Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Charles Imwold, Florida State University, College of Education, Dept. of Sport Management, Recreation Management, and Physical Education. Title and description from dissertation home page (viewed June 14, 2006). Document formatted into pages; contains x, 128 pages. Includes bibliographical references.

Thesis (Ph. D.)--Louisiana State University and Agricultural and Mechanical College, 2004. / Includes bibliographical references.

Thesis (M.S.)--Kutztown University of Pennsylvania, 1985. / Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on June 27, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 77-80)

The purpose of the study was to develop and evaluate a series of video-tape lessons to supplement the traditional lecture-discussion method of teaching a college course in advanced music theory. The specific problems investigated were: 1) to evaluate the effect of video-tape material on achievement in an advanced music theory course. 2) To assess the effect of the video-tape materials on the achievement in harmony, keyboard, sight singing, and ear training for students who had differential learning ability levels. 3) To assess the attitudes toward music theory and the use of the supplemental lessons. 4) To assess attitudes toward music theory and the use of the supplemental lessons and achievement for all students involved in the study. Analysis of co-variance, simple analysis of variance, t tests, and Pearson correlations produced statistical results that led to the following conclusions: 1) Students who used the video-tape supplemental lessons did not score higher on achievement tests in harmony, keyboard, sight singing, and ear training than the students who did not use those lessons. 2) Students who used the video-tape lessons had greater variance among the ability levels on the achievement tests; and for those using the lessons, students in the low beginning-ability level did not achieve at a corresponding rate with the students in the high and middle levels. 3) Attitudes toward music theory and the use of supplemental materials were less positive for the students who used the video-tape lessons. 4) Among all participants of the evaluation, a significant relationship was found between attitudes toward music theory and the use of supplemental materials and achievement in music theory.

Made available in DSpace on 2015-08-20T17:09:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-02-24. Added 1 bitstream(s) on 2015-08-20T17:26:27Z : No. of bitstreams: 1 000840323.pdf: 2854136 bytes, checksum: cceaa9d2e21385be08f043609e4f1777 (MD5) / Devido ao fluxo informacional intenso, somado às tendências tecnológicas, de controle, armazenamento e distribuição, a gestão da informação é considerada como fator primordial possibilitando dinamismo e competências para gerir e direcionar essa matéria prima que é a informação. Nesse cenário, encontra-se a mídia televisiva que utiliza, principalmente, a imagem como informação, enquanto linguagem determinante para o setor audiovisual. No telejornalismo a imagem é apresentada para retratar e cobrir suas notícias. O objeto de estudo desta dissertação é a gestão de imagens em movimento de matérias jornalísticas, considerando-se que essa informação atingirá seu objetivo se a mesma for beneficiada e gerida no banco de dados, seguindo uma sequência e favorecendo a distribuição e uso desta informação a seus usuários de forma rápida e precisa. A questão central que norteou os estudos e pesquisa refere-se ao tratamento da imagem em movimento e como ela deverá pautar para que haja a precisão na recuperação. Assim, objetivou-se, de modo geral, a otimização nas atividades que envolvem a gestão da informação de imagens em movimento, de matérias jornalísticas em uma emissora regional de televisão e oferecer contribuição teórico-prático de modo a proporcionar condutas de gestão para essa área na Televisão Digital. Os objtivos específicos estipulados resultaram na construção de um referencial teórico de apoio, que na sequência culminou em realização de estudo exploratório junto ao Centro de Documentação - CEDOC, da emissora TV TEM, afiliada à Rede Globo e que congrega as cidades de Sorocaba, Bauru, São José do Rio Preto e Itapetininga, a fim de apresentar parâmetros norteadores às condutas de gestão de imagens em movimento junto aos bancos de dados em ambiência de TV Digital. Os procedimentos metodológicos para atingir os objetivos estabelecidos foram operacionalizados mediante o... / Due to the intense information flow, together with the techonological trends of control, storage and distribution, information management is considered as a key factor enabling dynamism and skills to manage and direct this raw material that is information. In this scenario, is the television media that uses mainly the image as information while determining language for the audiovisual sector. Television journalism the image appears to portray and cover your news. The study object of this thesis is the management of movement of news stories in images, considering that this information will reach its goal if it is processed and managed in the database, following a following and promoting the distribution and use of this information its users to quickly and accurately. The central question that guided the studies and research refers to the treatment of the moving image and how it should be guided so that there is accuracy in recovery. Thus, if the objective was, in general, the optimization in activities involving information management movement of news stories in pictures in a regional television station offer theoretical and practical contribution to provide management practices for this area Digital Television. The required specific objectives resulted in the construction of a theoretical framework to support that following culminated in conducting exploratory study by the Documentation Centre - CEDOC, the broadcaster TV TEM, affiliated to Rede Globo and brinding together the cities of Sorocaba, Bauru, São Jose do Rio Preto and Itapetininga, to present guiding parameters to the moving image management conduct with the databases in Digital TV ambience. The methodological procedures to achieve the established objectives were operationalized through the development of exploratory research, with the steps of the research/literature review; field research that split into information retrieval, enabling the characterization of TEM TV and CEDOC...

M.Ed. (Media Science) / The influence of technology on our everyday lives and the increasing control that technology exerts over nature and people make mandatory the competencies of our society to evaluate and make- decisions about new technological discoveries. In this regard it is of importance to keep in mind what Toffler (1970:428) attempts to put in its right perspective by saying: "We cannot and must not turn off the switch of technological progress. Only romantic fools babble about returning to a state of nature. A state of nature is one in which infants shrivel and die for lack of elementary medical care, in which, as Hobbes reminded us, the typical life is poor, nasty, brutish and short. To turn our back on technology would be not only stupid but immoral."...

The purpose of this study was to explore the question: does the use of a videotaped recording of a nursing student's performance of a psychomotor skill, with subsequent review by the student, enhance that student's performance? In order to answer this question, a quasi-experimental study was carried out. The psychomotor skill selected for testing was that of transferring a client from a bed to a wheelchair. Prior to the study, subjects had completed a learning module on the skill. Sixteen first year baccalaureate nursing students were randomly placed into an experimental or comparison group. Following this, the investigator taught the specified skill employing the teaching techniques of demonstration and discussion. A videotape was made of all subjects performing the skill to provide a data base and determine sample homogeneity. The two groups then received their respective feedback treatments. Eight students in the experimental group received a videotape of their performance, along with a performance check-list to assist them in the review of their videotapes. Eight students in the comparison group received teacher feedback during their skill performance. The teacher was guided by the same performance check-list used by the experimental group subjects. After a period of eleven or twelve days, depending on the group, the experimental and comparison groups returned for a final videotaped test performance. Seven subjects in each group completed the test performance. A questionnaire was completed by the fourteen subjects at this time. This was an attempt to gather data on selected characteristics of the learner, believed to affect psychomotor skill learning. Students did not view the data base or final test performance videotapes. One rater scored these performances using the performance check-list. The scores were compared to determine similarities and differences between the videotaped feedback and teacher feedback groups. The questionnaire responses were tabulated and interpreted within the analysis of the score results. When the gain scores between the data base and final test performances were compared, no significant differences were found between the experimental and comparison groups. Analysis of the data base mean scores revealed that no significant differences existed between the groups. This indicated sample homogeneity before the feedback treatments were given. Gain scores within each group did not show significant differences. With the lack of significant differences in the gain scores between groups, it was concluded that videotaped performance feedback was as effective as teacher feedback. / Applied Science, Faculty of / Nursing, School of / Graduate

The problem of this study was to compare two methods of instruction in helicopter pilot ground training in terms of cost of training and support services and customer satisfaction upon completion of training. The purpose of the study was the evaluation of a specialized program of instruction taught on videotape by comparison with conventional instruction. The significance of the study was related to savings in costs of instruction per trainee. Research questions for the study sought significant differences between mean scores achieved by students receiving the two treatments. Data providing information on specific characteristics of the learners were gathered as a preliminary step to establish similarity of the students in the two groups compared. A table of random numbers was used to select subjects from the population of student pilots entering training for the Bell model 206B helicopter during the months of March, April and May 1981. Upon completion of the course, all students were asked to complete an evaluation opinionaire relating to satisfaction with selected aspects of the instructional program.

This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.