The purpose of the study was to determine the effects of level III video disc instruction on high school biology students. There were three areas studied: students' achievement in biology, students' attitude toward biology, and confidence. The experimental group consisted of 70 biology students. The control group also consisted of 70 biology students. The teacher of the experimental group used level in video disc instruction to teach about invertebrates, vertebrates, human systems, and plants throughout the semester. The teachers of the control group taught the same topics during the same period using the traditional lecture method and without level III video disc instruction. Students took the Biology Achievement Test, the Purdue Master Attitude Scale, and the Confidence in Learning Inventory before and after the treatment period. A t-test on the pretest scores of the experimental group and the control group showed no significant difference between the two groups. The experimental group also took the Technology Preference Survey after the treatment period.

The problem of this study is to compare the effectiveness of two methods of teaching beginning typewriting in the community college. The two methods are an audio-tutorial approach and the traditional textbook approach. Groups taught by the contrasting methods of instruction were compared on the basis of their production performance and their straight-copy skills after thirty-six class periods of instruction. A comparison was also made of the attrition rate of the two groups.

This study investigated the effects of four different types of mental practice (free imagery, directed visual, directed reading, and directed audio) on the performance of 45 beginning and 40 intermediate college bowlers. The groups bowled six games with two sets of five minutes of mental practice prior to the first frame and the sixth frame of each game. Data were analyzed by a two-way analysis of variance with repeated measures. No significant differences existed between treatment groups at either the beginning or intermediate levels. Conclusions were that no one technique of mental practice was more effective than another in increasing bowling performance.

A identificação e a exploração de alguns dos elementos fundamentais da linguagem audiovisual, ainda em seus primórdios, permitem sugerir que esses mesmos traços estejam presentes no chamado modo cultural ocidental de produção telejornalística da atualidade. É provável que, a partir do cinema mudo, certos padrões imagéticos tenham sido criados e que, nos anos 30, quando finalmente houve a possibilidade técnica de se fazer um filme, sincronizá-lo com uma banda sonora e exibi-lo para grandes platéias, elas tenham se cristalizado como estruturas audiovisuais, as quais permanecem, em sua essência, na produção dos programas jornalísticos do início deste século. A análise de uma obra cinematográfica do período áureo dos anos 30, quando a narrativa fílmica já tinha consolidado o uso do som e da imagem como matérias-primas de sua linguagem o western No Tempo das Diligências (Stagecoach, 1939) , servirá como base para a pesquisa realizada posteriormente com o telejornal Fox News Live, do canal de televisão Fox News Channel; isto possibilitará a verificação das construções audiovisuais do cinema e sua conseqüente permanência como estruturas sonoro-imagéticas na televisão, portanto, estruturas discursivas inconscientes. / The identification and exploitation of some of the audio-visual languages fundamental elements, by studying its origins, will allow us to suggest that these same remains are still present in the so-called Western cultural mode of news production nowadays. Probably, since the silent motion pictures, some visual imagery have been created and, therefore, in the 1930s, when finally there were technical possibilities to film a motion-picture, synchronize it with a sound stripe and exhibit it to large audiences, these patterns have been consolidated as audio-visual structures, which still endure, in essence, in news programming production at the beginning of this century. The analysis of a movie from 1930s golden period, when the filmic narrative had already solidified the use of sounds and images as commodities of its own language the western Stagecoach(1939) , it will function as a basis for the research carried out, later on, with Fox News Live, which is broadcasted by Fox News Channel; this investigation will permit the verification of some audio-visual constructions in cinema, besides its resulting permanence as sound-imagery structures in television, consequently, unconscious structures of discourse.

Made available in DSpace on 2015-03-05T17:53:47Z (GMT). No. of bitstreams: 0 Previous issue date: 29 / Universidade do Vale do Rio dos Sinos / Em Porto Alegre, mais precisamente, na Restinga, um bairro com quarenta anos de história e resistência à visibilidade social e midiática pelo confinamento, visualiza-se um segmento das minorias – os jovens, produtores e gestores de mídias em ‘estados mistos’, em especial, audiovisuais comunitários – e seus modos de criar alianças e coletivos de comunicação periférica. Esses coletivos, entre outras ações, participam, propõem e realizam oficinas de mídias audiovisuais. As histórias de vida dos jovens da Restinga, suas in(ter)venções e produções audiovisuais aqui são analisadas na relação com intercessores e acontecimentos que investem no desejo de ‘outras visibilidades’ desde as experimentações com o teatro, as proposições do Projeto de Descentralização da Cultura (comissão de cultura, oficinas de cinema e vídeo, entre outras), a criação e atuação da rádio comunitária, a implementação de um Estúdio Multimeios, a criação do Fórum de Educação da Restinga e do Extremo Sul, o Festival Cineesquemanovo, sem esquecer / In the city of Porto Alegre, more specifically at Restinga, a neighborhood with forty years of history and resistance to social and media visibility due to confinement, a minority segment – the young, producers and managers of “mixed state” media, especially community audiovisuals – is examined, with their ways of creating alliances and groups of periphery communication. These groups, among other actions, participate, propose and carry out audiovisual workshops. This work analyzes the life history of the young at Restinga, their in(ter)ventions and audiovisual production in terms of their relationship with mediators and events that invest in the desire for “other visibilities,” from theatrical experimentation, the propositions of the Culture Decentralization Project (culture committee, video and cinema workshops, among others), the creation and action of the community radio station, the implementation of a Multimedia Studio, the creation of the Restinga and Extremo Sul Education Forum, the Cineesquemanovo F

Made available in DSpace on 2016-04-25T20:21:32Z (GMT). No. of bitstreams: 1 Jane Pinheiro.pdf: 14191441 bytes, checksum: accecc73840fd69611a0498afe0c9f40 (MD5) Previous issue date: 2015-10-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Audio-visual productions made by adolescents are not new. The novelty lies in the ease, due to the democratisation of digital technologies, to produce and circulate them. For a few days, we will have the opportunity to watch, in this imaginary showcase, the audio-visuals produced by adolescents in the city of Recife. We would then talk with directors, characters, social scientists, planners, critics and philosophers, discussing some of the issues raised by this production. An imaginary showcase highlights underground dialogues, the passions, the plurality of views and the diversity of issues prompted by the universe of the audio-visuals, incorporating paradoxes, enhancing the poetry. It allows a light tilt between the singular and the universal, between different historical times, multiple geographic areas, different knowledge and numerous characters. And perhaps more than a tilt between these different times and spaces, to integrate them, as a symphony - using the metaphor considered to be so precious by Claude Levi-Strauss - in which each instrument in its unique timbre performs its melody composing something beyond it. Now, ladies and gentlemen, please make sure your mobile phones are off! / O audiovisual produzido por adolescentes não é uma novidade. A novidade reside na facilidade, decorrente da democratização das tecnologias digitais, de produzir e de fazer circular essa produção. Durante alguns dias, teremos a oportunidade de assistir, nessa Mostra Imaginária, a audiovisuais produzidos por adolescentes da cidade do Recife, e de conversarmos com realizadores, personagens, cientistas sociais, urbanistas, críticos, filósofos, problematizando algumas questões suscitadas por essa produção. Uma Mostra Imaginária coloca em evidência os diálogos subterrâneos, as paixões, a pluralidade de olhares e a diversidade de questões que o universo dos audiovisuais escolhidos suscitam, incorporando paradoxos, potencializando a poesia. Permite bascular com leveza entre o singular e o universal, entre diversos tempos históricos, múltiplos espaços geográficos, saberes distintos e inúmeros personagens. E talvez, mais que bascular entre esses diversos tempos e espaços, integrá-los, como numa sinfonia para usar uma metáfora cara a Claude Lévi-Strauss , em que cada instrumento no seu timbre único executa sua melodia compondo algo que lhe ultrapassa. Por gentileza, desliguem os celulares!

Made available in DSpace on 2016-04-26T14:55:43Z (GMT). No. of bitstreams: 1 Jane Pinheiro.pdf: 14191441 bytes, checksum: accecc73840fd69611a0498afe0c9f40 (MD5) Previous issue date: 2015-10-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Audio-visual productions made by adolescents are not new. The novelty lies in the ease, due to the democratisation of digital technologies, to produce and circulate them. For a few days, we will have the opportunity to watch, in this imaginary showcase, the audio-visuals produced by adolescents in the city of Recife. We would then talk with directors, characters, social scientists, planners, critics and philosophers, discussing some of the issues raised by this production. An imaginary showcase highlights underground dialogues, the passions, the plurality of views and the diversity of issues prompted by the universe of the audio-visuals, incorporating paradoxes, enhancing the poetry. It allows a light tilt between the singular and the universal, between different historical times, multiple geographic areas, different knowledge and numerous characters. And perhaps more than a tilt between these different times and spaces, to integrate them, as a symphony - using the metaphor considered to be so precious by Claude Levi-Strauss - in which each instrument in its unique timbre performs its melody composing something beyond it. Now, ladies and gentlemen, please make sure your mobile phones are off! / O audiovisual produzido por adolescentes não é uma novidade. A novidade reside na facilidade, decorrente da democratização das tecnologias digitais, de produzir e de fazer circular essa produção. Durante alguns dias, teremos a oportunidade de assistir, nessa Mostra Imaginária, a audiovisuais produzidos por adolescentes da cidade do Recife, e de conversarmos com realizadores, personagens, cientistas sociais, urbanistas, críticos, filósofos, problematizando algumas questões suscitadas por essa produção. Uma Mostra Imaginária coloca em evidência os diálogos subterrâneos, as paixões, a pluralidade de olhares e a diversidade de questões que o universo dos audiovisuais escolhidos suscitam, incorporando paradoxos, potencializando a poesia. Permite bascular com leveza entre o singular e o universal, entre diversos tempos históricos, múltiplos espaços geográficos, saberes distintos e inúmeros personagens. E talvez, mais que bascular entre esses diversos tempos e espaços, integrá-los, como numa sinfonia para usar uma metáfora cara a Claude Lévi-Strauss , em que cada instrumento no seu timbre único executa sua melodia compondo algo que lhe ultrapassa. Por gentileza, desliguem os celulares!

Lee Chor To. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 102-112). / Abstracts in English and Chinese. / List of appendices --- p.xi / List of tables --- p.xii / List of figures --- p.xii / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Chapter CHAPTER 2. --- LITERATURE REVIEW / Introduction --- p.3 / Prematurity --- p.3 / Parental feelings of a preterm birth --- p.5 / Transition from hospital to home care --- p.11 / Maternal information need --- p.13 / Discharge education --- p.15 / Use of video education --- p.18 / Summary --- p.21 / Chapter CHAPTER 3. --- OBJECTIVES AND METHODOLOGY / Aims and Objectives --- p.22 / Operational definitions --- p.23 / Research design --- p.23 / Sample --- p.24 / Inclusion criteria --- p.24 / Sample size --- p.25 / Sampling procedure --- p.26 / Educational program of infant care --- p.27 / Usual care --- p.27 / Educational video --- p.27 / Data collection methods --- p.30 / Phase I: / Instruments --- p.31 / Chinese version State Scale of the State-Trait Anxiety Inventory for Adults --- p.31 / The Chinese version of the Maternal Confidence Questionnaire --- p.31 / Knowledge Test Infant Care --- p.33 / Social Support Questionnaire --- p.35 / Demographic information --- p.35 / Satisfaction Questionnaire of the Video Education --- p.36 / Date Collection procedure in Phase I --- p.37 / Phase II: / Instrument --- p.39 / Interview guide --- p.39 / Data collection procedure in Phase II --- p.39 / Data analysis --- p.40 / Phase I of the quantitative data --- p.40 / Phase II of the qualitative data --- p.41 / Pilot study --- p.42 / Ethical considerations --- p.42 / Chapter CHAPTER 4. --- FINDINGS / Introduction --- p.44 / Phase I / Sample --- p.45 / Sociodemographic and other characteristics of participating women --- p.45 / Demographic characteristics of infants --- p.46 / Comparison of sociodemographic data between groups --- p.47 / "Maternal outcomes of knowledge, confidence and anxiety about infant care" --- p.52 / Knowledge of infant care --- p.52 / Confidence in infant care --- p.53 / Anxiety concerning infant care --- p.55 / Correlation between outcome measures and sociodemographic data --- p.56 / Video group women perceived satisfaction of the study video --- p.58 / Summary of major findings in Phase I --- p.61 / Phase II / Characteristics of informants --- p.62 / Six categories emerged from the content analysis --- p.63 / Feelings about infant care at home --- p.64 / Concerns about the infant --- p.65 / Perceptions of the discharge process --- p.67 / Sources of support --- p.69 / Help-seeking activities --- p.70 / Perceptions of the usefulness of video education --- p.74 / Differences and similarities in the perceptions of the video group and non-video group women about the experience of caring for their infants at home --- p.77 / Summary of major findings in Phase II --- p.78 / Chapter CHAPTER 5. --- DISCUSSION / Introduction --- p.80 / Sociodemographic characteristics of participants --- p.80 / Effects of video education on knowledge of infant care --- p.83 / Effects of video education on confidence about infant care --- p.85 / Effects of video education on anxiety about infant care --- p.88 / Women's feelings about caring for infants at home and their information need --- p.90 / Preferred methods of learning about infant care --- p.92 / Contributions of the study video --- p.93 / Chapter CHAPTER 6. --- CONCLUSION / Limitations --- p.96 / Implications for nursing practice --- p.98 / Recommendations for farther research --- p.100 / Conclusion --- p.101 / REFERENCES --- p.102 / APPENDICES / Appendix 1a State Scale of State-Trait Anxiety Inventory for Adults (English) --- p.113 / Appendix 1b State Scale of State-Trait Anxiety Inventory for Adults (Chinese) --- p.114 / Appendix 2a Maternal Confidence Questionnaire (English) --- p.115 / Appendix 2b Maternal Confidence Questionnaire (Chinese) --- p.116 / Appendix 3a Knowledge Test of Infant Care (English) --- p.117 / Appendix 3b Knowledge Test of Infant Care (Chinese) --- p.120 / Appendix 4a Social Support Questionnaire (English) --- p.123 / Appendix 4b Social Support Questionnaire (Chinese) --- p.125 / Appendix 5 Demographic information --- p.127 / Appendix 6a Satisfaction Questionnaire of the Video Questionnaire (English) --- p.128 / Appendix 6b Satisfaction Questionnaire of the Video Questionnaire (Chinese) --- p.129 / Appendix 7a Interview guide (English) --- p.130 / Appendix 7b Interview guide (Chinese) --- p.131 / Appendix 8a Ethics approval 2001 --- p.132 / Appendix 8b Ethics approval 2004 --- p.133 / Appendix 9 Permission from Prince of Wales Hospital --- p.134 / Appendix 10 Consent form --- p.135 / Appendix 11 Comments about the video provided by video group women --- p.136 / Appendix 12 Other topics of interest provided by video group women --- p.137

This study was meant to provide empirical evidence to support or challenge the assumption that a nonfiction video narrative will be better comprehended by students of ESL if it includes a variety of relevant visual information compared to only seeing a single speaker or "talking head" reciting a narration. The overarching goal of this study was to give teachers of ESL greater knowledge and confidence in using video materials to develop the listening skills of their students. It compared two video tapes which contained the identical soundtrack but different visual information. The first tape (also called the "lecture tape") showed a single speaker, standing behind a lectern, giving a speech about Costa Rica. The second video (also called the "documentary tape") contained the identical soundtrack of tape one, but included documentary video footage actually filmed in Costa Rica which complemented the narration. A questionnaire of 45 true/false questions was created based on facts given in the narration. Thirty-nine advanced and fifty-five intermediate university ESL students took part in the study. Approximate! y half of each group viewed the lecture tape while the other half watched the documentary tape. All students answered the 45 - item questionnaire while viewing their respective video tapes. A thorough item-analysis was then conducted with the initial raw scores of all 94 students, resulting in fifteen questions being omitted from the final analysis. Based on a revised 30 - item questionnaire, the scores of the video and documentary groups were compared within each proficiency level. The hypothesis of the study was that the documentary tape would significantly improve listening comprehension at the intermediate level but that no significant difference would be found between the advanced lecture and documentary groups. In other words, it was predicted that the documentary video would have an interaction effect depending upon proficiency level. However, the results of a 2-way ANOV A did not support the hypothesis. In addition to the ANOV A, a series oft-tests also found no significant difference between the mean scores of the documentary and lecture groups at either the intermediate or the advanced levels This study was intended to be a beginning to research which may eventually reveal a "taxonomy" of video images from those which enhance listening comprehension the most to those that aid it the least. It contained limitations in the testing procedures which caused the results to be inconclusive. A variety of testing methods was suggested in order to continue research which may reveal such a "video" taxonomy. Given the plethora of video materials that ESL teachers can purchase, record, or create themselves, empirical research is needed to help guide the choices that educators make in choosing video material for their students which will provide meaningful linguistic input.

This thesis is primarily concerned with Caryl Churchill and Edward Bond&rsquo / s attempts to implement Brechtian methods of Verfremdungseffekt with the same artistic intent of social change in their plays, Mad Forest and Red, Black and Ignorant. In order to provoke critical and objective thinking, and action for positive change, both of the playwrights make use of Brechtian Verfremdungseffekt techniques of characterization, open-endedness, episodic structure, and audio-visual aids. These techniques let the playwrights present familiar situations, actions and attitudes as if they were unfamiliar so that they could be alienated and evaluated with a critical eye by the audience and the reader. In addition to studying the Brechtian elements in these two plays, this thesis argues that there is a point which drifts Bond&rsquo / s Red, Black and Ignorant from Brechtian dramaturgy and Churchill&rsquo / s Mad Forest / the point is that Red, Black and Ignorant includes non-Brechtian character design aspects and lack of Brechtian audio-visual aids.