Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xi, 193 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 135-151).

No description available.

In the Western tradition and beyond, there is a long history of art that has sought to describe and present Jesus of Nazareth from a historical and documentary perspective. The challenge I endeavor is to express the coexistence of the seen and unseen world in the present.As a Christian and an artist this project is an effort to see a marriage between my creative process and my spiritual ethos. My hope in this project is to engage a diverse audience and challenge its perspectives on the merging of faith and art. / Department of Art

Thesis (Ed.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 286-309) and index.

No description available.

by Ngai Yau Ki. / Appendices in Chinese or English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 79-82). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.x / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Background --- p.1 / Purpose of the Study --- p.3 / Statement of the Problem --- p.6 / Significance of the Study --- p.6 / Chapter CHAPTER 2： --- REVIEW OF LITERATURE --- p.8 / Bloom's Learning Theory --- p.8 / Cognitive Entry Behaviour --- p.10 / Affective Entry Behaviour --- p.11 / Quality of Instruction --- p.18 / Application of Microcomputer in Education --- p.18 / Computer-Assisted Instruction --- p.19 / Interactive Video --- p.21 / Feedback --- p.24 / Interactive Videodisc --- p.25 / Interactive Videotape --- p.26 / Hardware of Interactive Videotape --- p.28 / Authoring Language of Interactive Videotape --- p.29 / Interaction Between Cognitive Entry Behaviour and Aptitude-Treatment Interaction --- p.29 / Aptitude-Treatment Interaction --- p.29 / Learner Control and Prior Knowledge --- p.32 / Instructional Design --- p.34 / Macro Variables in Instructional Design --- p.37 / Delivery Media and Learner --- p.38 / Chapter CHAPTER 3： --- METHODOLOGY --- p.41 / Sample of Subjects --- p.41 / Research Design --- p.45 / Procedure --- p.46 / Materials --- p.48 / Variables --- p.49 / Hardware Configuration --- p.51 / Authoring Language and Courseware Design --- p.51 / Null Hypotheses --- p.52 / Data Analysis --- p.52 / Chapter CHAPTER 4： --- RESULTS --- p.54 / Treatment Sessions --- p.54 / Reliability of the Instruments --- p.55 / Attitude --- p.55 / Perceived Self-Efficacy --- p.56 / Perceived Demand Characteristic --- p.57 / Learning Achievement --- p.60 / Immediate Posttest --- p.60 / Retention Posttest --- p.62 / Attitude --- p.64 / Regression --- p.66 / Chapter CHAPTER 5： --- "SUMMARY, DISCUSSION AND RECOMMENDATION" --- p.68 / Summary --- p.68 / Discussion --- p.70 / Development of Low Cost Interactive Videotape System --- p.70 / First and Second Null Hypotheses --- p.71 / Third Null Hypothesis --- p.73 / Bloom's Learning Theory --- p.74 / Limitations --- p.75 / Recommendations --- p.77 / REFERENCES --- p.79 / APPENDICES --- p.83 / Chapter Appendix A: --- Posttest --- p.83 / Chapter Appendix B: --- Remote Control of Domestic Electrical Appliance By Infrared Signal Emitted From Microcomputer --- p.85 / Chapter Appendix C: --- (I) Programme Structure and (II) Programme Listing --- p.87 / Chapter Appendix D: --- Programme Structure of Remediation Strategy --- p.99 / Chapter Appendix E: --- Questionnaire --- p.100 / Chapter Appendix F: --- Attitude Questionnaire --- p.105

by Mary Y.Y. Leung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 64-66). / Abstract --- p.i / Acknowledgments --- p.iii / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Video-On-Demand Environment --- p.1 / Chapter 1.2 --- Problem Definition --- p.3 / Chapter 2 --- Related Work --- p.7 / Chapter 2.1 --- Data Sharing Techniques --- p.7 / Chapter 2.1.1 --- Batching --- p.7 / Chapter 2.1.2 --- Buffering --- p.9 / Chapter 2.1.3 --- Static Partitioning --- p.10 / Chapter 2.1.4 --- Adaptive Piggybacking --- p.10 / Chapter 2.2 --- Providing VCR Functionalities --- p.12 / Chapter 3 --- System Model --- p.15 / Chapter 3.1 --- Operations involved in VCR Control --- p.15 / Chapter 3.2 --- Normal Playback Model --- p.17 / Chapter 3.3 --- VCR Model --- p.18 / Chapter 4 --- Resource Allocation for Normal Playback --- p.21 / Chapter 4.1 --- Mathematical Model --- p.22 / Chapter 4.1.1 --- Hits occurring within the same partition (hit w) --- p.24 / Chapter 4.1.2 --- Jump to other partitions (hito) --- p.27 / Chapter 4.1.3 --- Fast-forwarding to the end of a movie --- p.30 / Chapter 4.1.4 --- The expected hit probability P(hit) --- p.31 / Chapter 4.2 --- Model Verification --- p.32 / Chapter 5 --- Resource Allocation for VCR mode --- p.35 / Chapter 5.1 --- Scheme 1: No merging --- p.36 / Chapter 5.2 --- Scheme 2: Merging by adaptive piggybacking and buffering --- p.36 / Chapter 5.2.1 --- Resuming within the threshold (Δ ≤ k) --- p.38 / Chapter 5.2.2 --- Resuming beyond the threshold (Δ > k) --- p.39 / Chapter 5.3 --- Verification --- p.42 / Chapter 6 --- Applications to System sizing --- p.45 / Chapter 6.1 --- Cost of Resources for Normal Playback --- p.46 / Chapter 6.2 --- Cost of Resources for VCR functions --- p.48 / Chapter 6.3 --- Overall system cost --- p.49 / Chapter 6.4 --- Comparison --- p.50 / Chapter 6.4.1 --- Scheme 1 vs. Scheme 2 --- p.51 / Chapter 6.4.2 --- Scheme 2 vs. pure I/O & pure buffer --- p.54 / Chapter 6.4.3 --- Different values of k --- p.58 / Chapter 6.4.4 --- Different values of ψ --- p.60 / Chapter 7 --- Conclusions --- p.62 / Bibliography --- p.64 / Chapter A --- Appendix --- p.67 / Chapter A.l --- Rewind --- p.67 / Chapter A.1.1 --- Hits occurring within the same partition (hit w) --- p.67 / Chapter A.1.2 --- Jump to other partitions (hit0) --- p.68 / Chapter A.2 --- Pause --- p.70

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.

The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to both groups. Analysis of the posttest scores indicated that there was no difference in learning if motion in the presentation was the only variable.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 155-162). Also available on the World Wide Web.