Thesis (Ph.D.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--Villanova University, 2009. / Political Science Dept. Includes bibliographical references.

Thesis (M.Com. (Information Systems)) - Rhodes University, 2006.

This paper aims to identify the perceptions of the main stakeholders of IBM about the external communication strategies that have been applied on the potential use of disruptive technologies. A qualitative methodology with a case study approach was applied. Through the homogeneous sampling technique, six semi-structured interviews with stakeholders of IBM and one focus group with 11 university students were conducted. As a result, there is interest in Peruvians to know what disruptive technologies are; however, its dissemination has a commercial focus that is not generating development or relevant solutions in the local market. It is necessary that specialists and the media disseminate information that does motivate their use in a real and effective way.

The Internet—an electronic public sphere for millions of Americans—would seem to be an excellent means to bring people of diverse viewpoints together for discussions of public issues. But discussions on the Internet, whether limited to students in one class or to a larger network, frequently lead to miscommunication. My research focuses on the dynamics of online communication through a multi-year study of the Intercollegiate E-Democracy Project (IEDP), a collaborative network where each semester hundreds of college students from across the country engaged in Internet-based discussions about social and political issues. The goals for my research are to identify discursive moves that promote and block deliberative dialogue and the mindset of openness that such dialogue entails. Deliberative dialogue is discourse characterized by individuals' explicit engagement with multiple perspectives on an issue in a way that reflects consideration of and listening to others' views and that demonstrates receptiveness to movement in one's own thinking. I researched the IEDP for several semesters, conducting textual analyses of thousands of posted messages and interviewing 40 participants from 13 different institutions. From these extensive data, I focus on the exchanges and participants in threads on affirmative action, reparations for slavery, and homosexuality. Drawing from students' perspectives and from theories of deliberative democracy and rhetoric and composition, I identify discursive strategies for promoting exchanges where participants develop multi-perspective understandings of their own and others' views and where they show the possibility for movement in their own thinking rather than merely posting to defend their own views and to engage in what one student I interviewed called “battle competition.” I conclude my dissertation by proposing pedagogical approaches for integrating online discussions in composition curricula, including the integration of what I call textual listening into both online discussion forums and other web-based and paper-based writing. My research shows the need to reinvigorate listening as a textual act because listening does not occur only when reading others' texts, but also when writing one's own text, particularly when engaged in written dialogues with others where the only way to demonstrate that one has indeed listened is through text.

Thesis (M.A.)--University of Notre Dame, 2006. / Thesis directed by Dawn M. Gondoli for the Department of Psychology. "July 2006." Includes bibliographical references (leaves 57-60).

Lic.avh. Luleå : Luleå tekniska univ., 2009. / Härtill 2 uppsatser.

Thesis (Ph. D.)--Universität Essen, 1996. / Includes bibliographical references.

Thesis (M. Ed.(Computer-integrated education))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph.D.)--Hong Kong Baptist University, 2006. / Adviser: Siu Cheung Sandy Li. Includes bibliographical references.