The integrated method proposed and worked out consisted of integration of vocal and voice-speech teaching techniques as well as integration of the empirical and mechanical methods of teaching. Balance and co-ordination between external and intra-pharyngeal articulation were considered as a framework for integration of various methods of teaching. Magnetic resonance imaging (MRI), along with spectral analysis, was used to demonstrate the work of intrapharyngeal muscles while singing and to assess the quality of vocalization. 54 MRI expositions were generated for the set of vowels, pitches and modes, of which over 400 MRI images were synthesized and measured. When switching from amateur to professional way of singing, radical transformations of size, shape and to some extent, changes in the surface properties (density, porosity) of muscular tissue of intra-pharyngeal cavities were observed. New acquired MR images clearly showed that the axial section of the back cavity appears indeed much larger in the professional mode than in the amateur mode. Statistical analysis showed that this difference is statistically significant. It is shown that the work on muscles development and use of mental images/imagination must progress in close collaboration. The strategy for the gradual mastering technique of the opening of the vocal tract was suggested, and developed. A new approach was developed to be applied for students to get stable repeatability when they work with mental images. Obtained MR images were used as a part of visualization method during experimental work with students. MR images helped students to create proper mental images. The theory of tangible images was suggested and then successfully applied in the form of experimental work with students. Experimental work with students of the ethnic group Maori was conducted. This experimental work with Maori students demonstrated that the integrated method of teaching helped to overcome some physiological and psychological specific problems which require special techniques of training. Case studies were carried out to assess individual and students' group perceptions, along with interview techniques and a survey questionnaire. The results of the survey are presented graphically, and statistical processing of the data was performed. The results of the survey are interpreted and discussed.

Inherent to post‐apartheid educational transformation was the design and subsequent implementation of a new national school curriculum. The current curriculum‐in‐use, namely the National Curriculum Statement (NCS) comprises eight compulsory learning areas. One of these learning areas, Arts and Culture, aims to equip learners with skills and knowledge with regard to four distinct arts disciplines, namely music, dance, drama and visual art. In the General Education and Training Band (GET) phase, general classroom teachers are expected to implement this highly specialised learning area. This research aimed to determine how teachers employed at Nelson Mandela Bay primary schools were disadvantaged during the apartheid era, experience the implementation of arts education. Focus group interviews were conducted at schools situated in the low socio‐economic areas. The results revealed that, despite their profound awareness of the unique advantages of arts education for the learners, several impediments hampered the successful attainment of its value. The obstacles highlighted by the teachers were the curriculum itself, teaching and learning environments that are not conducive for arts education, and unsatisfactory involvement of the Department of Education.

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR of EDUCATION in the department of Educational Psychology in the FACULTY OF EDUCATION at the UNlVERSITY OF ZULULAND, 1998. / This study involves an investigation of governing bodies' perspectives on a culture of teaching and learning. An attempt was made to determine if governing bodies are adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. The literature study discloses that education in South Africa is going through a crisis. It is common knowledge that the culture of teaching and learning has almost disappeared in its entirety in many schools. Schools are characterised by an anti-academic attitude by teachers as well as pupils. Many parents seem to be helpless when confronted with problems related to their children's schooling. Their only hope rests in governing bodies' and principals' initiatives to re-establish a culture of teaching and learning. Governing bodies and principals therefore have a vital role to play in creating a culture of teaching and learning. In the interest of the education of children, they need to work in concert with each other. Their working together is a collaborative act, marked by cooperation and support for each other. The investigation proved that governing bodies have not been adequately trained to deal with problems associated with the culture of teaching and learning. Despite the South African Schools Act, 1996 (Act No.84 of 1996) ushering in a new era of parental involvement in school governance, parents were not systematically empowered to deal with their new responsibilities. The failure of the Department of Education to embark on a meaningful capacity-building programme for school governors has inhibited governing bodies' contribution towards education. For the purpose of the empirical investigation a self-structured questionnaire for parent governors was utilised. The questionnaires that were completed by parent governors were analysed and thereafter the data that was obtained was processed and analysed. This study has confirmed that governing bodies were not adequately trained to play a meaningful role in the re-establishment of a culture of teaching and learning at schools. In addition to the empirical survey, personal interviews with members of governing bodies were conducted. In conclusion a summary was presented and based on the findings of this study, the following are some of the recommendations that were made: * All governing bodies should develop and enforce a code of conduct which will provide a set of guidelines to regulate the behaviour of pupils so that a disciplined and purposeful environment is established at schools to facilitate effective teaching and learning. * All teachers should be governed by a code of conduct that will prohibit unprofessional behaviour. * Governing bodies should offer incentives to principals and teachers who introduce innovative ideas and methods to promote the culture of teaching and learning. * Through structured education programmes governing bodies must prepare parents to assume responsibility for the education of their children.

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Orientador: Silvia Regina Quijadas Aro Zuliani / Banca: Marlene Corrêa da Silva Freitas / Banca: Luiz Henrique Ferreira / Banca: Heloisa Maria Bertol Domingues / Banca: Vitor Machado / Resumo: Esta pesquisa abarca reflexões fundamentadas nos estudos pós-coloniais de Fanon (1963), Said (1978) e Bhabha (1998) que ajudam a pensar sobre o modelo de ensino de ciências/química que vem se estabelecendo nas escolas indígenas Ticuna, levantando tais questionamentos: Qual é o modelo atual de ensino de química estabelecido nas escolas indígenas? Quê modelo de ensino os indígenas desejam? Quais são as mudanças necessárias? A pesquisa foi realizada durante seis (6) meses em quatro comunidades indígenas Ticuna do Brasil na região do Alto Solimões-AM por meio de um estudo etnográfico fundamentado nos estudos de Bourdieu (1987, 20012) e Malinowski (1977), onde se buscou objetivar os agentes sociais e o próprio pesquisador para a compreensão do pensamento indígena sobre educação e vivenciar a realidade indígena para conhecer sobre os seus conhecimentos tradicionais. Obviamente que para obter as informações em campo, recorreu-se aos instrumentos analíticos, como: diário de campo, observação direta e indireta, entrevistas e registros fotográficos. As relações estabelecidas in situ foram compreendidas através das observações diretas, registros de conversas informais e entrevistas gravadas feitas com as lideranças comunitárias, moradores, professores indígenas e gestores escolares (24 participantes no total). Assim as categorias discutidas nesta tese não foram definidas a priori, mas apareceram à medida que a pesquisa etnográfica acontecia, ou seja, conforme o discurso revelado pelos "... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research encompasses reflections based on Fanon's (1963), Said (1978) and Bhabha (1998) postcolonial studies that help to think about the model of science/chemistry teaching that has been established in Ticuna indigenous schools, raising such questions : What is the current model of teaching chemistry established in indigenous schools? What model of education do the Indians wish? What are the necessary changes? The research was carried out for six (6) months in four Ticuna indigenous communities of Brazil in the region of Alto Solimões-AM through an ethnographic study based on Bourdieu (1987, 20012) and Malinowski (1977), where social agents and the researcher himself to understand indigenous thinking about education and experience the indigenous reality to know about their traditional knowledge. Obviously, to obtain the information in the field, we used analytical instruments such as: field note, direct and indirect observation, interviews and photographic records. The relationships established in situ were understood through direct observations, records of informal conversations, and recorded interviews with community leaders, residents, indigenous teachers, and school administrators (24 total participants). Thus the categories discussed in this thesis were not defined a priori, but they appeared according with the events of ethnographic research, that is, according to the discourse revealed by the "social agents". Evidently, in order to understand the discourse of the... (Complete abstract click electronic access below) / Doutor

Tsang, Chung-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Filmography: p. 182-183. / Includes bibliographical references (leaves 184-189). / Abstracts in English and Chinese ; appendix also in Chinese. / ABSTRACT --- p.2 / 論文摘要 --- p.3 / ACKNOWLEDGEMENTS --- p.4 / CONTENTS --- p.6 / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- Empirical Puzzles and Theoretical Concerns --- p.10 / Chapter 1.2 --- Overview of The Thesis --- p.17 / Chapter 1.3 --- Literature Review --- p.17 / Chapter 1.3.1 --- Understanding the Image Construction of the Minorities through Films / Chapter 1.3.2 --- How the Images of the Blacks Get Represented - Blacks' Imagesin Films / Chapter 1.3.3 --- How Women Get Represented under the Male Gaze 一 Gender Representations in Films / Chapter 1.3.4 --- Childhood ´ؤ A Socially Constructed Concept / Chapter 1.3.5 --- How the Child Images are Constructed? - Literature Related to the Construction of Child Images / Chapter 1.4 --- Theoretical Framework - Foucauldian Concepts in Understanding Child Images --- p.33 / Chapter 1.4.1 --- Double Marginalization - Children as Victims / Chapter 1.4.2 --- Disciplinary Power over Children - Children as Moral Agents / Chapter 1.4.3 --- The Multiple Network of Power - Children as Anonymous Objects / Chapter 1.4.4 --- Care of the Children - Children as Protagonists / Chapter CHAPTER 2 --- Methodological Design and An Overview of the Hong Kong Film Industry / Chapter 2.1 --- Casing the Films ´ؤ Introduction to Methodological Design --- p.44 / Chapter 2.1.1 --- Content Analysis / Chapter 2.1.2 --- Ideological Approach / Chapter 2.2 --- The Development of the Hong Kong Film Industry and Its Relatedness with the Changes of the Child Images --- p.51 / Chapter 2.2.1 --- Formative and Developing 50s Film Industry - Time for Exploration / Chapter 2.2.2 --- The Golden Year of the 60s Film Industry - Time for Early Harvest / Chapter 2.2.3 --- Discontinuity of the Prosperity of the Film Industry in the 70s - Time for Reconstruction / Chapter 2.2.4 --- Golden Years in Both 80s to 90s - Time For Innovation and Globalization / Chapter CHAPTER 3 --- Double Marginalization - Children as Victims / Chapter 3.1 --- Subordinating to the Adults ´ؤ Child Images as Sufferers in the Social Margin --- p.59 / Chapter 3.1.1 --- Great Devotion (1961) - Children in Extreme Poverty / Chapter 3.1.2 --- Father is Back (1962) -Two Siblings Struggled for Survival without Parental Care / Chapter 3.1.3 --- A Lily in the Storm (1962) ´ؤ A Boy Who was Mistreated by His Stepmother / Chapter 3.2 --- Acceptance for Children as a Separate Entity? ´ؤ An analysis of the Child Images in the Subordinating Context in Films --- p.66 / Chapter 3.3 --- Absence of Child Images in the 70s - A Turn of the Child Images --- p.74 / Chapter 3.4 --- Concluding Remarks --- p.78 / Chapter CHAPTER 4 --- Disciplinary Power over Children - Children as Moral Agents / Chapter 4.1 --- Sacrifice and Respect - The Typical Child Images in the1960s Melodramas --- p.81 / Chapter 4.1.1 --- Filial Piety (1960) - Children Sacrificing Themselves for the Family / Chapter 4.1.2 --- Filial Piety that Moves Heaven (1960) 一 Children Saved Their Parents through Adventurous Experience / Chapter 4.1.3 --- The Seven Kids (1961) - Appropriate Training for the Children to Become Independent / Chapter 4.1.4 --- Little Artists (1962) - Showing Respect and Gratitude to the Teacher / Chapter 4.2 --- Child Images as Moral Agents under the Influence of the Disciplinary Power --- p.87 / Chapter 4.3 --- "The Recurrence in the 1980s and Unapparent ""Moral Occult"" in the 90´ةs" --- p.94 / Chapter 4.3.1 --- Daughter and Father (1981) - Repaying the Indebtedness to the Adoptive Father / Chapter 4.4 --- Social Context for the Rise of the Child Image as Moral Agents --- p.98 / Chapter CHAPTER 5 --- Victimization and Objectification - Children as Anonymous Objects / Chapter 5.1 --- "Defining Objectification - Children were Objects Portrayed as ""Something""" --- p.101 / Chapter 5.1.1 --- Goodbye Mammie (1986) - How Orphans Led Their Life in the Orphanage / Chapter 5.1.2 --- All about Ah Long (1989) - An Dilemma for Children who were Placed between Parents / Chapter 5.1.3 --- The Story of my Son (1990) 一 To Show the Extreme Suffering of the Children / Chapter 5.1.4 --- The Son on the Run (1991) - A Child was Born without Father or Mother / Chapter 5.2 --- Objectification of Child Images 一 Hidden Power over the Fate of Children --- p.114 / Chapter 5.3 --- Concluding Remarks --- p.122 / Chapter CHAPTER 6 --- Weapons of the Weak - Children as Protagonists / Chapter 6.1 --- Introduction to the Films Selected --- p.124 / Chapter 6.1.1 --- Siu Chong Yuen (1961 - The Child who Judged the Critical Moment / Chapter 6.1.2 --- "Little Detective (1963) - Adult Mind, Child Body" / Chapter 6.1.3 --- "Daddy, Father, Papa (1991) - The Hong Kong Version of Home Alone" / Chapter 6.2 --- How Children Empower Themselves? --- p.135 / Chapter 6.2.1 --- Sporadic Show Time for Children / Chapter 6.3 --- "Room for Having Dialogue, Resistance and Subversion ´ؤ How Children were Portrayed as Protagonists" --- p.140 / Chapter 6.3.1 --- A Protagonist - Direct Dialogue and Resistance to Redefine the Boundary / Chapter 6.4 --- Concluding Remarks - Complex Relational Network of Power --- p.144 / Chapter CHAPTER 7 --- Conclusion / Chapter 7.1 --- Four Categories - How Children were Getting Represented in the Hong Kong Films --- p.147 / Chapter 7.1.1 --- Children as Victims / Chapter 7.1.2 --- Children as Moral Agents / Chapter 7.1.3 --- Children as Anonymous Objects / Chapter 7.1.4 --- Children as Protagonists / Chapter 7.2 --- What is More? --- p.151 / Chapter 7.2.1 --- A Possible Supplement for the Foucauldian Framework / Chapter 7.2.2 --- Theorizing the Construction of Child Images ´ؤ A Reconsideration of the Hong Kong Cultural Studies for Adding in the Age Dimension / Chapter 7.2.3 --- A Call for Reconsideration - The Predicament of the Current Hong Kong Cultural Studies / Chapter 7.2.4 --- The Need for Inserting the Age Dimension in Cultural Studies / APPENDICE --- p.162 / FILMOGRAPHY --- p.181 / REFERENCES --- p.183

In a society consumed by ever-increasing media and technology, it is more important now than ever that public schools provide their students with the skills and tools necessary to analyze, interpret, deconstruct, and construct popular media images and messages. Consequently, it is the role of educators to engage with popular media in the classroom, not simply for the sake of student motivation, but for the purpose of supporting students in meaningful literacy practices. This study analyzes classroom dialogue and students’ written responses throughout a semester-long English elective course entitled, “Hip Hop Literature and Culture,” in a public high school in New York. This course was designed as a means to engage students in critical media literacy (CML) practices. Through this qualitative case study, the researcher sought to better understand how students are understanding and responding to the popular media that surrounds them, and how academic engagement with such media within a class context impacts their understandings of self, youth culture, popular culture and the social structures that ultimately impact their lives.

This study identified the skills necessary to successfully complete the beauty culture program of Alberta. The (Alberta) beauty culture teachers (N =40) were surveyed, with their responses being used to assess the perceived skills. The instument, a 41 item survey, was established through the use of a Delphi panel to establish content validity. The reliability was calculated by using the Hoyt-Stunkard analysis of variance technique. The instrument's reliability showed a +0.95 level of internal consistency. The means for the items ranged from a high of 5.85 (an affective skill) to a low of 4.12 (a cognitive skill). All items indicated a need to retain the existing beauty culture competencies. The items were divided into three taxonomies; namely, cognitive, affective, and psychomotor. This was done to inform the respondent of the nature of the tasks. All three of the affective skills ranked in the highest frequency group, with two of the items being placed in the first and second spot. R-mode factor analysis was used to group the items into clusters according to the respondents' ratings on the six-point scale. With the initial loading set at 0.50, only one task was found to be spurious. Seventeen clusters (factors) were produced and were spread across affective, cognitive, and psychomotor skill areas. Skills involving manipulative procedures varied in importance levels. Technologically advanced methods of achieving cosmetology outcomes were not considered as important as the learning of basic tasks. This indicated a need to teach only the basics in preparation for completion of the beauty culture program in Alberta. / Graduation date: 1993

Vocal Health and Repertoire for the Dramatic Mezzo-Soprano: A Suggested Course of Study brings together the fields of vocal pedagogy and performance. This curriculum guide focuses on repertoire for the Dramatic Mezzo-Soprano, ages 18-30. The guide includes selections from the genres of art song (beginning, intermediate, and advanced levels), opera and oratorio arias, concert works, and song cycles. Selected art songs and arias are presented from a vocal health perspective, using McKinney’s eight principles of Good Vocal Sound. In addition, the Comprehensive Musicianship through Performance model is integrated via the identification of a focus skill for each song or aria. This suggested course of study emphasizes proper vocal technique and offers suggestions when studying and singing the larger works of the Dramatic Mezzo-Soprano repertoire. These suggestions include recommendations gleaned from interviews with well-known mezzo-sopranos Mignon Dunn and Dolora Zajick concerning their opinions regarding repertoire, vocal health, and appropriate song and aria assignments for the Dramatic Mezzo-Soprano. The guide also includes insights into training methods for today’s young dramatic voices based on observations of The Institute for Young Dramatic Voices. Key outcomes and implications are that Dramatic Mezzo-Sopranos must take the time to develop their voices before singing the more advanced arias of the standard repertoire, such as those by Verdi and Wagner, and this can be done through the study of art song. Further, Dramatic Mezzo-Sopranos must be strong technically in their approach to singing to help ensure vocal health and to avoid excessive strain on the vocal folds at all times. Dramatic Mezzo-Sopranos must also have strong skills in musicianship and performance in order to meet the demands of the repertoire for this voice type. The information presented in this curriculum guide will assist both voice teachers and performers in the teaching and singing of repertoire for the Dramatic Mezzo-Soprano. / Review of literature -- Design and method -- Mignon Dunn, Dolora Zajick and the Institute for Young Dramatic Voices -- Curriculum guide -- Summary and recommendations. / School of Music

Eight home economics teachers and I took up the invitation of Coulter (1993) to explore the work of Mikhail Bakhtin as a way of making us more "wide awake" (Greene, 1978) and "answerable" (Clark & Holquist, 1984) for our teaching and researching practices. The study involved learning from our own experiences inquiring into global home economics education. We met as a group once a month, and I met periodically with each teacher, for one semester. Using action research, conceptualized as grounded ethical practice, the research methods were primarily dialogues as conversational inquiry, whereby greater emphasis was given to listening and hearing than ocularcentric methods of gathering data. The three research questions that guided the study related to learning from experience in: the substantive area, in this case developing curriculum for a global perspective in home economics; the action research process, in this case as a process to effect a specific educational change; and the self or personal growth, in this case primarily professional development (Reinharz, 1992). This research report includes narrative and reflective accounts from three forms of action research within the study: teachers cooperating with an outside researcher where the researcher defines the topic and purpose of the research; teachers collaborating with a researcher where the research is seen as mutually beneficial and the topics and purposes are jointly defined; and teachers defining and conducting their own research independently or in collaboration with one another. It captures the diversity and complexity of the teachers' and the researcher's experiences and explores some of the struggles, the tensions, and the inner turmoil associated with action research for educational change. As a result of this research, we have become more consciously intentional in our practices and more thoughtful and reflective of their consequences. The phrase theorizing practice/practicing theorizing captures this notion as the teachers and I turned/retumed to the ethical questions that hold us in education.