Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Joseph Straubhaar and Karin Wilkins. Vita. Includes bibliographical references. Available also from UMI Company.

Not available / text

Thesis (M.S.)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 41-43).

Thesis (D. Miss.)--Western Conservative Baptist Seminary, 1991. / Abstract. Includes bibliographical references (leaves 187-192).

Thesis (M.A.)--University of British Columbia, 2004. / Includes bibliographical references (leaves 93-98). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.A.)--University of British Columbia, 2004. / Includes bibliographical references (leaves 93-98).

Despite interest from policymakers and the telecommunications sector to deliver superfast broadband to the whole of the UK, rural areas remain underserved, decreasing their ability to benefit from broadband-enabled services. Public intervention, primarily structured as national subsidies, is active across the UK to respond to this rural market failure. Complementing such practices are local-level strategies framed as community-led broadband initiatives. Their inclusion within wider superfast broadband installation strategies has not yet been examined. This doctoral research examines two of these initiatives, their structure and impact on the community to develop an understanding of their potential as replicable rural broadband delivery mechanisms. I analyse both the process of installing superfast broadband technology from community-led perspective and the subsequent engagement with superfast broadband through a qualitative longitudinal approach. A conceptual framework of 'social resilience' is developed as a contemporary analytical tool for examining these individual and community processes. The findings reveal an inherent complexity to rural community-led broadband provision. Community-led broadband reflects a 'localism' development approach, and this process has strengthened local rural identity. Following the adoption of superfast broadband, rural users experienced a growth in digital knowledge and individual resilience. However, the initiatives themselves are often discussed as 'separate from', or incompatible with, the telecommunications industry, as well as sitting outside the scope of current government interventions. In doing so, barriers to external networking and extra-local partnerships are built, limiting the opportunities for community-led broadband networks to become a substantive part of rural broadband delivery across the UK. Throughout the thesis, an understanding of these various tensions, impacting the success, use and replicability of rural community-led broadband, is developed and community-led broadband is shown to be another example of uneven rural development. I conclude by making recommendations for future digital policy interventions in the UK.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 223-232). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Este trabalho visa analisar o discurso da política de \"Mídia e Educação\" da Secretaria Municipal de Educação do Rio de Janeiro (SME-RJ) através do texto de documentos diversos e do confronto deles com a prática pedagógica. Visualiza-se, com isso, a possibilidade de educação para a \"cidadania plena\" a partir das interações sociais com a mídia, já que esse conceito de cidadania está presente em artigos, editoriais e na proposta curricular \"Multieducação\" que norteia o trabalho docente nas escolas e as ações políticas e pedagógicas da prefeitura. Num primeiro momento, é apresentado um estudo mais abrangente sobre a literatura do campo da comunicação educativa ou mídia educação. Em um segundo momento, faz-se uma análise enunciativa dos documentos oficiais da SME-RJ com o intuito de identificar a concepção política e pedagógica vigente por meio das principais formações discursivas e do léxico utilizado, com destaque para o conceito de \"cidadania plena\". Assumindo que a \"plenitude\" da cidadania demanda níveis mais amplos de participação social para deliberação e mobilização política, desenvolveu-se a pesquisa de campo em uma abordagem etnográfica para descrever as interações sociais e o processo de aprendizagem das etapas de formação de professores e apropriação tecnológica em linguagem audiovisual (cinema de animação) do projeto Anima Escola, de parceria entre a prefeitura e o grupo cultural Anima Mundi. O referencial teórico se baseou na filosofia e sociologia da ação comunicativa de Habermas, na pedagogia dialógica de Paulo Freire e na contribuição de Muniz Sodré, Jailson de Souza e Silva, Cicilia Peruzzo, Ismar Soares, entre outros. Constata-se que a política de \"mídia e educação\" demanda por interações sociais mais participativas que permitam a problematização discursiva do mundo social. Uma alternativa é pensar e promover a educação escolar por meio de comunidades políticas de comunicação que permitam a interação com o mercado e com o Estado e, principalmente, com as organizações populares e comunicações comunitárias existentes. / This project aims to analyze the politic of \"media and education\" from the education department of Rio de Janeiro city (SME-RJ) through the text of several documents and their confrontation with the pedagogic practice. It is visualized, with this, the possibility of education for the \"full citizenship\" from the social interactions with the media, since the concept of \"full citizenship\" is present at articles, editorials and in the proposal curricular Multieducation that guides the teaching work and the educational politics. At a first moment, is should a study about the literature of educative communication or media education. At a second moment, there is a discourse analysis of official documents of the SME-RJ, aiming to identify the actual politic and pedagogic conception through the most important vocabulary used, standing out the concept of \"full citizenship\". Assuming that the \"fullness\" of the citizenship demand ampler levels of social participation for deliberation and political mobilization, the research in the field was made in an ethnographic approach to describe the socials interactions and the learning process of teachers, students and the technological appropriation in audiovisual language (animation move) from the project \"Anima Escola\", a partnership between the SME-RJ and the cultural group Anima Mundi. The theoretical referencial was based in the philosophy and sociology of communicative action of Jürgen Habermas, the pedagogy of dialog of Paulo Freire and contribution of Muniz Sodré, Jailson de Souza e Silva, Cicilia Peruzzo, Ismar Soares, among others. One evidence is that the politics of media and education demand for social interactions more participative that allow the discursive problematization of social world. An alternative is to think and promote the school education through communities of communication that allow the interaction with the market and the State and, mainly, with the popular organization and the communication of communities.

Este trabalho visa analisar o discurso da política de \"Mídia e Educação\" da Secretaria Municipal de Educação do Rio de Janeiro (SME-RJ) através do texto de documentos diversos e do confronto deles com a prática pedagógica. Visualiza-se, com isso, a possibilidade de educação para a \"cidadania plena\" a partir das interações sociais com a mídia, já que esse conceito de cidadania está presente em artigos, editoriais e na proposta curricular \"Multieducação\" que norteia o trabalho docente nas escolas e as ações políticas e pedagógicas da prefeitura. Num primeiro momento, é apresentado um estudo mais abrangente sobre a literatura do campo da comunicação educativa ou mídia educação. Em um segundo momento, faz-se uma análise enunciativa dos documentos oficiais da SME-RJ com o intuito de identificar a concepção política e pedagógica vigente por meio das principais formações discursivas e do léxico utilizado, com destaque para o conceito de \"cidadania plena\". Assumindo que a \"plenitude\" da cidadania demanda níveis mais amplos de participação social para deliberação e mobilização política, desenvolveu-se a pesquisa de campo em uma abordagem etnográfica para descrever as interações sociais e o processo de aprendizagem das etapas de formação de professores e apropriação tecnológica em linguagem audiovisual (cinema de animação) do projeto Anima Escola, de parceria entre a prefeitura e o grupo cultural Anima Mundi. O referencial teórico se baseou na filosofia e sociologia da ação comunicativa de Habermas, na pedagogia dialógica de Paulo Freire e na contribuição de Muniz Sodré, Jailson de Souza e Silva, Cicilia Peruzzo, Ismar Soares, entre outros. Constata-se que a política de \"mídia e educação\" demanda por interações sociais mais participativas que permitam a problematização discursiva do mundo social. Uma alternativa é pensar e promover a educação escolar por meio de comunidades políticas de comunicação que permitam a interação com o mercado e com o Estado e, principalmente, com as organizações populares e comunicações comunitárias existentes. / This project aims to analyze the politic of \"media and education\" from the education department of Rio de Janeiro city (SME-RJ) through the text of several documents and their confrontation with the pedagogic practice. It is visualized, with this, the possibility of education for the \"full citizenship\" from the social interactions with the media, since the concept of \"full citizenship\" is present at articles, editorials and in the proposal curricular Multieducation that guides the teaching work and the educational politics. At a first moment, is should a study about the literature of educative communication or media education. At a second moment, there is a discourse analysis of official documents of the SME-RJ, aiming to identify the actual politic and pedagogic conception through the most important vocabulary used, standing out the concept of \"full citizenship\". Assuming that the \"fullness\" of the citizenship demand ampler levels of social participation for deliberation and political mobilization, the research in the field was made in an ethnographic approach to describe the socials interactions and the learning process of teachers, students and the technological appropriation in audiovisual language (animation move) from the project \"Anima Escola\", a partnership between the SME-RJ and the cultural group Anima Mundi. The theoretical referencial was based in the philosophy and sociology of communicative action of Jürgen Habermas, the pedagogy of dialog of Paulo Freire and contribution of Muniz Sodré, Jailson de Souza e Silva, Cicilia Peruzzo, Ismar Soares, among others. One evidence is that the politics of media and education demand for social interactions more participative that allow the discursive problematization of social world. An alternative is to think and promote the school education through communities of communication that allow the interaction with the market and the State and, mainly, with the popular organization and the communication of communities.