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.

This creative project contains step by step procedures for the set up and operation of hardware as well as software for an automated four projector system designed for use in the Electronic Response Laboratory in the Department of Biology at Ball State University. The main divisions of this project were:1) Set up of four projectors including location, position and adjustments.2) Linkage of projectors to dissolve controls.3) Synchronization procedures for linkage of projector system with a tape recorder through the use of actuator cables and a sound synchronizer.4) Impulse recording and final operational procedures. 5) A brief description of software production.Ball State UniversityMuncie, IN 47306

The purpose of this study was to examine the effect of computer-assisted practice on English grammar and mechanics achievement of third grade students. Specifically, it investigated whether or not there was a significant difference when one group received traditional instruction with practice provided by means of workbooks and worksheets while another group received traditional instruction with practice provided by utilizing a computer.The subjects consisted of 74 students from Chapter I schools from a large, midwestern school corporation in an industrial community. The groups were from four intact classrooms with 41 students in the experimental group and 33 students in the control group.The instrument used was the Language Mechanics and Language Expression subtests of the Comprehensive Tests of Basic Skills (CTBS), Level E. Ability levels were determined by grade equivalent pretest scores. An analysis of covariance and a post hoc univariate analysis of covariance were used to determine results at the p<.05 level of significance.FindingsStatistical analyses revealed the following results:1. The experimental group made significantly greater gains than the control group in language mechanics and language expression achievement.2. There was no significant difference in language mechanics and language expression achievement with regard to gender or ability levels of the experimental group and the control group.3. There was a significant difference in language mechanics achievement, but not of language expression achievement, between the experimental group and the control group. The experimental group made greater gains in language mechanics achievement than the control group.ConclusionsBased on the findings of this study, the following conclusions were drawn:1. Computer-assisted practice significantly improved English grammar and mechanics scores of third grade students in this study, according to the Language Mechanics and Language Expression subtests of the CTBS.2. Computer-assisted practice did not significantly improve English grammar and mechanics of third grade students with regard to gender or ability.3. Computer-assisted practice significantly improved language mechanics scores, but not language expression scores, of third grade students.

The rapid industrialization, population growth, urbanization and economic and social development cause many environmental problems, such as climate change which is the result of the increase in the emission of greenhouse gases (GHGs) especially CO2. Combustion of fossil fuels, particularly from electricity generation, has the major responsibility for CO2 emissions. Decreasing the amount of CO2 emission requires a significant shift from our present energy use pattern toward one of lesser reliance on fossil fuels. Using renewable energy sources is one of the ways to supply some of the electricity demand reducing the associated GHG emissions and thus decreasing the adverse effects of climate change. In this study, generated electricity associated CO2 emissions and the specific CO2 emission factors are calculated based on IPCC methodology for each fuel type and each thermal power plant for Turkey between 2001 and 2008. The electricity demand of Turkey is estimated to increase about 7% annually till to 2019. Based on the planned power plant data obtained from EMRA, it was found that the total electricity supply (planned + existing) will not be sufficient to provide the estimated demand between 2011 and 2019. To overcome supply deficiency problem, four different scenarios are developed and the mitigation potential of CO2 emission from electricity generation based on these scenarios are examined. The results from these scenarios show that there is a significant decrease in the amount of CO2 emission from electricity generation. Renewable Energy Scenario which is the best scenario in terms of mitigation of CO2 emissions, provides to mitigation of 192 millions of CO2 emissions between 2009 and 2019. with respect to BAU scenario

A videotape playback treatment was investigated in the present study with regard to its effects on acceptance of responsibility for conflict in distressed couples. Three major hypotheses were tested. The first hypothesis that subjects given videotape playback of their pretherapy sessions would show a significant increase in self-attribution was supported.The second hypothesis that subjects who received videotape playback of their pretherapy sessions would show a significant increase in the frequency of self-attributional statements was also supported. Results of the present study did not support the final hypothesis that following a significant increase in self-attribution. It was concluded that videotape playback may provide an effective means of facilitating acceptance of responsibility for conflict in distressed couples. The implication for practitioners is that videotape playback could accelerate the marital therapy process through facilitation of the acceptance of responsibility.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012. / University graduates entering the graphic design, advertising and publishing industries do so with the hand and digital illustration knowledge and skills that they acquired during their time of study. As a result of the ever-changing developments in technology, the parameters of hand-generated illustration within the visual communications industry have increasingly progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment between illustration teaching and learning practices in higher education and professional practice in the visual communications industry, with a view to identifying the gaps, and their causes, in the knowledge and skills of graduates entering the workplace. The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in higher education and industry sites. Both the higher education and workplace investigation was guided by the research questions: 1) What comprises an activity system in the training of illustrators in higher education? 2) What comprises an activity system in professional illustrators' practice? and 3) How can the higher education and professional activity systems be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived from interviews conducted in both higher education and workplace sites, including the analysis of samples of illustration at both sites. The research reveals areas where there is both alignment and non-alignment and recommendations are made with a view to ensuring that illustration programmes in higher education are aligned as closely as possible to the needs of the workplace. The contribution made by this research is both theoretical and practical. The theoretical knowledge framework that has been developed outlines academics' and practitioners' of illustration theorising of current trends in both hand and digital illustration curricula in higher education and current trends and needs of digital and hand illustration in the visual communication industry. In broad terms, there is alignment with regard to technical skills and the tools used across both sites, while there is non-alignment with regard to knowledge of and preparation for the workplace and self employment, for example, time management, interpersonal skills and the acceptance of critique. The practical contribution is in the form of recommendations to curricula, which when applied should better prepare graduates with the practical and skills required of illustrators in the unpredictable, demanding world of work, which they encounter on leaving their academic institutions.

M.Ed. (Media Integration) / The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well as educational training, should be presented within this context to ensure that a measure of practical vocational direction is achieved. This is the task of every lecturer at a college of education. The situation analysis, aim and choice of learning content form the leading introduction which culminates in the creation of the learning opportunity. The learning gain is, however, closely linked to the learning experience within the learning opportunity. A learning opportunity in which educational-media are used, can be an effective opportunity if the media are effectively integrated in the teaching situation, so that a two-directional channel of communication is created. The type of learning-experiences acquired by student teachers during learning experiences must therefore be carefully considered, so that the necessity for meaningful media-integration in the teaching and learning situation, and the important functions that this media integration can fulfil, is both witnessed and experienced. This should result in the creation of technological teaching thought processes in the student teacher. The primary school child is still very much bound to concrete ideas and the student teacher needs to be made constantly aware of this. Even the student who functions on an abstract level, has a need of concrete experiences, for example in Pedagogical Studies, to aid and support him during learning occasions. Indirect (concrete) learning experiences are created by the integration of educational media so that a person can also acquire learning experience through symbols, images, et cetera. The creation of learning opportunities is an important aspect of curriculum design. They must, however, be effective learning opportunities that must define the learning gain during evaluation.

M.Ed. (Media Studies) / The task of the school is to use the various school subjects to assist pupils towards maturity. Each subject has a particular role to play in the education occurrence. Physical Education, which is a required subject, has its special role. A number of misconceptions about the educational values of Physical Education need to be cleared up. In addition, the questionnaire which served as a pilot study brought into focus some problems encountered in teaching this subject. In this study, the objectives of Physical Education form the basis of a demonstration of the position occupied by Physical Education in the education occurrence. It is imperative that all these objectives should be realised. There are, however, many teachers of Physical Education who experience difficulty in achieving these objectives on the cognitive, affective, movement, physical and social levels. Video is offered as a means to assist teachers in the attainment of the objectives of Physical Education. Using a detailed plan of a Physical Education lesson, demonstration is given at every phase of the lesson how a video programme can be integrated with the teaching. The unique characteristics of video, which differ from those of any other medium, make it possible for successful integration into every phase of a lesson. Using video, the teacher is placed in a better position to attain the objectives of Physical Education. It is important to realise that video cannot replace all the other educational media used by the Physical Education teacher and that it should not be considered the only solution to problem areas in the teaching of Physical Education.

M.Ed. (Media Science) / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / This study deal s with the effective usage of media in communicative language teaching within the guidelines laid down by the TED, with regard to the aims of the teaching of Afrikaans as a second language. Firstly, the theoretic fundamentals of the communicative approach is discussed, along with the didactic implications thereof. Following this is a discussion of the role of media in the classroom-experience, with particular reference to language teaching. In addition, there is a discussion of opportunities and experiences conducive to the learning experience and the possible utilisation of video recordings and pictures therein. There is finally, a discussion and setting out of lessons with a view to integrating media - particularly video recordings and pictures in the teaching of communicative language.