Thesis (M.A.)--Youngstown State University, 1997. / Includes bibliographical references (leaf 62).

Zugl.: Lüneburg, Fachhochsch., Hausarbeit, 2002/2003.

Thesis (M.A.)--University of Wisconsin--Madison, 1937. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves i-vi).

Zugl.: Hamburg, Helmut-Schmidt-Univ., Diplomarbeit, 2005

M.Ed. (Tertiary Didactics) / During an exploration of the available local literature concerning the use of humour in teaching, a need developed to synthesize literature to determine whether the use of humour is a desirable teaching skill. The main goal of this study was to analyze and identify the term humour as presumable evident and desirable in the tertiary didactic situation, more specifically in a university context. To obtain this goal descriptive and action research were conducted. In this study attention was paid to various desirable characteristics of a lecturer which would earmark him as effective and "good". These characteristics include both personal and practical teaching qualities. Any teaching style would yield positive results if a lecturer possesses the following skills: enthusiasm, humour, approachability to students, a positive self-image and psychological dynamics.

Humor can serve as a tool that helps people understand and discuss serious issues. Approaching a dramatic topic with a humorous tone can make an issue easier to process by helping it to be more accessible. One of the primary purposes of poetry is to connect people with their emotions, and one way to achieve this is to help readers comprehend snapshots of life that echo their own experiences. The poems in this thesis strive to address serious and taboo topics through humorous and casual language. By combining a light-hearted tone with dark or unusual situations, these poems illuminate and overcome the taboo attached to subjects such as familial relationships, alcoholism, and death. My critical introduction will examine the importance of humor as a means of addressing experiences that might be seen as excessively dark or distressing by using the works of Billy Collins and Tom Hunley.

Thesis (Ph.D.)--Brite Divinity School, Texas Christian University, 2009. / Title from dissertation title page (viewed May 5, 2009). Includes abstract. "Dissertation presented to the Faculty of the Brite Divinity School in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Biblical Interpretation." Includes bibliographical references.

Doctor of Philosophy / Department of Psychological Sciences / Donald A. Saucier / The current studies examine two types of rape humor to determine whether there are differences in individuals’ evaluations and understanding of each. Reinforcing rape humor is that which contributes to the normalization of rape, while subversive humor challenges it. Across two studies, I compared these types of humor to determine if individuals’ evaluations (i.e., as funny, offensive, etc.) and understanding differed between types (and compared to neutral humor), as well as how individual difference variables may moderate those effects. Results suggest that while there is variation in individuals’ understanding of subversive humor depending on the way in which they are asked to express their understanding, subversive humor evokes more positive evaluations than reinforcing rape humor, as expected. Additionally, reinforcing rape humor also evoked variation in understanding, which was related to participants’ evaluations of the humor, and selected individual differences. Examining these research questions provides insight into an issue that has become increasingly important in the United States, and may also inform us about the potential role of humor in contributing to the national discussion on this issue. Thus, although some have suggested that rape humor is never appropriate, these studies suggest that there is potential for humor to be an effective tool in working toward diminishing rape culture.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, N.C., 2003. / Abstract and vita. Includes bibliographical references (leaves 216-220).

No description available.