Global ETD Search

1	Flera sidor av samma berg – naturkonstruktioner när Houdini pratar produkter på Youtube Olle, van Keppel January 2015 (has links) I tider av miljöproblem ställs begrepp om natur och vad det innebär på sin spets. Olika uppfattningar vad som är naturligt och vad som är ett miljöproblem har dominerat inte minst klimatdebatten. Utgångspunkten består i den socialkonstruktionistiska tanken om att skapandet av naturen sker i våra tolkningar av den, och inte minst i olika samhällsinstitutioners definierande av den efter egna intressen. Det noteras även att flera av de mest framgångsrika definitionerna av naturen har på senare utgjorts av berättelser i form av spelfilmer och dokumentärer. Mot bakgrund av detta undersöker uppsatsen hur även företag skapar konstruktioner av naturen, och mer specifikt i berättelser om sina produkter. Uppsatsens syfte är att undersöka hur naturen används av det svenska klädföretaget Houdini för att skapa en intressant berättelse om en produkt. Det empiriska materialet består också av just av två produktberättelser i formen av Youtubefilmer. Frågeställningar som behandlas är hur naturen konstrueras i filmerna, vilken relation dessa konstruktioner har till den marknadsförda produkten, samt hur naturkonstruktioner används som narrativ funktion. Med ett teoretiskt ramverk bestående av en rad tidigare identifierade naturkonstruktioner och begrepp som kritiskt undersöker relationen mellan natur och produkt genomförs en semiotisk och en narrativ analys av de två filmerna. Slutsatser inkluderar att naturen porträtteras som ömtålig och problematisk i filmernas anslagsscener, samt att miljöproblem utgör båda filmernas konflikter. Det hot som föreligger mot naturen bäddar också för ett intressant narrativt projekt som Houdini åtar sig i filmerna - att skapa nya kläder som på olika sätt, om än i olika grad, utges lösa problemen. Via kritiska begrepp som semiotisk flexibilitet, naming och re-framing noteras även att naturen används för att ge vissa Houdiniprodukter närmast naturgivna karaktärsdrag i vissa fall. Studien konstaterar slutligen att det tycks finnas relevans för de ställda frågorna i uppsatsens frågeställningar och denna undersökningsdesign skulle vara intressant att applicera på marknadsföring kring andra branscher med kopplingar till naturen, så som turism- och bilindustrin. Konstruktion naturkonstruktion natur Houdini socialkonstruktionism produkter naming re-framing semiotisk flexibilitet semiotisk analys narrativ analys
2	Investigating the influence of individual value systems and risk propensities on decision-making quality in value clashing circumstances Prinsloo, Christoffel Frederick January 2017 (has links) This study investigated the influences of personal value systems and risk propensities on managerial decision-making quality during value clashes. The post-globalisation business landscape is impacted by role players of vastly differing personal attributes, hypothesised to have varying influences on decision-making behaviour. A deeper understanding of how these attributes impact decision-making quality will therefore enrich the literature and arm practitioners with improved decision-making skills. A review of behavioural decision-making literature revealed three core approaches: the normative (prescriptive) perspective, focussed on decision analysis, the cognitive limitations perspective highlighting the boundaries of human cognition and the psychological (values/emotions/motivations) perspective allowing for ethical- or value-boundedness. The extant literature contributes little on the quality of decision-making exhibited by managers, or how to improve it. It also doesn’t consider variance in decision-making between groups defined by personal value and risk traits. This study therefore aimed to establish whether decision-making quality varied with variances in personal attributes, and whether an intervention would improve decision-making behaviour. The research, conducted on a sample of 460 South African managers, established the demographics and value- and risk orientations of the participating group. Three value clashing scenarios, incorporating social-relational framing interventions, where introduced to gauge the decision-making behaviour of the test subjects. Decision-making quality was assessed through the integrative complexity measure and qualitative assessments were conducted on the decision motivation texts. Decision-tree analyses, multiple regression analyses as well as T-tests comparing the decision-quality produced by individuals of opposing orientations, revealed a clear relationship between the value segments of self-enhancement and openness to change and higher quality decision-making. Social risk-taking was related to better decision-making and reframing the scenarios produced better decision-making quality responses, if the reframing was done harshly enough. The qualitative analysis supported these findings, but hinted at additional, context specific decision motivators. This study contributed an integrated view of decision-making literature, tested the application of integrative complexity as a measure of decision quality and introduced new perspectives on how value orientations, risk proclivities and scenario framing relate to decision-making quality. Practitioners can apply this to assess individuals in terms of their decision-making abilities, and can improve decision-making quality in managers through scenario re-framing. / Thesis (PhD)--University of Pretoria, 2017. / Gordon Institute of Business Science (GIBS) / PhD / Unrestricted UCTD Decision making Decision-tree analyses Multiple regression analyses Scenario re-framing
3	A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing Stasko, Carly 14 December 2009 (has links) This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming. media literacy critical literacy holistic education culture jamming consciousness high school alternative rave Madvertisement Media Collective Hodgkin's Lymphoma qualitative research semiotics community center holistic philosophy transformation philosophy of education cancer survivor school commercialism english alienation public pedagogy poetry hip hop underground self-publishing independent media environment internet ecology democratic post-traumatic stress hacking holistic pedagogy digital media consumer culture commercialism graffiti decolonize advertising youth marketing sexism embodied healing personal professional knowledge immune system expression white blood cell street art decolonizing holistic pedagogy public art personal professional knowledge ecology mass media body image spirituality wellness embodied learning embodied wisdom awareness relationship meditation visualization communication Billboard Liberation Front signification courageous vulnerability youth Youth Media Literacy Project critical Chinese Medicine Qi Gong holistic media literacy obsolescence interconnection meta-cognitive Kalle Lasn transformative learning critical viewing critical pedagogy integration curriculum teaching subvertising learning positive psychology interpretation Megan Boler narrative medium production dancing representation expression Youth Media Literacy Project resistance cognitive re-framing subversion Negativeland reclaiming philosophy narrative inquiry education reading alternative education Fierce Light students university No Logo Situationists Naomi Klein menstruation storytelling experience writing language emotional physical facebook psychological Guy Debord Association for Media Literacy grassroots felt-sense stories performance grounded authentic expression perspective visual culture youtube chemotherapy visuality deconstruction women's studies Media Education Foundation détournement Reclaim the Streets movement spectatorship passive medicine social justice arts-informed research subway party gratitude guerilla post-modern media activism mindshare complex symbolic activity CBC radio art Toronto pre-service students oncology fashion healing spiral Adbusters sub-culture feminism podcast Trevor Norris street theater holistic learning medical language inter-personal film David Buckingham Renee Hobbs training Paulo Friere John Dewey political theater Sut Jhally Media Education Foundation Douglas Kellner Princess Margaret Hospital play Robert McChesney Action Coalition for Media Education Mediacs Association for Media Literacy Toronto District School Board Ontario Ministry of Education Marshall McLuhan Susan Sontag Jennifer Sandlin cure improvisation symbolic creativity Evolutionary Healing Paul Willis pop culture media collective Barry Duncan Kathleen Tyner Carly Stasko Girls Who Bite Back art therapy Next Wave Cultures zine Imagitate the State Intrinsik interacting narratives digital storytelling technology tactical media public space science creativity empowerment 0727 0708 0453 0273 0279 0515 0516 0733 0998 0680 0530 0092 0525
4	A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing Stasko, Carly 14 December 2009 (has links) This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming. media literacy critical literacy holistic education culture jamming consciousness high school alternative rave Madvertisement Media Collective Hodgkin's Lymphoma qualitative research semiotics community center holistic philosophy transformation philosophy of education cancer survivor school commercialism english alienation public pedagogy poetry hip hop underground self-publishing independent media environment internet ecology democratic post-traumatic stress hacking holistic pedagogy digital media consumer culture commercialism graffiti decolonize advertising youth marketing sexism embodied healing personal professional knowledge immune system expression white blood cell street art decolonizing holistic pedagogy public art personal professional knowledge ecology mass media body image spirituality wellness embodied learning embodied wisdom awareness relationship meditation visualization communication Billboard Liberation Front signification courageous vulnerability youth Youth Media Literacy Project critical Chinese Medicine Qi Gong holistic media literacy obsolescence interconnection meta-cognitive Kalle Lasn transformative learning critical viewing critical pedagogy integration curriculum teaching subvertising learning positive psychology interpretation Megan Boler narrative medium production dancing representation expression Youth Media Literacy Project resistance cognitive re-framing subversion Negativeland reclaiming philosophy narrative inquiry education reading alternative education Fierce Light students university No Logo Situationists Naomi Klein menstruation storytelling experience writing language emotional physical facebook psychological Guy Debord Association for Media Literacy grassroots felt-sense stories performance grounded authentic expression perspective visual culture youtube chemotherapy visuality deconstruction women's studies Media Education Foundation détournement Reclaim the Streets movement spectatorship passive medicine social justice arts-informed research subway party gratitude guerilla post-modern media activism mindshare complex symbolic activity CBC radio art Toronto pre-service students oncology fashion healing spiral Adbusters sub-culture feminism podcast Trevor Norris street theater holistic learning medical language inter-personal film David Buckingham Renee Hobbs training Paulo Friere John Dewey political theater Sut Jhally Media Education Foundation Douglas Kellner Princess Margaret Hospital play Robert McChesney Action Coalition for Media Education Mediacs Association for Media Literacy Toronto District School Board Ontario Ministry of Education Marshall McLuhan Susan Sontag Jennifer Sandlin cure improvisation symbolic creativity Evolutionary Healing Paul Willis pop culture media collective Barry Duncan Kathleen Tyner Carly Stasko Girls Who Bite Back art therapy Next Wave Cultures zine Imagitate the State Intrinsik interacting narratives digital storytelling technology tactical media public space science creativity empowerment 0727 0708 0453 0273 0279 0515 0516 0733 0998 0680 0530 0092 0525

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