The study described in this dissertation was conducted during a three week period and encompassed four senior high school English classes. The data derived from the study were elicited from a pre test of knowledge and a pre treatment attitude survey; a post test of knowledge and a post treatment attitude survey and a delayed post test of knowledge. The four groups of students were given the following treatments within the Shakespearean drama unit on Hamlet: (1) Group I - Students in this group were shown four teaching films on Hamlet and read the play aloud in class with students taking parts. (2) Group 2 - Students listened to a taped recording of the play and followed along with their books. (3) Group 3 - Students in this group listened to the taped recording of the play and were shown the four teaching films. (4) Group 4 - Students in this group, which was the control group, read the play aloud in class with students taking parts. The research questions which guided the research and were addressed through the statistical analysis were as follows: (1) What significant knowledge differences, if any, exist between and among the groups receiving the non-print media treatments and that group which did not? (2) Is there a difference in appreciation (attitudes) of Shakespearean drama between the groups which received the non-print media treatments and the group which did not? The statistical analysis of the data revealed that although all groups improved on the knowledge post test, groups 1 and 2 improved the most. Attitude scores also increased for group 1. Interestingly, the difference between pre treatment and post treatment attitude scores for group 2 was negligible, and for groups 3 and 4 decreased. The following conclusions were then drawn from the statistical analysis: (1) The use of non-print media does improve knowledge of and attitude about Shakespearean drama. (2) The use of non-print media should be limited, for example, to either taped recording or film for optimum results.

Dissertation (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The main purpose of the study is to develop a model and to establish certain principles for writing a script treatment (personal pictures) of a book of the Bible. Personal pictures can be identified as the most important component of the production (filmic creation) and marketing (promulgation) processes of a fully dramatised audio-visual representation of a biblical book. The study deals primarily with personal pictures. Changes in the communication and perception of biblical content are investigated. The study focuses mainly on the dissemination of such content through audio-visual Bible products (end products). The study contends that audio-visual Bible communications for children and adults should have an educational foundation. The other main dimension of all audio-visual Bible is the entertainment it provides to viewers (patrons). The educational and entertainment facets of end products are described here as edutainment. It is important for end products to have edutainment value as perceived by socio-economically diverse peoples, of both Christian and non-Christian (non-religious) persuasions. Aspects which can contribute to the edutainment value of fully dramatised audio-visual Bible products are expounded. An audio-visual model, which defines the basis for the filmic creation and promulgation of an end product, is explained and its elements described. The determinants of the filmic creation and promulgation processes, some of which have a greater educational impact and some which have a greater entertainment impact, are explicated. An important factor is to involve patrons in the filmic creation and promulgation processes, and to help them to feel part of these processes. Writing the personal pictures of a Bible book is investigated. A personal pictures model is put forward to explain how the personal pictures can be written. A variety of guidelines to help the writer (owner) write the personal pictures of a book are presented. These guidelines deal with aspects such as writing the narrative, selecting the context of the storytelling, gathering and using background information, using enhancement factors, and implementing requirements of the users. The personal pictures already written of two Bible books are assessed. An explanation is given of why the books of Ruth and Hebrews, one from the Old and one from the New Testament, are chosen for such assessment. These personal pictures are found to be deficient and new personal pictures are written for both books, using the model and guidelines given. An empirical survey is undertaken of the personal pictures of one of the two books assessed, namely Ruth. The analysis of the empirical research finds that the respondents are able to visualise a film of Ruth with edutainment value after reading the personal pictures. The results of the survey point to the importance of both the educational and entertainment aspects in end products. Some further valuable deductions can be made from the study: Audio-visual Bible products are beneficial to convey biblical content to patrons. A model and guidelines are presented for writing good quality personal pictures. Patrons can profitably be engaged in the filmic creation and promulgation processes of fully dramatised audio-visual Bible products. A few constraints have been encountered which have a limiting effect on the study. The study highlights a number of important areas which can be further researched. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie is om sekere riglyne neer te Ie vir die skryf van 'n draaiboeksinopsis of visuele voorstelling ("personal pictures") van 'n Bybelboek. "Personal pictures" van 'n Bybelboek is waarskynlik die belangrikste komponent van die vervaardigings- en verspreidingsprosesse van 'n volledig-gedrarnatiseerde oudio-visuele weergawe van so 'n boek. Die studie handel hoofsaaklik oor "personal pictures". Veranderinge in die kommunikasie en in die begrip van die inhoud van die Bybel word ondersoek. Die studie fokus hoofsaaklik op die uitdra van die inhoud van Bybelboeke deur middel van oudio-visuele Bybelprodukte. Die studie toon aan dat oudio-visuele Bybelkommunikasie vir kinders en volwassenes 'n opvoedkundige grondslag het of behoort te he. Die ander belangrike grondslag van 'n oudiovisuele Bybel is die vermaaklikheidsaspek. Die opvoedkundige en vermaaklikheidsfasette van oudio-visuele Bybelprodukte word hierin beskryf as opvoedkundige vermaak ("edutainment"). Dit is belangrik dat oudio-visuele Bybelprodukte "edutainment'' verskaf aan uiteenlopende sosio- . ekonomiese groepe van sowel Christel ike as nie-Christelike oortuiging. Sekere aspekte word verduidelik wat die waarde van "edutainment" in gedramatiseerde oudiovisuele Bybelprodukte kan verhoog. 'n Oudio-visuele model, wat die grondbeginsels vir die vervaardiging en verspreiding van so 'n Bybelproduk uiteensit, word verskaf en die onderskeie beginsels word gedefinieer. Die bepalende faktore in die vervaardigings- en verspreidingsprosesse, waarvan sornmige 'n groter opvoedkundige en ander 'n groter vermaaklikheidsimpak het, word uitgewys. 'n Belangrike faktor is dat verbruikers by die vervaardigings- en verspreidingsprosesse betrek word, en op 'n wyse wat hulle dee I van hierdie prosesse laat voel. Hoe om "personal pictures" van 'n Bybelboek te skryf, word ondersoek. 'n "Personal pictures"- model word aangebied, asook 'n verskeidenheid riglyne vir die skryfvan die "personal pictures" van 'n boek. Hierdie riglyne omvat aspekte soos die storielyn, die keuse van die konteks waarin die storie afspeel, die inwin en gebruik van agtergrondinligting, die gebruik van effekte wat die storie bevorder, en die toepassing van spesifieke vereistes van die vervaardigingspersoneel. Die "personal pictures" wat reeds van twee Bybelboeke bestaan, word beoordeel. 'n Verduideliking word gegee waarom Rut en Hebreers, boeke uit onderskeidelik die Ou en die Nuwe Testament, vir so 'n evaluering gekies is. Hierdie "personal pictures" word as ontoereikend bevind, en nuwe "personal pictures" word vir beide boeke geskryf deur van die genoemde model en riglyne gebruik te maak. 'n Empiriese ondersoek word gedoen om die "personal pictures" van een van die twee boeke, naamlik Rut, te evalueer. In die ontleding van die empiriese ondersoek word bevind dat respondente in staat is om 'n film van Rut met "edutainment"-waarde te visualiseer, nadat hulle die "personal pictures" gelees het. Die resultate van die ondersoek wys op die belangrikheid van die opvoedkundige sowel as die vermaaklikheidsaspekte van oudio-visuele Bybelprodukte. Die volgende verdere waardevolle afleidings word uit die studie gemaak: Die inhoud van Bybelboeke kan met vrug deur middel van oudio-visuele Bybelprodukte oorgedra word. Goeie kwaliteit "personal pictures" kan geskryf word deur gebruik te maak van die voorgestelde model en riglyne. Dit kan voordelig wees om verbruikers by die vervaardigings- en verspreidingsprosesse van gedramatiseerde oudio-visuele produkte van die Bybel te betrek. Die faktore wat 'n beperkende uitwerking op die studie gehad het, word aangetoon. Die studie lig 'n aantal belangrike areas uit vir verdere navorsing.

The purpose of this problem was to select audio-visual materials that would enhance the teaching of music in the primary grades. Since audio-visual equipment and materials have gained a place of prominence in the modern education program, the teachers, administrators, and even the architects need to be cognizant of their possibilities and applications. Audio-visual aids should be investigated to disclose ways of improving their utilization in the learning process through the stimulation of the following human senses: sight, hearing, and touch. The results of many experimental research studies in the field of audio-visual education have proved that the application of audio-visual devices in the classroom greatly improves both understanding and retention as compared to conventional teaching methods. It is hoped that the identification, enumeration, and suggestions for utilization of audio-visual aids presented in this study will motivate the reader to give further attention to audio-visual materials as applied to his specific situation, with the awareness of their unlimited possibilities in increasing understandings through sensory experiences.

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references. Also available in print.

Video Respite (VR) refers to a series of videotapes designed to engage cognitively impaired individuals so that caregivers can have opportunities for respite. Previous work has evaluated the impact of VR with family caregivers. This study assessed use of VR in special care units (SCUs) for persons with dementia. The foci of the study were 10 SCUs and the individual staff members caring for the residents. The findings suggest VR is more likely to be used in SCUs with relatively higher levels of organization and lower levels of conflict. In addition, resident agitation was found to be significantly lower after VR use. Implications for future evaluation of Video Respite in special care units are discussed. / Graduation date: 1995

Control oriented local area networks (COLANs) are being installed in factories at an increasing rate. Traditionally, process control has operated with a master scheduler (computer) monitoring a number of points in a control grid. As the complexity of today's process control needs grow, the need to process information locally increases. Microcontrollers, networked with a master scheduler, can collect data from a locus of points and make decisions as to whether the master needs to be notified or not. By processing data locally, memory and execution time are freed up for the master scheduler. Task implementation becomes modular in nature, resulting in process control software that is easier to write, and maintain. This structure is the basis for COLAN V, a low cost, real-time, distributed control network developed at Oregon State University. COLAN V was used as the foundation for the creation of a multi-media presentation system. Six microcontrollers were networked together to remotely control the operation of projectors, projector screens, and lighting. Based on the application the master scheduler was replaced by a tape player. This allowed the storage of the audio part of the presentation on one track of the tape and the storage of the synchronized control signals on the other track. This distributed control network supplied a low cost solution to a need that was not addressed by the commercial market at any price. / Graduation date: 1992

Amongst the modern day abundance of audio-visual media, where sounds represent everything from the swooping of virtual cameras through 3D spaces to the pressing of buttons and receiving of emails, and conversely where VJs routinely accompany live musical performance with an increasingly sophisticated language of abstract computer animation, the notion of music as a necessarily exclusively aural medium seems somewhat out of place. Psychological theories relating to the cognition of sound, in particular physical schema, accounting for the ubiquity of vertical plane pitch metaphors in most musical cultures, provide evidence of a deep-rooted spatially informed understanding of sound thus providing a common ground for both sound and vision in music. Furthermore, Western Classical composition is rife with examples of visually conceived forms from Bach’s Crab Canon (1747) to Xenakis’ architecturally inspired Metastasis (1954). However, in practice the gap between the listener’s auditory experience and the composer’s visual concept is often insurmountable. Rising to Schaeffer’s call for “Primacy to the ear!” (Schaeffer, 1967, pp. 28-30), acousmatic composers have sought to derive music exclusively from experientially verifiable criteria. However, in its pervasiveness of other musical genres, no doubt aided by technologically and commercially driven domination of the pre-recorded over the live listening experience in the latter half of the twentieth century, such an approach has lead to the neglect of visual aspects in the live performance of much art-music. This research aims to begin to redress this balance through the composition of, largely computer realised, audio-visual works whose conception arises not from a superimposition of one medium upon another, but through the very relations between the media themselves. Utilising modern computers’ ability to synchronise physical and virtual visual events with synthesised sound in real time not only affords composers an invaluable tool for enhancing listener’s perception of formal structures but also implies causal relationships between the sonic and the visual which can provide a base of intuitive understanding on which more complex formal ideas can be built.

No description available.

This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study.

If students are to become aware of the vital, but fragile, interrelationships in their environment, they require many firsthand experiences in the out-of-doors. Environmental education is taught in some classrooms and nature centers, but to date, little research has been conducted to evaluate the effectiveness of the instructional methods used. Nature center managers are finding it difficult to personally educate an increasing number of park visitors. School teachers who may lack expertise in the natural sciences need educational resources that can be used to supplement their science curricula. These situations indicate that there is a growing demand for environmental interpretive methods that are dynamic, convenient, and accessible to a large number of people.The purpose of this study is to evaluate the effectiveness of a particular method of interpretation which involves the use of a taped message and hands-on activities along a nature trail. Middle school students took part in the project. The treatment for the experimental group consisted of taped instruction and nature trail activities. The control group toured Christy Woods Arboretum without a taped message. Both groups completed a short written questionnaire after theirexperience. Responses were analyzed to determine if the taped interpretive method was effective in helping students learn concepts and develop positive attitudes toward the natural environment. Teacher response was also evaluated.