Tesis: "Critical theory. Technology and communication"

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Rivera, Green Igor Felipe. "The emancipatory potential of a new information system and its effect on technology acceptance". Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02132007-140247.

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Manfred, Oscar. "Norm-critical Design and CRT - An Explorative Study of the Relation Between Graphic Design and Critical Race Theory". Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130024.

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Att arbeta med grafisk formgivning är att arbeta mot samhället. Per definition är det ett yrke som handlar om att nå ut till andra människor, och som grafisk formgivare är det därför viktigt att vara förhålla sig till rådande samhällsfrågor. Genom sin kommunikativa förmåga har den grafiska formgivaren möjlighet att interagera med sin samtid, kommentera samhällsproblem och använda dessa för att skapa debatt och diskussion. En av samtidens högts relevant samhällsfrågor är rasismen, fördelningen av makt och förtryck baserat etnicitet, religion eller nationell tillhörighet. Syftet med denna explorativa studie är att undersöka huruvida grafiska formgivare kan implementera anti-rasistisk teori (i detta specifika fall Critical Race Theory) i skapandet av grafisk form. Om så är fallet undersöks även vilka användningsområden detta arbetssätt kan ha, och vilken långsiktig effekt det kan få. Genom användandet av semiotisk analys, en normkritisk designprocess och en diskuterande fokusgrupp har ett antal designprototyper tagits fram, utvärderas och analyserats. De viktigaste slutsatserna av studien är att det går att urskilja semiotiska likheter mellan Critical Race Theory och grafiska designprinciper, att dessa kan implementeras i en designprocess, och att arbetssättet har potential att skapa diskussion kring hur normer inom grafisk formgivning förhåller sig till rådande samhällsnormer.

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Hasan, Md Zahid. "Social Equity and Integrity through ICT: A Critical DiscourseAnalysis of ICT Policies in Bangladesh". Thesis, Uppsala universitet, Institutionen för informatik och media, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169139.

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Information Communication Technology (ICT) is in the discourse of international development,which is often considered as the key to socio- economic development in the sense that it helps tosolve social problems and increases the rate of economic growth. ICT policies are situated in thiscontext. Many international agencies advocate certain policies in order to accelerate economicgrowth and development in so-called developing countries. In 2009, Bangladesh enacted itsNational ICT Policy setting a broad vision to establish a transparent, responsive and accountablegovernment; developed skilled human resources; and to enhance social equity through anextended use of ICT. Following this vision multiple objectives have been addressed where socialequity and integrity are prioritized in the name of developing a socially equitable and integratedsociety through ICT. The research task of this work is to analyze the discourse of this strategyand to compare it to social reality. The ‘Theory of Communicative Action’ (TCA), which isbased on the four validity claims - truth, legitimacy, sincerity, and clarity - is used to demonstratehow social equity and integrity are addressed as objectives and what claims are made in theaction items with regard to these two objectives and how far such claims reflect social reality.Keywords:Information Communication Technology (ICT), National ICT Policy, Social Equity, Integrity,Communicative Action Theory, Critical Discourse Analysis, Validity Claims, ICT4D, CriticalTheory, Critical Information Systems research.

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Tootell, Holly. "The social impact of using automatic identification technologies and location-based services in national security". Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080519.145309/index.html.

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Hindemo, Frida y Camilla Griffel. "Att dela på Facebook : Vad har sociala funktioner för relation till delningsbeteende på sociala medier?" Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29559.

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This paper aims to examine what kind of relation social actions have to the sharing behavior on social media. The technology is developing rapidly and contributes to an information-rich society, which has many positive aspects. In contrast, a lot of shared information is old, biased, incorrect, or come from extreme sources, because people do not take the time to investigate the origin of the information. These negative aspects and the sharing behavior it leads to are examined in this paper to find out if they are related to the simplicity of sharing. The procedure for investigating this has been through two different methods. The first is a survey that was shared on Facebook, to get an understanding of what is primarily given and why. Based on the results from the survey interview questions were developed to be addressed to a number of Facebook users, to understand how they act on social media. Analysis of the results was carried out with the help of Uses and Gratification Theory as it focuses on how people consciously choose the media that satisfies their needs. The study concluded that people's past experiences create expected feelings, which then form the basis for the decision to perform an action, for example, to share information.

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Njiru, Henry Muriithi. "Eco-Techno-Cosmopolitanism: Education, Inner Transformation and Practice in the Contemporary U.S. Eco-Disaster Novel". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1429560750.

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Catania-Opris, Celese. "Social Grief: A Grounded Theory of Utilizing Status Updates on Facebook as a Contemporary Ritual". NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/18.

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The popular Social Networking Site, Facebook, offers its users the ability tocommunicate with others from all over the globe. Individuals can create a virtual identity for themselves enabling members to call, message, and locate others in a matter of seconds. The number of Facebook users appears to increase; yet, the number of members who die daily is not normally accounted. Facebook now permits the memorialization ofthe deceased’s profile. This allows members to continue commenting, sharing photos and videos, and visiting the deceased’s Facebook page. This trend led to the central question of this study, “What benefits, if any, are individuals receiving by utilizing Facebook status updates in order to cope with loss?” A gap in the literature exists pertaining to the creation of status updates for adults (25-64 years old) who have lost an immediate family member within the past year, as other studies have focused on adolescents’ and college students’ grieving processes on Facebook. As the principal investigator, I looked for what may or may not be different for individuals using Facebook status updates to cope after the loss of a loved one. I did so by interviewing seven participants, transcribing digital voice recordings, and using a grounded theory methodology to code and search for themes and patterns within the data. Participants were recruited using fliers, word of mouth, and emails sent to members of Nova Southeastern University. Findings from this study led to the discovery of the theory Social Grief after participants shared they received support, validation, and closure by using Facebook status updates to cope with the loss of an immediate family member.

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Norén, Mikael. "Designing for democracy : end-user participation in the construction of political ICTs". Doctoral thesis, Örebro universitet, Humanistiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1785.

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The Internet and related Information and Communication Technologies (ICTs) have been proposed as a way to vitalise (western) political democracy, currently marked by a decline in traditional forms of participation. Even if the Internet has established itself as a potential source of power and social change, the lack of clear results for democracy has left the initially mainly optimistic research community disappointed. Recognising the general lack of innovative ideas and successful examples of how to use technology for democratic purposes in the public sector, this thesis frames the notion of a ‘democratic Internet’ as a design endeavour that involves users of technological applications. The purpose of the thesis is two-fold: 1) to explore the possibility of engaging end-users, citizens and others, in the construction of public sector ICTs; 2) to identify a set of design recommendations for such applications, where promoting democratic participation is a central objective. It employs a qualitative methodology, and theories of participatory democracy, republican citizenship, critical theory, and Human-Computer Interaction, applied in a three-part study dealing with the production and usage of public sector ICTs. Three applications are investigated: a decision support system, a municipality’s external web site, and a central government web portal. Results show that there is a high level of awareness and concern for users and their needs among producers, which is for example reflected in the regular application of user tests. However, user-oriented design work is not always prioritised in terms of resources, formal knowledge, and expertise. Initiatives to promote usability and user-centred development are typically driven by civil servants rather than political directives. Motives for involving users in design have more to do with gaining acceptance for and improving existing solutions than innovation or democratic participation. The kinds of applications citizens participating in the study request to enhance political engagement partly coincide with what is offered by the examined public organisations. Still, it is clear that more remains to be done in terms of providing information, and even more so making public institutions open and receptive to the citizenry. Citizens, among other things, ask for accessible information on political institutions and actors, and dialogic uses of technology. Design considerations include the need to account for the fact that citizens-as-users represent diverse needs, recognise that levels of political and technological knowledge vary, enhance opportunities for exchange and mutual learning between citizens and public representatives, and aim for flexible solutions that can incorporate additional and changing needs over time. In general, participants gave proof of a critical distance to technology as well as an ability to contribute as both innovators and evaluators in a design process. A broad contextual approach to shed light on everyday political and technological practices, as applied in this study, is useful for exploring the needs users have regarding ICTs. However, future research has the task of investigating methods to facilitate creativity as well as citizen representation in public sector design work. Civil servants and representatives, using a decision support system in municipal planning and decision-making, are largely satisfied in terms of operation and structure of the application. However, timelier data delivery and other types of contents, for example opinion data on citizens, are requested. Wishes of this kind may not be easy to satisfy because of prevailing institutional and organisational priorities. The same is true when it comes to the employment of statistical data in municipal decision-making, which is not always well received by political actors. Design recommendations include taking closer heed of local municipal needs and non-expert users. It is also recommended that initiators and producers of decision support technology promote a pragmatic view of statistical data to increase its acceptance.

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Waller, Lloyd George. "ICTs for whose development? : a critical analysis of the discourses surrounding an ICT for development initiative for a group of microenterprise entrepreneurs operating in the Jamaican tourism industry : towards the development of methodologies and analytical tools for understanding and explaining the ICT for development phenomenon /". The University of Waikato, 2006. http://hdl.handle.net/10289/2628.

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This is an interdiscliplinary qualitative study which uses an exploratory research design and builds on Fariclough's Critical Discourse Analysis methodology to analyze the discourses surrounding an Information and Communication Technology (ICT) for livelihood development project in Jamaica, introduced by the United Nations Development Programme - the Jamaica Sustainable Development Networking Programme (JSDNP). The primary objective of this project is to provide the poor in Jamaican communities with access to, and training in ICTs. In this research, I specifically focus on the discourses surrounding the JSDNP Cybercentre Project for a group of microenterprise entrepreneurs in the Jamaican tourism industry to access the epistemological assumptions of this project. From the data collected it was found that at one level, the JSDNP Cybercentre Project encouraged specific ways of acting and organizing congruent with the configurations, processes and structures of corporate firms of industrialized countries, by representing the achievement of livelihood expansion through the use of specific ICTs in a particular way which excluded other discourses. The particular ways of acting and organizing promoted by the Cybercentre encouraged the use of non-indigenous technologies, undervalued indigenous technologies and excluded the indigenization of non-indigenous technologies. These discourses were incompatible with the operational and structural configurations of trans-temporal poor entrepretrepreneurs interviewed and were more favourable to the non-poor and spatio-temporal ones. One of the wider implications of the discourse therefore was that they play a fundamental role in perpetuating entrenched inequalities through the preservation of social practices, along with their associated systems and structures. It was also found that these modalities limited the operational processes of all microenterprise entrepreneurs who were exposed to the Cybercentre Project. These entrepreneurs have limited control over the configuration of non-indigenous technologies; their technological and creative capabilities are restricted; their ability to indigenize non-indigenous technologies impaired; and they are highly dependent on non-indigenous technologies (which themselves have a number of limitations).

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Foot, Thomas Frederick. "Towards a new phenomenology of communication : image, communication and the privatisation of meaning in postmodernity". Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359990.

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Adams, Laural L. "Theorizing Mental Models in Disciplinary Writing Ecologies through Scholarship, Talk-Aloud Protocols, and Semi-Structured Interviews". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404717469.

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12

Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism". Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.

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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

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Antalffy, Nikó. "Antimonies of science studies towards a critical theory of science and technology /". Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.

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Phaup, Kristen Michelle. "Striving toward a critical theory of technology pedagogy in literacy education /". Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/phaupk/kristenphaup.html.

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Head, Naomi Claire. "Conflict and communication : critical theory, international relations and the intervention in Kosovo". Thesis, University of Leeds, 2007. http://etheses.whiterose.ac.uk/238/.

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This thesis examines contemporary developments in critical theory and good international citizenship in order to develop a normative framework for the evaluation of humanitarian intervention. Situated at the interface of critical theory and practice in international relations, the thesis investigates the concepts of legitimacy, normativity and evaluative standards, and explores problems surrounding their practical application in relation to NATO's intervention in Kosovo in 1999. The research builds on recent developments in discourse ethics to formulate, ground, test and evaluate a critical theoretical framework. This framework is presented as a series of `communicative imperatives' which might inform initiatives in conflict resolution. The `communicative imperatives' are derived from an analysis of contemporary debates around Habermasian discourse ethics and good international citizenship. The research thus explores several existing applications of Habermasian discourse ethics in international relations, notably Linklater's, and examines recurrent concerns relating to the relationship between the universal and the particular in normative international theory. The argument draws upon Benhabib's procedural emphasis, Shapcott's move towards Gadamerian hermeneutics and feminist critiques of discourse ethics in order to formulate a conception of dialogue that gives critical purchase on contemporary practices of exclusion and coercion; practices that all too often remain unproblematised. What emerges is a clearer understanding of the need for communicative fairness in processes of conflict resolution - rather than a substantive standard of right - and an appraisal of how such a procedural evaluation can be justified and applied. This, then, is a theoretical analysis of the potential and limitations of an evaluative framework which prioritises `good communication' in the practices of international deliberations. It seeks to test the communicative imperatives in the particularity of the deliberations surrounding the intervention in Kosovo. Consequently, it draws conclusions about communicative practice during the conflict and the implications of a communicative model both for international relations and what it means to be a good international citizen.

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Masquelier, Charles. "Labour, knowledge and communication : rethinking the practical content of critical social theory". Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7343/.

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In response to the reification of social reality caused, according to the first generation of the Frankfurt School, by the instrumental mastery of nature, Adorno, Horkheimer and Marcuse have elaborated a critique of instrumental reason aimed at providing the theoretical tools for a treatment of the social realm as a field of human practice. Concerned with the risks of reproducing the relationship between humanity and nature hindering human emancipation, they have nevertheless sought to limit the task of critical theory to a theoretical form of resistance, thereby divorcing social theory from the practical orientations found in Marx‟s critique of political economy. It was not until the works of second-generation critical theorist Jürgen Habermas, that one could find a renewed attempt to link theory with the objective conditions of existence thought to be required for human emancipation. With these theoretical developments, however, social theory was effectively stripped of its critique of technology, and became primarily concerned with the problem of human emancipation as a matter strictly regarding intersubjective relations. The present work proposes that the formulation of a social critique oriented towards the institutionalisation of emancipatory practice cannot presuppose or apologise for the instrumental mastery of external nature. It shall be argued that in order to achieve such a task, the critique of instrumental reason elaborated by the first generation of Frankfurt School theorists must be complemented and completed with the broad outline of an institutional framework capable of indicating the conditions of existence required for the actualisation of human emancipation as the labour-mediated reconciliation of humanity with both internal and external nature, and for which the works of G.D.H. Cole provide a potential basis for rethinking critical theory and updating libertarian socialism.

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Gabbitas, Bruce William. "Critical Thinking and Analyzing Assumptions in Instructional Technology". BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1883.

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In the field of instructional technology critical thinking is valued both as a practice for those in the field and as a skill or habit to teach and measure. However, traditional conceptions of critical thinking are limited in their usefulness and restricted to particular kinds of thinking and reasoning. Conceptions of critical thinking in instructional technology are dominated by these traditional perspectives. Missing is a substantive dialogue on the nature of critical thinking. despite the fact that such dialogue is a part of critical thinking scholarship outside of instructional technology. One of the primary limitations of traditional critical thinking is the failure to emphasize the recognition and analysis of underlying assumptions. Assumptions underlie every theory and practice in any field of discipline. Critical thinking itself cannot be practiced without the influence of assumptions, both acknowledged and implicit. In order for a critical thinking approach to facilitate analysis of assumptions it must be sensitive to the characteristics of assumptions and the roles assumptions play in everyday life. For this thesis, I propose a model of critical thinking that involves principles and practices that aid the professional in recognizing and evaluating assumptions, revising assumptions when needed, and adapting practices to align with assumptions. Such critical thinking in instructional technology has the potential to improve the practice of current theories, advance theories in the future, and guide practitioners in decision-making.

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18

Antalffy, Nikó. "Antimonies of science studies: towards a critical theory of science and technology". Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.

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Thesis (PhD) -- Macquarie University, Division of Society, Culture, Media and Philosophy, Dept. of Sociology, 2008.
Bibliography: p. 233-248.
Academic vessels: STS and HPS -- SSK : scientism as empirical relativism -- Latour and actor-network-theory -- Tensions and dilemmas in science studies -- Kuhn - paradigm of an uncritical turn -- Critical theory of technology: Andrew Feenberg -- Critical theory and science studies: Jürgen Habermas -- Concluding remarks: normativity and synthesis.
Science Studies is an interdisciplinary area of scholarship comprising two different traditions, the philosophical History and Philosophy of Science (HPS) and the sociological Science and Technology Studies (STS). The elementary tension between the two is based on their differing scholarly values, one based on philosophy, the other on sociology. This tension has been both animating the field of Science Studies and complicating its internal self-understanding. --This thesis sets out to reconstruct the main episodes in the history of Science Studies that have come to formulate competing constructions of the cultural value and meaning of science and technology. It tells a story of various failed efforts to resolve existing antimonies and suggests that the best way to grapple with the complexity of the issues at stake is to work towards establishing a common ground and dialogue between the rival disciplinary formations: HPS and STS. --First I examine two recent theories in Science Studies, Sociology of Scientific Knowledge (SSK) and Actor-Network Theory (ANT). Both of them are found to be inadequate as they share a distorted view of the HPS-STS divide and both try to colonise the sociology of science with the tools of HPS. The genesis of this colonizing impulse is then traced back to the Science Wars which again is underpinned by a lack of clarity about the HPS-STS relationship. This finding further highlights the responsibility of currently fashionable theories such as ANT that have contributed to this deficit of understanding and dialogue.
This same trend is then traced to the work of Thomas Kuhn. He is credited with moderate achievements but recent re-evaluations of his work point to his culpability in closing the field to critical possibilities, stifling the sociological side and giving rise to a distorted view of the HPS-STS relationship as seen in SSK and ANT. Now that the origins of the confused and politically divided state of Science Studies is understood, there is the urgent task of re-establishing a balance and dialogue between the HPS and the STS sides. --I use two important theoretical threads in critical theory of science and technology to bring clarity to the study of these interrelated yet culturally distinct practices. Firstly I look at the solid line of research established by Andrew Feenberg in the critical theory of technology that uses social constructivism to subvert the embedded values in the technical code and hence democratize technology. --Secondly I look at the work of Jürgen Habermas's formidable Critical Theory of science that sheds light on the basic human interests inside science and technology and establishes both the limits and extent to which social constructivism can be used to study them. --Together Feenberg and Habermas show the way forward for Science Studies, a way to establish a common ground that enables close scholarly dialogue between HPS and STS yet understands and maintains the critical difference between the philosophical and the sociological approaches that prevents them from being collapsed into one indistinguishable entity. Together they can restore the HPS-STS balance and through their shared emancipatory vision for society facilitate the bringing of science and technology into a democratic societal oversight, correcting the deficits and shortcomings of recent theories in the field of Science Studies.
Mode of access: World Wide Web.
vii, 248 p

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Hayes, James Dwight. "Lazy User Theory and Interpersonal Communication Networks". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336150484.

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De, Stefano Timothy. "Information communication technology, broadband infrastructure and firm performance". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37298/.

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Murić, Goran. "Resilience of the Critical Communication Networks Against Spreading Failures". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-228883.

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A backbone network is the central part of the communication network, which provides connectivity within the various systems across large distances. Disruptions in a backbone network would cause severe consequences which could manifest in the service outage on a large scale. Depending on the size and the importance of the network, its failure could leave a substantial impact on the area it is associated with. The failures of the network services could lead to a significant disturbance of human activities. Therefore, making backbone communication networks more resilient directly affects the resilience of the area. Contemporary urban and regional development overwhelmingly converges with the communication infrastructure expansion and their obvious mutual interconnections become more reciprocal. Spreading failures are of particular interest. They usually originate in a single network segment and then spread to the rest of network often causing a global collapse. Two types of spreading failures are given focus, namely: epidemics and cascading failures. How to make backbone networks more resilient against spreading failures? How to tune the topology or additionally protect nodes or links in order to mitigate an effect of the potential failure? Those are the main questions addressed in this thesis. First, the epidemic phenomena are discussed. The subjects of epidemic modeling and identification of the most influential spreaders are addressed using a proposed Linear Time-Invariant (LTI) system approach. Throughout the years, LTI system theory has been used mostly to describe electrical circuits and networks. LTI is suitable to characterize the behavior of the system consisting of numerous interconnected components. The results presented in this thesis show that the same mathematical toolbox could be used for the complex network analysis. Then, cascading failures are discussed. Like any system which can be modeled using an interdependence graph with limited capacity of either nodes or edges, backbone networks are prone to cascades. Numerical simulations are used to model such failures. The resilience of European National Research and Education Networks (NREN) is assessed, weak points and critical areas of the network are identified and the suggestions for its modification are proposed.

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Prioste, Cláudia Dias. "O adolescente e a internet: laços e embaraços no mundo virtual". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21052013-113556/.

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Tendo em vista o amplo acesso às tecnologias de informação e comunicação (TICs) na sociedade contemporânea, com a promessa de um mundo virtual sem limites exercendo intenso poder de atração sobre os jovens, faz-se necessária a análise dos mecanismos ideológicos de manipulação psicológica postos em ação pela indústria cultural global no seio da subjetividade juvenil. Assim, o presente estudo teve como objetivo identificar os hábitos e os interesses dos adolescentes no ciberespaço, buscando apreender os possíveis efeitos em sua constituição subjetiva. A pesquisa empírica foi dividida em duas etapas desenvolvidas simultaneamente: a primeira constou de um percurso etnográfico na cibercultura com o intuito de desvendar os interesses econômicos subjacentes aos sites frequentados pelos jovens; a segunda etapa foi realizada em uma escola pública e em uma escola privada, localizadas em um mesmo bairro de São Paulo, onde foram aplicados 108 questionários aos estudantes do último ano do Ensino Fundamental, com idade entre 13 e 16 anos, de ambos os sexos. Na escola pública, foram realizadas observações participativas nas aulas de Informática Educativa. Em ambas efetuaram-se entrevistas com alunos considerados por seus colegas como os mais conectados à internet, bem como entrevistas complementares com professores, coordenadores e diretores. A interpretação e a análise dos dados fundamentaram-se na filosofia da educação, teoria crítica e psicanálise. Constatou-se que as atividades preferidas dos adolescentes consistiam em frequentar as redes sociais, jogar, assistir a vídeos, visitar home pages de celebridades e de pornografia. Concluiu-se que os jovens são atraídos pelo ciberespaço principalmente pela possibilidade de exercitar fantasias virtuais e se sentirem aceitos pelo grupo. Entre os meninos, prevaleciam as fantasias onipotentes e sádicas, com as seguintes temáticas: o terrorista/policial, o herói/sobrenatural, o hacker/expert. Entre as meninas, eram frequentes as fantasias românticas, cujos temas principais envolviam: a amada/escolhida, a mãe/bebê, a celebridade. Observou-se que as fantasias virtuais são produzidas pela indústria audiovisual, geralmente, a partir de componentes perverso-polimórficos reeditados, identificados pelo que T. W. Adorno denominou de psicanálise às avessas. Ao se fixarem nas fantasias virtuais por meio das próteses digitais imagéticas, a capacidade dos jovens de apreensão das experiências de suas vidas sofrem alterações significativas, dificultando a reflexão sobre estas. O investimento libidinal nos dispositivos televisuais, reduzido às satisfações escopofílicas e à excitação constante dos sentidos, não contribui para a assunção epistemofílica, resultando no empobrecimento do imaginário e do simbólico. No ciberespaço os adolescentes têm seus direitos de proteção violados, uma vez que seus psiquismos ainda se encontram em desenvolvimento. Os interesses no lucro parecem prevalecer em relação a qualquer dimensão ética envolvida. Nesse contexto, a internet, ao invés de ser um importante instrumento de ampliação do conhecimento e de participação social, da maneira como tem sido utilizada, tem contribuído para a alienação e fixação em satisfações narcísicas. Assim, conclui-se ser importante não somente a inclusão digital, no sentido de apropriação das TICs nos ambientes escolares, mas também uma efetiva formação crítica dos jovens em relação às mídias, fornecendo-lhes condições para que possam refletir sobre as ficções nas quais estão inseridos.
In light of the wide access to the information and communication technologies (ICT) in the contemporary society, which by promising limitless virtual world exert strong power of attraction on the young people, we consider it is necessary to analyze the ideological mechanisms of psychological manipulation in action by the global culture industry in young subjectivity. Thus, the present study aimed to identify the adolescent habits and interests in cyberspace in order to understand the possible consequences in their subjective constitution. This empirical research was divided into two phases performed simultaneously: the first one was composed by an ethnographic journey through cyberculture, aiming to find out the economic interests behind the sites most visited by the adolescents; the second phase was carried out in one public and one private school placed in the same neighborhood in São Paulo, where 108 questionnaires were applied to the 13 to 16-year-old boys and girls students in the last year of Secondary School. In the public school, participant observation was the approach used in the Educational Computing classes. Interviews were done in both schools with the students known as the most connected to the internet as well as additional interviews with the teachers, coordinators, and principals. Data interpretation and analysis were based on philosophy of education, critical theory and psychoanalysis. We have found that the adolescent favorite activities consisted of frequently going to social networks, playing games, watching videos, visiting celebrities home pages and pornography. We concluded that the adolescents are mainly attracted to cyberspace for their possibility to exercise virtual fantasies and feel accepted by their group. Among the boys prevailed omnipotent and sadistic fantasies with the following thematic features: the terrorist/policeman, the hero/supernatural, the hacker/expert. Among the girls, romantic fantasies were usual and involved mainly these themes: the beloved/chosen, the mother/baby, the celebrity. We noticed that the virtual fantasies are produced by the audiovisual industry generally out of perverse-polymorphic components reedited, identified by T.W. Adorno as psychoanalysis in reverse. When the adolescents get fixed to virtual fantasies by means of imagetic digital prostheses, their capacity of apprehending their own experiences in life suffers significant changes, hindering their reflection about them. The libidinal investment in televisual devices, reduced to scopophiliac gratification and constant excitement of the senses, doesnt contribute to the epistemophilic assumption - which results in imaginary and symbolic impoverishing. In cyberspace the adolescents have their protection rights violated since their psychism are still in process of development. Interests in making money seem to prevail over any ethical dimension involved. In this context, rather than being an important instrument to expand knowledge and social participation, the way the internet has being used it has contributed to the alienation and fixation in narcissistic gratification. Therefore, we have concluded that digital inclusion is important - meaning ICTs appropriation in the school environment - but also young peoples effective critical thinking formation with regard to the media, in order to offer them conditions to reflect about the fictions where they are inserted in.

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23

Mahoney, Brigid Ann. "Jürgen Habermas and the public sphere : critical engagements /". Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phm2162.pdf.

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Patel, Suraj Jagdish. "Identification of a gap junction communication pathway critical in innate immunity". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62520.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2010.
Page 84 blank. Cataloged from PDF version of thesis.
Includes bibliographical references.
The innate immune system is the first line of host defense, and its ability to propagate antimicrobial and inflammatory signals from the cellular microenvironment to the tissue at-large is critical for survival. In a remarkably complex microenvironment, cells are constantly processing external cues, initiating convoluted intracellular signaling cascades, and interacting with neighboring cells to generate a global, unified response. At the onset of infection or sterile injury, individual cells sense danger or damage signals and elicit innate immune responses that spread from the challenged cells to surrounding cells, thereby establishing an overall inflammatory state. However, little is known about how these dynamic spatiotemporal responses unfold. Through the use GFP reporters, in vitro transplant coculture systems, and in vivo models of infection and sterile injury, this thesis describes identification of a gap junction intercellular communication pathway for amplifying immune and inflammatory responses, and demonstrates its importance in host innate immunity. The first section describes development of stable GFP reporters to study the spatiotemporal activation patterns of two key transcription factors in inflammation and innate immunity: Nuclear factor-KappaB (NFKB) and Interferon regulatory factor 3 (IRF3). Stimulation of NFKB-GFP reporters resulted in a spatially homogeneous pattern of activation, found to be largely mediated by paracrine action of the pro-inflammatory cytokine TNFa. In contrast, the activation of IRF3 was spatially heterogeneous, resulting in the formation of multicellular colonies of activated cells in an otherwise latent background. This pattern of activation was demonstrated to be dependent on cell-cell contact mediated communication between neighboring cells, and not on paracrine signaling. The second section describes the discovery of a gap junction intercellular communication pathway responsible for the formation of IRF3 active colonies in response to immune activation. Cell sorting and gene expression profiling revealed that the activated reporter colonies, collectively, serve as the major source of critical antimicrobial and inflammatory cytokines. Using in vitro transplant coculture systems, colony formation was found to be dependent on gap junction communication. Blocking gap junctions with genetic specificity severely compromised the innate immune system's ability to mount antiviral and inflammatory responses. The third section illustrates an application of the gap junction-induced amplification of innate immunity phenomenon in an animal model of sterile injury. Drug-induced liver injury was shown to be dependent on gap junction communication for amplifying sterile inflammatory signals. Mice deficient in hepatic gap junction protein connexin 32 (Cx32) were protected against liver damage, inflammation, and death in response to hepatotoxic drugs. Co-administration of a selective pharmacologic Cx32 inhibitor with hepatotoxic drugs significantly limited hepatocyte damage and sterile inflammation, and completely abrogated mortality. These finds suggests that co-formulation of gap junction inhibitors with hepatotoxic drugs may prevent liver failure in humans, and potentially limit other forms of sterile injury. In summary, this thesis demonstrates the development of novel tools for investigating the spatiotemporal dynamics of cellular responses, describes how these tools were utilized to discover a basic gap junction communication pathway critical in innate immunity, and provides evidence for the clinical relevance of this pathway in sterile inflammatory injury.
by Suraj Jagdish Patel.
Ph.D.

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25

Jennings, Pamela Lynnette. "Interactive technologies for the public sphere : toward a theory of critical creative technology". Thesis, University of Plymouth, 2006. http://hdl.handle.net/10026.1/2619.

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Digital media cultural practices continue to address the social, cultural and aesthetic contexts of the global information economy, perhaps better called ecology, by inventing new methods and genres that encourage interactive engagement, collaboration, exploration and learning. The theoretical framework for creative critical technology evolved from the confluence of the arts, human computer interaction, and critical theories of technology. Molding this nascent theoretical framework from these seemingly disparate disciplines was a reflexive process where the influence of each component on each other spiraled into the theory and practice as illustrated through the Constructed Narratives project. Research that evolves from an arts perspective encourages experimental processes of making as a method for defining research principles. The traditional reductionist approach to research requires that all confounding variables are eliminated or silenced using methods of statistics. However, that noise in the data, those confounding variables provide the rich context, media, and processes by which creative practices thrive. As research in the arts gains recognition for its contributions of new knowledge, the traditional reductive practice in search of general principles will be respectfully joined by methodologies for defining living principles that celebrate and build from the confounding variables, the data noise. The movement to develop research methodologies from the noisy edges of human interaction have been explored in the research and practices of ludic design and ambiguity (Gaver, 2003); affective gap (Sengers et al., 2005b; 2006); embodied interaction (Dourish, 2001); the felt life (McCarthy & Wright, 2004); and reflective HCI (Dourish, et al., 2004). The theory of critical creative technology examines the relationships between critical theories of technology, society and aesthetics, information technologies and contemporary practices in interaction design and creative digital media. The theory of critical creative technology is aligned with theories and practices in social navigation (Dourish, 1999) and community-based interactive systems (Stathis, 1999) in the development of smart appliances and network systems that support people in engaging in social activities, promoting communication and enhancing the potential for learning in a community-based environment. The theory of critical creative technology amends these community-based and collaborative design theories by emphasizing methods to facilitate face-to-face dialogical interaction when the exchange of ideas, observations, dreams, concerns, and celebrations may be silenced by societal norms about how to engage others in public spaces. The Constructed Narratives project is an experiment in the design of a critical creative technology that emphasizes the collaborative construction of new knowledge about one's lived world through computer-supported collaborative play (CSCP). To construct is to creatively invent one's world by engaging in creative decision-making, problem solving and acts of negotiation. The metaphor of construction is used to demonstrate how a simple artefact - a building block - can provide an interactive platform to support discourse between collaborating participants. The technical goal for this project was the development of a software and hardware platform for the design of critical creative technology applications that can process a dynamic flow of logistical and profile data from multiple users to be used in applications that facilitate dialogue between people in a real-time playful interactive experience.

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26

Browne, Elizabeth. "Information communication technology and the management of change in two education institutions". Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289243.

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O'Connor, Stacy D. "Use of Health Information Technology to Improve Communication and Follow-Up of Critical Results". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:22837775.

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28

Mesbah, Ali. "Religion, rationality, and language : a critical analysis of Jürgen Habermas' theory of communicative action". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82933.

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Jurgen Habermas is a second-generation social philosopher of the Frankfurt school, the birthplace of critical theory. He suggests that modernity is a project of substituting rationality for religion. In his analysis, such a succession is the result of a process of social evolution, in which each developmental stage has its basic concepts and modes of understanding subjective, objective, and social worlds. For him, the salient feature of rationality consists of differentiation between various validity claims of truth, truthfulness, and sincerity which are indistinguishable in religious language. The rationalization of religion, hence, progresses in terms of a differentiation between validity claims, a decentration of human understanding, the disenchantment of the world, and the linguistification of the sacred. Habermas proposes a universal pragmatics in which two modes of language use are separated: instrumental-strategic, and communicative. He thinks that the failure of the enlightenment movement to replace religion with reason stems from its preoccupation with instrumental reason and language use, dispensing with communicative rationality; and the remedy lies in communicative rationality.
Critically analyzing Habermas' theory of communicative action, this study examines Habermas' basic idea of substituting communicative rationality for religion in the light of his critique of Max Weber and of instrumental reason. Ontological, epistemological, methodological, and conceptual presuppositions in his argument are discussed and evaluated.

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Alrafi, Aziz. "The technology acceptance model : a critical analysis with reference to the managerial use of information and communication technology (ICT)". Thesis, Leeds Beckett University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485453.

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Studying how individuals accept new computer systems is one of the main issues in information systems research. Organisations need to develop and implement information and communication technology systems successfully. Successful implementation of any system depends op, its acceptance and use by potential users. This thesis investigates how managers make their decisions towards new information and communication technology systems. It is a new extension to the technology acceptance model, which includes new factors which have direct and indirect influence on managers' decisions to use new technology. The thesis pursues an answer for the research question 'what factors affect managers' decisions to accept or reject a new information and communication technology system?' This research adds more constructs to the original technology acceptance model which are adapted from the theory of reasoned action, the theory of planned behaviour and other information systems development theories such as user participation, user interface design and management support. This research adopts action research, case study and web survey methods to test the 22 hypotheses. The results confirm the new extended technology acceptance model which is an addition to the literature of computer systems adoption.

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Clapham, Andrew. "Exploring teachers' experiences of educational technology : a critical study of tools and systems". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12650/.

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In this project I explore two teachers’ experiences, as ‘key informants’, of educational technology in a UK inner-city comprehensive school. I examine the meditational role of technology in these teachers’ activities and suggest that such an examination can improve what we understand about educational technology at the school. I discuss how technology is socially shaped and therefore not neutral, and of technologically mediated change being ecological change (Postman, 1992). I examine discourses of ‘techno-romanticism’ which locate technology as a transformational panacea for educational challenges - discourses which seemingly ascribe technology its own agency. This thesis challenges such viewpoints, and the technological hegemony they support, by examining technology not as state-of-that-art but as the ‘state-of-the-actual’ (Selwyn, 2010a). The project was an in-depth examination of the experiences of two key informants using a case study, ethnographic research design, with interview and observational methodologies generating qualitative data. I have positioned the project as both critical in its examination of technology, and sociocultural in its epistemology – in particular drawing on Sociocultural psychology (Wertsch 1991) and Cultural Historical Activity Theory (CHAT) as the theoretical framework, and ‘activity theory’ (Engeström, 1987b, 1999a) as the analytical lens. The analysis has two stages – the first being a ‘grounded theory’ (Glaser & Strauss, 1967) coding and categorisation of contextual data; the second the modelling of activity systems, and the identification of contradictions and conflicts in those systems. My analysis is of the key informants’ experiences, provides a reading of how technology mediates not just the ‘what’ of these teachers’ activities, but also the ‘how’ and ‘why’. I challenge the dominant discourses and assumptions of the inevitability of technological improvement. In doing so, I call for the educational technology research community to be both sympathetic toward what technology means for these teachers’ professional identities, and critical of overly technocentric school environments.

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Schmid, Euline Cutrim. "An investigation into the use of interactive whiteboard technology in the language classroom : a critical theory of technology perspective". Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436741.

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Hollins, Stacy Gee. "The digital divide through the lens of critical race theory| The digitally denied". Thesis, University of Missouri - Saint Louis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10012831.

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The purpose of this qualitative research study was to examine African American community college students’ availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an awareness of students that lack technological resources at community colleges, universities, and community libraries. This study could also be useful to community college leadership who set policies and procedures and determine curriculum requirements that call for technological resources. The findings suggested that access to technological resources is a key factor that impacted the success of African American students in the community college.

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Konta, Kaori. "Computer-mediated communication as the paradigm: Resistance to technology and the new style of human communication". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1481.

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Hickey, James William. "Cinemaesthetics : a college-level curriculum in film and communication theory, aesthetics and ethics, critical thinking, reading, and articulation skills /". Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10992649.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1990.
Typescript; issued also on microfilm. Sponsor: Carla Seal-Wanner. Dissertation Committee: Robert McClintock. Includes bibliographical references: (leaves 176-178).

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35

Jones, Heather Sadler. "I Demand. . . Sorry, I Apologize: Power, Collaboration, and Technology in the Social Construction of Leadership across Diversity". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5517.

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This transformative case study used qualitative and quantitative methods to explore the social construction of collaborative and technology leadership among students in a graduate-level course on curriculum leadership. Analysis of interactions among students during an asynchronous computer-supported collaborative learning (CSCL) project using critical discourse analysis was completed. Student dialogue was analyzed for how students across different social groups interacted discursively to promote and inhibit the development of leadership in the domains of collaboration and technology, while socially constructing the knowledge context for learning about the societal curriculum for diverse social groups. Findings were that women more than men were verbose and promotive, and that much of their power/language exchanges involved mutual understanding. Black students were underrepresented in the graduate course, but gained power through language and course design. Latino students lacked self-advocacy and emphasized cultural diversity in their use of power/language. An interview with the professor provides insight into the structures that frame student's experiences. These findings are discussed through a three-tiered Critical Discourse Analysis Framework and recommendations are made for educators, leaders and education leadership preparation programs that use on-line learning platforms that support collaborative learning experiences.

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36

Chepul, Amy Beth. "An examination of history and identity in corporate culture : a critical approach to organizational communication theory /". Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1486.html.

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Thesis (M.S.) -- Central Connecticut State University, 1998.
Thesis advisor: Scott Olson. "...in partial fulfillment of the requirements for the degree of Master of Science in Communication." Includes bibliographical references (leaves 63-66).

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37

Dwight, James Scutt III. "Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.

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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.
Ph. D.

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38

Ehnberg, Jenny. "Globalization, Justice, and Communication : A Critical Study of Global Ethics". Doctoral thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247796.

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The purpose of this study is to seek to an answer to the question of what constitutes a tenable model for global ethics. This is done in part by a critical engagement with four different models of global ethics; two proposals from political philosophy and two contributions from theological ethics. The models analyzed in the study are: (1) the capabilities approach as developed by Martha Nussbaum, (2) Seyla Benhabib’s discourse ethics and model of cosmopolitan federalism, (3) David Hollenbach’s model of the common good and human rights, and (4) the model for responsibility ethics and theological humanism as developed by William Schweiker. These models contain different understandings of global justice, human rights, and sustainable development. The study works with six primary problems: (1) Which are the main moral problems associated with different processes of globalization? (2) What should be the response to these problems, in the form of a normative ethical model? (3) What is the relation between global ethics and universalism? (4) What kind of institutional vision for the international arena does a tenable global ethic promote? (5) Given the human diversity and global pluralism, what would be a reasonable view of the human being included in a global ethic? (6) What kind of ethical theory is sustainable for global ethical reflection? These questions also form the basis for the analysis of the models. The study uses a set of criteria in order to assess the answers that the models offer for these questions. These criteria also constitute the framework within which the author’s contribution to the discussion of global ethics is phrased. The criteria are founded on an idea of what characterizes global ethical reflection. The contention is that a tenable global ethic should be relevant, and it should also be related to a reasonable view of human beings and a plausible ethical theory. Together these support the criterion of communicability, which argues that a global ethic should above all be communicable, i.e. capable of enabling cross-cultural communication. A central argument which this study makes is that a kind of ethical contextualism is more reasonable than an epistemological universalism.

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Shareef, Amina N. "Aligning Technology with Humanity". Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1626896521835759.

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Khodier, Nesma Magdy VCUQ. "The Future of Arabic Music: No sound without silence". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4170.

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For centuries, Arabic music has been intrinsically linked to Arab culture and by extension bonded to the environmental landscape of the region, reflecting their emotions, moods, and behaviors. Numerous technological advancements in the latter half of the twentieth century, have greatly affected the rich legacy of Arabic music, significantly impacting the natural progression of traditional Arabic musical genres, scales, and instrumentation. This thesis serves as an introduction to generative methods of music production, specifically music generated through gestures. Through generative music, and its unique ability to map gestures to different musical parameters, music can be produced using computer algorithms. The outcome of this thesis aims to demystify the intricacies of recent technological advancements to enable the musician and the audience to incorporate responsive technology into their ensembles. This approach aims to further evolve Arabic music, using the concepts of Arabic music creativity while addressing international accessibility through integration. The intention of this thesis is to bridge between the contemporary and the traditional Arabic audiences and provides insight into a possible future of Arabic music based on its own fundamental principles.

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41

Kandlbinder, Peter. "Reconstructing educational technology: A critical analysis of online teaching and learning in the university". Faculty of Education and Social Work. School of Policy and Practice, 2005. http://hdl.handle.net/2123/1605.

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Doctor of Philosophy(PhD)
This thesis argues that it is only through understanding the multiple facets of technology that we are able to determine whether any particular manifestation of technology is educational. The reconstruction of educational technology in this thesis begins by building an understanding of the concept of experiential technology from the work of Heidegger, Dewey and Popper. This provides the conceptual architecture required to research the influence of educational technology in universities, which is interpreted in light of the wider theory of modernisation of society developed by Jürgen Habermas. The critical theory of technology formulated by Feenberg provides the methodological basis for reconstructing an understanding of technology and its impact on student learning. A reconstructive analysis requires a number of situational critiques, which in this thesis review the advice given to academic staff about the use of educational technology. It is through a synthesis of these critiques that this thesis examines whether higher education is undergoing a process of colonisation that has reduced its potential to discuss the values of university teaching and learning. Online learning is taken as a case example that has been embraced by academics for dealing with increasing student numbers and the increasing importance of work-based learning. By shifting from the theory of technology to the practice of the Australian Technology University, this thesis demonstrates that one approach to coping with change in the higher education context is to incorporate business values, have increasingly flexible curricula and focus on workplace skills. This thesis concludes that universities could go a lot further to incorporate the values of higher education into educational technology. In the case of the online learner this would support those distinctive characteristics that encourage a deep approach to learning. Following arguments put forward by Feenberg, it is argued that it is through student participation in technical design that we have the greatest chance of influencing technology’s development to emphasize the values of higher education. As long as academics continue to control the technological decision-making, the delivery and management of information is likely to remain the most common use of online technology. The legitimacy of the academic’s decision to use technology in their teaching increases where there is only a narrow gap between the values of the participants and the reality of their practice. Thus, to be morally just and provide students with the developmental opportunities that will serve them in their later professional and citizenship roles, the online classroom needs to ensure that it provides an autonomy-supporting environment.

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42

Adams, Nessa Cecelia. "Cultural diversity communication strategies in UK and US advertising agencies : a Bourdieusian analysis". Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15825.

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The rise of black and minority ethnic (BME) populations in the UK and US in recent years has led to the introduction of cultural diversity communication strategies within the advertising industry. These strategies draw on beliefs, and cultural and religious values to specifically target BME audiences. This thesis examines the processes involved in creating these strategies, by analysing the discourse and working practices of advertising practitioners. By drawing on interviews and ethnographic observations in eight advertising agencies in the UK and US, it compares the differences in producing cultural diversity communication strategies between a) the general market agencies targeting mass audiences, and b) the emerging cultural diversity agencies only targeting BME audiences. I argue that the creation of these strategies is subject to powerful constraints and institutional racism, limiting market opportunities for advertising. The thesis starts by bringing together Bourdieu's theories of habitus and field theory (1977; 1984; 1993) with contemporary studies of the relationship between 'race' and media practices. This union sets the foundation for my adaption of field theory to analyse contemporary advertising practices and to examine how discourse, working practices and 'professional advertising organisations' reinforce racist ideologies and audience exclusion. In the second part of the thesis, this theoretical framework is applied to the fieldwork. Firstly, my analysis evidences the manifestation of racism across the field and how racial stereotypes are developed. Secondly, these attitudes shape the exclusionary practices that affect how CD communication strategies are executed, particularly in the UK. Lastly, I examine two 'diversity' events run by 'professional advertising organisations', analysing how they set 'good practice' standards and the power they have in shaping working practices across the industry. Ultimately, this thesis goes beyond existing studies on racial representations, and investigates the relationship between racism and intentionality amongst the industry's powerful constraints.

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43

Abdur, Rahman Hafiz Md. "Modelling and simulation of interdependencies between the communication and information technology infrastructure and other critical infrastructures". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13797.

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Critical infrastructures are the lifelines of modern societies. The Communication and Information Technology Infrastructure (CITI) provides the basic mechanisms for sharing control and decision-making information among different critical infrastructures. Failures in CITI, either due to an accident or malicious action can propagate to other infrastructures and degrade or disrupt their functionality. Conversely, failures in other infrastructures can also propagate to CITI and hence disrupt the operation of many of the interconnected systems. For reliable and consistent operation of critical infrastructure networks, it is important to have tools and techniques to model and simulate CITI related interdependencies. This research is focusing on developing such methods and tools for CITI interdependency modelling and simulation. Our approach is based on system engineering techniques, where critical infrastructures are viewed as a system of systems. Interdependencies between different system components are captured using precise mathematical functions. As such, our approach goes beyond the limitations of agent-based modelling and simulation paradigms, where interdependencies are considered an emergent behavior. In this research, we have used predictive modelling techniques commonly used in power systems, data communication networks and information systems. The approach is based on results from real CITI interdependency related data. In our model, we used these data to identify the origin of different types of CITI failure and their impacts on critical infrastructures. Following that, we developed techniques to estimate interdependencies between CITI and other critical infrastructures. Finally, we developed techniques to simulate CITI interdependencies in a critical infrastructures simulator. The simulation results were validated against real-life failure cases. Our approach gives a comprehensive solution to CITI interdependency modelling and simulation problems and hence is an important step in the critical infrastructure related research. Even though our techniques are developed for CITI interdependency, they will be useful for other critical infrastructure networks as well.

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44

Pujadas, Roser. "Designing technology to innovate teaching practices : a critical assessment of a learning design support environment". Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3299/.

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This thesis, at the meeting point of information systems and education research, starts with a critical assessment of the theoretical assumptions underlying ICTmediated learning research, and takes issue with instrumentalist approaches to technology as a means of encouraging learning through collaboration and of achieving innovation in work practices. I argue that technologies and knowledge (as well as what is considered worth learning) are imbricated in an ongoing “scene of struggle” where different interests, institutional logics, rationalities, and realities are negotiated. This research draws on an empirical case study which follows the efforts of an interdisciplinary research team in a 3-year project while developing and evaluating a Learning Design Support Environment (LDSE). The expected aim of the LDSE project was to foster a community of practice among academics that would share knowledge of teaching practices, and collaboratively discover innovative approaches to technology-enhanced learning. I also bring the broader sociotechnical context into the discussion, to understand the different institutional logics entangled with this technology. A conceptual framework is developed that integrates insights from recent contributions in institutional theory and actor-network theory. The former sensitise us to the broader social context and the complex interaction of different institutional logics. The latter emphasizes the entanglement of technology, knowledge, and practices. This framework offers an effective lens to understand how technologies aimed at supporting collaborative learning at work, and particularly in teaching, are bound up with practices and institutional logics in a given sociopolitical context. Such understanding will reveal the assumptions of straightforward means-to-ends innovation in technological interventions aimed at achieving learning and change, by laying bare the complex sociotechnical processes involved in making “a technology work” and in legitimating knowledge and practices.

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45

Morton, Benjamin Allen. "Broadcast for one: paging and network communication". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6617.

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This dissertation explores the history and culture of a mobile communication device and practice that has been superseded by today’s networked communication devices. The pager—known later in the 1980s and 1990s as a beeper—has a longer history than most assume. In the early 1950s the device was not a distinct technology in its own right, but a haphazard combination of existing communications technologies: telegraphy, telephony, radio broadcasting, answering services, and hearing aids. These technological origins, and the cultures that support them, are important for broadcast and telecommunications historians, as well as media history and theory in general, for three reasons. First, research on the pager fills a gap in telecommunications history that typically begins with Bell’s wired telephone and ends with wireless mobile car-phones and, later, cellular telephones. Second, the pager’s history contributes to the limited scholarship that has emphasized radio’s many directions after the major broadcast networks left radio for larger television audiences in the late 1940s and early 1950s. Being in-between telephone and radio technology has given the pager somewhat of an identity crisis for historians. Yet this is a silver lining for communication theorists to think about the connection between a medium’s physical form (e.g., a radio is a receiving device that can’t talk back) and its communication form (e.g., a pager was once known as a radio that you would use with the telephone to talk back). Lastly, the pager is not just a technological device, but the embodiment of a rarely discussed form of communication: paging. This project investigates the history of paging as a cultural technique and communication practice. While early pagers utilized both broadcast and telecommunications techniques, paging as a form of communication does not fall clearly within either of those categories. Like being paged over a public intercom system, early paging systems broadcast a message (from one to many) in order to grab the attention of a single individual (one out of many). This form of communication, this project argues, is fundamental for understanding the many contemporary discussions over the publicly-private and privately-public nature of today’s social media services.

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46

Cagle, Lauren E. "Shaping Climate Citizenship: The Ethics of Inclusion in Climate Change Communication and Policy". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6197.

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The problem of climate change is not simply scientific or technical, but also political and social. This dissertation analyzes both the role and the ethical foundations of citizenship and citizen engagement in the political and social aspects of climate change communication and policy-making. Using a critical discourse analysis of a policy recommendations drafted by the Southeast Florida Regional Climate Change Compact, I demonstrate how climate change policy documentation naturalizes a particular version of citizenship I call “climate citizenship.” Based on environmental critiques of liberal and civic republican citizenship, I show how this “climate citizenship” would be more productive and ethical if based on theories of environmental citizenship rooted in an ecological feminist ethic of flourishing. This critique of current representations of citizenship in climate change policy offers a theoretically sound basis for future engaged work in rhetoric of science focused on policy-making.

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47

Metcalf, Heather. "Formation and Representation: Critical Analyses of Identity, Supply, and Demand in Science, Technology, Engineering, and Mathematics". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145744.

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Considerable research, policy, and programmatic efforts have been dedicated to addressing the participation of particular populations in STEM for decades. Each of these efforts claims equity- related goals; yet, they heavily frame the problem, through pervasive STEM pipeline model discourse, in terms of national needs, workforce supply, and competitiveness. This particular framing of the problem may, indeed, be counter to equity goals, especially when paired with policy that largely relies on statistical significance and broad aggregation of data over exploring the identities and experiences of the populations targeted for equitable outcomes in that policy. In this study, I used the mixed-methods approach of critical discourse and critical quantitative analyses to understand how the pipeline model ideology has become embedded within academic discourse, research, and data surrounding STEM education and work and to provide alternatives for quantitative analysis. Using critical theory as a lens, I first conducted a critical discourse analysis of contemporary STEM workforce studies with a particular eye to pipeline ideology. Next, I used that analysis to inform logistic regression analyses of the 2006 SESTAT data. This quantitative analysis compared and contrasted different ways of thinking about identity and retention. Overall, the findings of this study show that many subjective choices are made in the construction of the large-scale datasets used to inform much national science and engineering policy and that these choices greatly influence likelihood of retention outcomes.

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48

Woodell, Eric A. ""Measuring Operational Effectiveness of Information Technology Infrastructure Library (ITIL) and the Impact of Critical Facilities Inclusion in the Process."". Thesis, Robert Morris University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617032.

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Information Technology (IT) professionals use the Information Technology Infrastructure Library (ITIL) process to better manage their business operations, measure performance, improve reliability and lower costs. This study examined the operational results of those data centers using ITIL against those that do not, and whether the results change when traditional facilities engineers are included in the process. Overall, those IT departments using ITIL processes had no statistically significant improvements when compared to those who do not. Inclusion of Critical Facilities (CF) personnel in the framework offered a statistically significant improvement in their overall reliability of their data centers. Those IT departments who do not include CF personnel in the ITIL framework have a slightly lower level of reliability than those who do not use the ITIL processes at all.

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49

Al-Mobaideen, Hisham Othman. "Assessing information and communication technology in Jordanian universities : building critical success factors' (CSF) model of ICT diffusion". Thesis, Leeds Beckett University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500762.

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Fernandez, Walter Daniel. "Metateams in Major Information Technology Projects: A Grounded Theory on Conflict, Trust, Communication, and Cost". Queensland University of Technology, 2003. http://eprints.qut.edu.au/16101/.

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Metateams are both largely unexplored in the IS literature and economically important to major corporations and their IT vendors. Metateams are temporary groups composed of two or more geographically and inter-organisationally dispersed teams, commercially linked by project-specific agreements and enabled by electronic means of communication. Each one of these teams fulfils a particular and measurable objective, enshrined in the team's goal hierarchy and contractual obligations. The combination of efforts from every team in a metateam, contributes to achieving a common distant goal of project implementation. Thus, metateams are temporary teams (or groups) of distributed teams working across distance, firms, and cultures. In metateams, each participant team works with other teams on organisationally heterogeneous collaborative projects. Metateams are new and potentially powerful work structures resulting from the convergence of outsourcing, virtual organisations, and demands for global competitiveness. They promise to build IT solutions of high complexity, by integrating expertise from different fields and organisations. With the assistance of communication technologies, metateams can conquer barriers of time and space, enabling collaborative endeavours across a nation or across the globe. In a global business environment that demands innovation, flexibility, and responsiveness, metateams represent a revolution in the way organisations and practitioners do IT projects. However, as this study found, managing metateams presents unique difficulties due to conflicting demands arising from multiple realities. This dissertation presents an empirical research using a grounded theory approach that studies a major IT project performed by a metateam. The conceptual account emerges from an exploratory study of a major IT development and implementation project in the telecommunication industry. The project involved three key organisations and teams based in Australia, the Middle East, and Eastern Europe. The core pattern emerging from this study is one of constant conflict discovery and resolution, a process that progressively, and at a cost, allows the project to evolve from its initial incongruence into either a working solution or into project abandonment. This theory-building study presents a theoretical model, grounded on rich empirical data, interrelating key concepts of cost, conflict, communication, and trust, which serves to explain the pattern of actions and to propose a number of practical conclusions and recommendations. This research was guided by two key research objectives: (a) to add theoretical content to the understanding of key processes enacted by metateams in performing IT project work; and (b), to develop a framework that assists researchers and practitioners in predicting, explaining, and evaluating events and process associated with metateams. To the author's best knowledge, this study describes for the first time in the IS literature, the metateam organisation and the significant contextual issues they confront. In doing so, the study develops an understanding, grounded on rich empirical data from the substantive field of metateams. This new understanding contributes to both IS research and practice and provides guidance for future research.

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Tesis sobre el tema "Critical theory. Technology and communication"

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