Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1996. / Includes bibliographical references (leaves 33-35).

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1996. / Includes bibliographical references (leaves 33-35).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2005. / Abstract and vita. Includes bibliographical references (leaves 233-239).

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1996. / Includes bibliographical references (leaves 33-35).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2005. / Abstract and vita. Includes bibliographical references (leaves 233-239).

A partir du constat que les discours scientifiques se prononcent souvent en faveur de l'intégration du numérique à l’école, allant dans le sens des instructions officielles, nous nous demandons alors pourquoi les différents rapports et enquêtes sur le sujet montrent que les enseignants en ont un usage limité. Nous analysons le décalage observé à partir de deux corpus. Le premier, constitué d'écrits de recherche, nous amène à questionner l'objectivité de ces dernier et à mieux cerner les fondements des périmètres de la recherche en sciences humaines sur le thème du numérique à l'école. Le deuxième corpus s'appuie sur des entretiens effectués avec des enseignants de collège. Loin de résister volontairement à l'usage des TIC en classe, ils expriment d'autres façons de comprendre, percevoir et s'approprier ces supports. Le dispositif ainsi forme autour des TIC révèle une situation plus complexe qu une simple opposition entre une institution coercitive et des enseignants résistants. / Based on the observation that scientific discourses are often in favour of digital technologies at school, following the line of official instructions, we wonder why different reports and inquiries show that teachers have limited uses. We analyse this discrepancy from two bodies of discourses. The first one, made of scientific writings, drives us to examine their objectivity and also to identify the theoretical bases and background in human sciences research about digital technologies at school. The second one relies on interviews made with teachers. Far from resisting on purpose to the uses of ICT, they express other ways to understand, perceive and appropriate these technologies. The so-formed dispositif reveals a much more complex situation than a mere opposition in-between a coercive institution and resistant teachers.

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A distribuição dos usos do tempo de mulheres professoras e estudantes em curso de graduação exige um processo de acomodação das atividades diárias.O presente estudo procura compreender como o tempo de estudos está inserido na vida das alunas-professoras de um curso a distância. Para compreender qual é esse lugar estudaram-se os conceitos de tempo e gênero e seu entrelaçamento. Entende-se que nossa noção de tempo é construída ao longo dos anos e não é natural para o indivíduo. O gênero é compreendido como uma relação de poder entre os sexos. O lugar que homens e mulheres ocupam é socialmente construído e o emprego dos tempos diários está intimamente ligado a essa relação. Os dados foram coletados através da pesquisa de usos do tempo com a aplicação de diários. Para a tabulação usou-se o SPSS, onde os eventos e suas durações foram registrados. Além do tempo de estudos foram elencadas as atividades em que as alunas-professoras dedicam mais tempo. São elas: o tempo de cuidados pessoais, de trabalho remunerado e de cuidados com a casa e família. Observou-se que as alunas-professoras que dedicam mais tempo aos estudos diminuem seus tempos de cuidados pessoais e de atividades sociais e de lazer. O tempo dedicado aos cuidados com a casa e a família mantém-se estável. A manutenção do lar é uma prerrogativa social para as mulheres. Os conceitos de tempo e gênero se entrelaçam nas tomadas de decisões e ações dessas alunas-professoras. As temporalidades são reconstruídas para que elas se dediquem a sua formação. / The time distribution of female teachers and students at the graduate level requires a process of accommodation of activities of daily living. This study seeks to understand how time studies are integrated into the life of the students-teachers of a distance learning course. To understand this we studied the concepts of time and gender and its relationship. It is understood that the notion of time is built over the years and is not natural to the individual. Gender is understood as a relationship of power between the sexes. The place occupied by men and women is socially constructed and the use of daily time is closely connected to this relation. Data were collected through the survey of the uses of time with the implementation of diaries. For the tabulation, it was used the ˜SPSS˜, where the events and their durations were recorded. Apart from the time of study, the activities were listed in which student teachers spend more time. They are: personal care time, paid work and care for the house and family. It was observed that the students-teachers who devote more time to study lower their times of personal care and social and leisure activities. The time devoted to caring for the home and family is stable. The home maintenance is a social obligation for women. The concepts of time and gender intertwine in decision-making and actions of these students-teachers. The time frames are reconstructed so that they engage in their studies.

AN ABSTRACT OF THE THESIS OF MOHAMMAD ALOTAIBI, for the Master of Arts degree in Media Theory & Research, presented on March 31, 2015 at Southern Illinois University Carbondale. TITLE: PUBLIC DISCOURSE IN KUWAIT: EXAMINING THE USE OF TWITTER AND DIWANIYA AMONG YOUNGER GENERATION IN THE DECEMBER 2012 KUWAIT PARLIAMENTARY ELECTION MAJOR PROFESSOR: Dr. Uche Onyebadi This thesis assessed public discourse among the younger generation in Kuwait during the country's Parliamentary elections in December, 2012. The research question examined the extent to which Twitter, as a new form of social medium, became an alternative to the more traditional diwaniya, as a forum for discussing salient public issues among the younger generation. The methodological approach in this study was a combination of the online survey instrument and semi-structure interviews. Uses and Gratifications served as the theoretical framework for the study. The major finding in the study shows that Twitter was indeed an alternative to diwaniya as a forum for public discussion and information seeking among the younger generation in Kuwait during the election. Also important is the finding that there was no statistically significant difference in the use of Twitter and diwaniya among younger generation women in that electioneering period. Finally, it was found that the level of education was a significant factor among the younger generation in their use of Twitter and their attendance of diwaniya for information gathering and discussion, as a political activities unfolded in Kuwait during the election.

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