos na auto-avaliação e estabelecer um grau de alinhamento entre esses dois instrumentos. A pesquisa exploratória do tipo survey, cuja amostra foi selecionada aleatoriamente entre os candidatos aprovados no TCE do primeiro exame de certificação, foi realizada em 2003. Os resultados do cruzamento de dados entre o desempenho sugerido pelos candidatos na auto-avaliação e o observado no TCE, indicaram um baixo grau de alinhamento entre esses dois instrumentos, uma vez que a quantidade de indicadores negativos de alinhamento superou a quantidade dos positivos. Ou seja, os candidatos que imaginaram alcançar melhor desempenho em avaliações ocupacionais que medem conhecimentos e habilidades relacionados ao cargo de Professor Alfabetizador, não foram os mesmos que obtiveram os escores mais altos no Teste de Conhecimentos específicos do Projeto de Certificação Ocupacional. / Salvador

I denna uppsats har jag undersökt arbetsprocessen bakom filmklippning med Donald A. Schöns teorier om praktisk reflexiv analys som utgångspunkt. Analysen tog stöd i teorier kopplade till filmklippning och filmteori. Anteckningar som gjorts under arbetsprocessen utgör forskningsunderlaget i uppsatsen. Scenen som jag har arbetat med är öppningsscenen från min dokumentärfilm Samlardjävulen. Filmen i sin helhet var även min medieproduktion och presentationen av den finns bifogad efter uppsatsen. Arbetsprocessen undersöktes genom att utgå från Schöns begrepp och formuleringar vilket synliggjorde viktiga och komplexa delar av arbetet med att redigera film. Resultatet visade att Schöns teorier kan användas för att beskriva arbetsprocessen bakom filmklippning på ett ingående sätt, men teorierna har också visat sig ha svagheter gällande möjligheten att beskriva vissa typer av praktiska handlingar. Uppsatsen avslutas med en diskussion och förslag på vidare forskning. / In this essay, I have examined the process of film editing using Donald A. Schön's theories of practical reflective analysis. The analysis drew on theories related to film editing and film theory, and the research data consisted of notes taken during the editing process. The scene that I have been working on is the opening scene from my documentary film Samlardjävulen. This film was also the project that I completed during my final semester. The presentation of the film can be found in this file, after the essay. By applying Schön's theories on the work process, the study revealed important and complex aspects of editing film. The results showed that Schön's theories can be used to describe the process of film editing in detail, however, I concluded that the theories have certain weaknesses when it comes to describing some types of practical actions. The essay concludes with a discussion and possible options for further research.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Cette recherche est le résultat d’une longue expérience des groupes – notamment d’enseignants en formation – et des interrogations que cette expérience et ce public ont fait naître dans les phénomènes transférentiels et contre-transférentiels observables dans ce travail groupal. A partir d’une expérience d’analyse de pratique dans le cadre de formations continues d’enseignants en souffrance professionnelle, ce travail de thèse vise à montrer comment les mouvements psychiques qui habitent ces situations groupales, à la fois indiquent des motions qui appartiennent à toute mise en groupe, et des mouvements ravivés par les situations d’enseignement, dont la classe, prototype essentiel de la fonction, lieu d’exercice de base de la profession enseignante. Il s’agit d’explorer comment ces mouvements se construisent d’abord sur une « corporéité de groupe » proche des formes primaires de symbolisation, sur des alliances autour de mouvements paranoïdes : menaces qui peuvent naître d’idées persécutives, liées aux rapports hiérarchiques, institutionnels et sociaux, mettant aussi en jeu la fonction sociale de l’Ecole. Ces formes de pactes et d’alliances inconscientes évoluent dans le groupe de travail vers une « autorisation collective » à un mouvement dépressif d’où émergent des affects de honte. Le partage de ces affects et leur mise en représentation langagière permettraient leur élaboration groupale d’abord avant d’être introjectées par les individus eux-mêmes. Ces mécanismes sont liés à l’installation d’un transfert de base groupal et d’un contre-transfert dont la « diffraction » semble un phénomène nécessaire à la mise en lien des niveaux intrapsychique, interpsychique et trans-psychique, soit la mise en place de la groupalité comme transitionnalité possible entre les groupes internes et le groupe réel, et enfin de refaire lien avec l’institution et le tissu social. Cette évolution groupale, relativement stable à travers les groupes présentés ici, permet la mise en place d’une évaluation centrée sur ces mouvements psychiques produits par le groupe et son effet sur la « transformation » d’une groupalité psychique individuelle. / This research is the outcome of a long experience of groups- in particular of student teachers- and the questioning emerged from this experience and this public in the transferential phenomena and counter transferential, observable in this groupal work.From an experiment of practical analysis, as part of teachers' continuous training, professionally suffering, this thesis work targets to show how the psychic motions taking part in these groupal situations, show both motions which belong to the group's implementation, and motions strengthened by the teaching situations, whose class, essential pattern of mission and basic place of the teaching function.The question is to explore how these motions first build up on an " existence of the group" close to the primary forms of symbolization, based on alliances of paranoide movements : threats which may appear from persecutive ideas, linked to hierarchical, institutional and social report, facing-off the social function of the school.This forms of unconscious pacts and alliances evolve in the group work towards a "collective permission", to the depressive motion, from which affects of shame emerge.The sharing of these affects and the setting of their language representation would allow first their groupal elaboration before being incorporated by the people themselves.These mecanisms are due to the installation of a transfer of groupal basis and of a counter transfer whose diffraction seems a necessary phenomenon for the linking of intra-psychic, inter-psychic and trans-psychic levels, which means the establishment of teamwork as a possible transitionality between the internal groups and the real group, and at last to make links with the institution and the social fabric.This groupal evolution, relatively stable through the groups presented here, permits the setting up of an evaluation centered on this psychic motions producted by the group and its effect on the "transformation" of an individual psychic groupality.