How the Imagery Instructional Teaching Ttrategy Affects the Dancing Learning Process of Taiwanese Junior High School Students Abstract The purpose of this empirical study is to investigate how the imagery instructional teaching strategy affects the result of dancing learning process of Taiwanese junior high school students. This empirical research was based on 50 first year junior high school students in Taiwan. They were divided into two groups which were an empirical group and a contrast group, and there were 25 students in each of the groups. The empirical group consisted of 14 male students and 11 female students. In the contrast group, there were 13 male students and 12 female students. The empirical group students were taught by the imagery instructional teaching strategy, and the contrast group maintained the same instruction as they normally received. This empirical teaching and study lasted for 7 weeks. The result of this study was analysis by the ANCOVA method and qualitative research. There were several results found by this study as follows: 1. According to the analysis of the ANCOVA method, it is indicated that the more frequent practicing of imagery instructional learning actually helps learners to practice and learn dancing movements, and the learners achieve significant improvement by this method of instructional learning. 2. The empirical group who received the imagery instructional learning got comparably better results then the contrast group students who maintained the same instruction as usual. 3. In the performance of movement category, the third category which is movement of lower limbs and knees got the highest score and the sixth category which relates to stomach muscles got the lowest score. 4. Different frequencies of the imagery instructional practice led to different results. 5. The learner dancer who is able to link imagery and motion effectively gained the better learning result. Furthermore, the finding of this empirical research suggests two points as a reference for further practical teaching. Firstly, the suggestion for further research is that there should be a focus on the investigation between the creativity of the imagery instructional teaching and learners¡¦ practice, which would be useful for further researchers. Secondly, the suggestion for practical teaching is adding the sense of motion by imagery instruction to physical movement for dancers¡¦ practicing and learning. It can be taught by the use of pictures or signs to indicate the movement to the dancers, and reinforces a better dancing performance for the learner by linking between message receiving and expression.

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This thesis aims to investigate varieties of committed female virginity, beginning with the suggestion that virginity may be a gendered identity distinct from womanhood. It argues that virginity, as a means by which medieval women can access holiness and evade some aspects of their subordination, has often been neglected by critics in favour of forms of gendered piety which exploit the particular qualities of the medieval female body. Both medieval theology and post-modern gender theory support the claim that the virginal body may be produced in the process of performing a virginal identity. The thesis goes on to investigate three distinct techniques for the production of virginity. The legends of virgin martyrs imagine a virginity which is produced in the endurance of public torture; the torture scenes, often read as pornographic, instead highlight the contested status of the virgin body. Virginity is contained and feminised in the lives of nuns, produced communally with reference to such symbolic practices as veiling and enclosure; such production is vulnerable to the imperfect performances of individual nuns, who are thus produced as figures not perfect, but chaotic. Margery Kempe, when read in the context of virginity theory, can claim at least to be like a virgin; ifvirginity is performative, she may indeed be its paradigm. Finally, virginity is the very opposite of stable and natural; it is active, contested, vulnerable but also recoupable.

Motor imagery requires individuals to form an internal representation of a specific action within working memory without any overt output. Motor imagery has proven effective in improving motor performance of specific skills. This study explored whether different motor imagery strategies influence corticospinal excitability in young (20-35 years) and older subjects (over 55 years). In addition, the effectiveness of these strategies in targeting modulations in motor cortical output and whether the hand “performing” the task was important were also examined. Motor imagery ability was measured using the Kinesthetic and Visual Imagery Questionnaire (KVIQ) and mental chronometry. Working memory including visuospatial, verbal and kinesthetic domains was measured by immediate serial recall. To determine the effect of imagery on corticospinal excitability transcranial magnetic stimulation (TMS) was applied over the contralateral motor cortex as subjects imagined abducting their index finger. Motor evoked potentials (MEPs) were recorded from first dorsal interosseous (FDI), abductor pollicis brevis and abductor digiti minimi muscles (ADM). As subjects performed motor imagery, they were guided by visual, auditory or a combination of visual and auditory cues. Strategies were introduced in randomized sequence interspersed with a rest and a muscle activation condition. Motor imagery ability and verbal working memory were comparable between young and older subjects (p > 0.05). In both groups, MEP amplitudes in the FDI muscle were significantly increased during motor imagery compared to rest regardless of the strategy used (p < 0.001). Visual cueing was the most effective at isolating facilitation to the target muscle (FDI), whereas with the auditory and combined strategies both FDI and ADM muscles generated MEPs that were comparable in amplitude (p > 0.05). TMS induced MEPs were greater in amplitude when the left hemisphere was stimulated during motor imagery of the right finger while being guided by either auditory or visual cueing. In combination, these findings suggest that motor imagery increases corticospinal excitability and the strategy used may serve to target the facilitation. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2008-08-26 15:58:21.277

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Typescript. / Thesis (Ph. D.)--University of Hawaii, 1971. / Bibliography: leaves [139]-144. / x, 144 l illus., tables

Typescript (photocopy) / 253 leaves : ill., (1 col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1981

Thesis (Ph.D.)-- University of Adelaide, Dept. of Psychology, 1981. / Typescript (photocopy).

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 67-70).

Thesis (Ed.D.)--Boston University.