Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by Kwan S. Kim for the Department of Economics and Econometrics. "November 2004." Includes bibliographical references (leaves 316-322).

Binder's title on spine: Avant-garde, technology and the creation of an American art. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references. / Microfiche. / viii, 281 leaves, bound ill. 29 cm

Thesis (M.A. in Security Studies (Defense Decision-Making and Planning))--Naval Postgraduate School, Dec. 2004. / Thesis Advisor(s): Dorothy Denning, Scott Jasper. Includes bibliographical references (p. 93-96). Also available online.

This study was an investigation to determine the instructional media competencies that inservice teachers of secondary education teaching disciplines recommend for pre-service teachers in their discipline. A literature review focused on four main questions: 1. What historical events mark the development of the field of instructional media? 2. What are some significant classroom media use studies? 3. What are some significant comparative media studies? 4. What are some significant instructional media course content studies? Secondary education teachers of twelve different teaching disciplines were randomly selected from schools in three states, namely Hawaii, Oregon and Utah. Four hundred and sixteen (416) responded to a mail administered questionnaire. A series of one-way analysis of variance with Duncan Multiple Range Tests, t-Tests, cross tabulations and means tables were computed to determine any significant differences in the recommendations of fifty-six (56) instructional media competencies among teachers in secondary education teaching disciplines. The findings of this study can be summarized with the following conclusions: 1. The teaching discipline influences recommendations by inservice teachers of secondary education for instructional media competencies to be included in a pre-service teacher education program. 2. The teaching discipline influences the perceived value of instructional media use in the classroom of inservice teachers of secondary education. 3. The perceived value of instructional media use in the classroom by secondary education teachers influences their recommendations of instructional media competencies to be included in a pre-service teacher education program. 4. Teachers of secondary education teaching disciplines recommend that instructional media competencies be taught as a part of the methods courses within their disciplines as well as being taught in separate instructional media courses. 5. There are two major factors affecting the non-use of instructional media by teachers of secondary education teaching disciplines are that they perceive: 1. "Arranging to use media is too great a hassle." 2. "Media materials in the school are outdated." 6. There are instructional media con1petencies that are common to all secondary education teaching disciplines as well as instructional media competencies that are unique to each of twelve secondary education teaching disciplines. / Graduation date: 1991

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Since the late 19th century, scientists and clinicians have generated an astonishing array of meters, scales, experimental designs, and questionnaires to quantify pain with more precision, accuracy, and objectivity. In this thesis, I follow the development and implementation of pain-measuring technologies in the United States until the mid-1970s. Focussing on how these technologies work, I analyse the relationship between practices of objectification; the social, material and technical resources on which these practices depend; and changing conceptions of pain, subjectivity and objectivity. / Surprisingly, as efforts to objectify pain were intensified, pain was increasingly conceptualised as a subjective experience, that is, as a phenomenon inextricably tied to the unique emotional, psychological, and social condition of the experiencing self. I argue that this transformation was not solely due to the development of new theoretical models of pain, but also, importantly, enabled by the implementation of new technologies that could measure pain as an individual and psychological phenomenon. I also argue that the successful implementation of these technologies depended on the availability of specific social, material, and technical resources, and examine the social settings in which these resources were made available. / The main motivation for the direct investment of new resources towards pain-measuring technologies was a desire to make analgesic drug testing more objective. Beginning in the late 1930s, professional, industrial and public health interests in drug addiction, opiate pharmacology, new drug development and therapeutic testing converged on the goal of better pain-measurement. By the 1950s, the organisation and funding of analgesic testing made it possible to implement and validate the analgesic clinical trial, a technology that determined analgesic efficacy by measuring collective pain and its relief. The validity of the clinical was based on procedural and statistical control of data collection and analysis, rather than on the standardisation of individual experiences and evaluations of pain. It became possible to think of pain relief as an inevitably idiosyncratic experience, open to multiple sources of psychological variation, and yet still measure it consistently and objectively on a collective level. / Keywords. pain; measurement; objectivity; subjectivity, clinical trials; analgesics: psychophysics; psychosomatics; history of medicine; history of science.

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