Humor-evoking events frequently contain aggressive elements. Sex differences have been found for the effects of aggressive content on perceived funniness, (Wilson & Molleston, 1981; Terry & Ertle, 1974; Groch, 1974; Felker & Hunter, 1970) but the findings are not consistent. Sexism is sometimes perceived as a more subtle form of aggression. Sex differences have also been found for the way sexism affects funniness ratings, (Chapman & Gadfield, 1976; Priest & Wilhelm, 1974) but again the findings are inconsistent. The primary purpose of the present study was to determine the relationship between the ratings of sexism and the ratings of funniness for cartoons. A secondary purpose of the present study was to determine to what extent, if any, gender of experimenter influences humor, sex, sexism, and pain ratings.Subjects were 60 female and 58 male introductory Psychology students. There were four experimental groups: two groups of female and two groups of male subjects. A female experimenter was assigned to one male and one female group, and a male experimenter was assigned to one male and one female group. This design facilitated exploration of an experimenter gender x subject gender interaction. Subjects were shown 34 cartoons and asked to rate each for funniness, and then to rate them for the degree of sexual, sexist, and aggressive (pain) content each contained.A preliminary analysis revealed that there were significant relationships between gender of experimenter and funniness ratings, gender of subject and funniness ratings, as well as a gender of experimenter x gender of subject interaction.A step-down multiple regression was performed among the predictor variables experimenter gender and subject gender, with the criterion of funniness, for each of the four experimental conditions. For female subjects, only sexism scores correlated with funniness scores, and the contributions of sex and pain ratings were not significant. For male subjects, only sex scores correlated with funniness scores, and the contributions of sexism and pain ratings were not significant. Comparisons between these results and past research were made.

Advances in 3D computer technology have led to aesthetic experimentation within the comics medium. Comic creators have produced comic books done entirely with 3D models that are then assembled digitally for the printed page. However, in using these 3D objects in a comic format, the creators have developed art styles that do not adhere to the paradigms established by this traditionally 2D medium. More successful results can be achieved by integrating 3D computer generated imagery with traditional 2D imagery, rather than replacing it. This thesis develops a method of combining rendered 3D models with 2D vector graphics to create a comic book art style that is consistent with the traditional medium, while still taking advantage of the new technology.

No description available.

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (leaves 122-127). Also available in electronic version.

Thesis (Ph. D.)--City University of New York. / Based in great part on collection in Slavonic Division, NYPL. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 374-388).

Thesis (Ph.D.)--New York University, 1996. / Chairperson: Carl P. Schmidt. Includes bibliographical references.

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: J. Ritchie Garrison, Winterthur Program in Early American Culture. Includes bibliographical references.

No description available.

Esta dissertação é o resultado do meu verouvirsentir e busca evidenciar que, nas relações desenvolvidas no processo do ensino da matemática, as histórias em quadrinhos podem-se revelar um instrumento eficaz para a aplicação de uma metodologia alternativa dotada de uma potência extraordinária na interlocução entre a criança e o conteúdo matemático. Nesse contexto, um dos maiores argumentos que encontro, ao final desta jornada, é que fica a percepção de que o livro didático adotado (referência para o conteúdo teoricoprático), em quase sua totalidade, não favorece que os alunos estabeleçam uma relação com a matemática pautada na atenção, curiosidade, alegria e outros fatores/elementos que permitam o crescimento cognitivo desses alunos na referida disciplina. A pesquisa é realizadasentida em uma escola particular de ensino fundamental e médio situada em Realengo em três turmas de 6 ano. Esses alunos variam entre 10 e 13 anos de idade e aproximadamente 90% deles são oriundos de famílias de classe média. Para realizarsentir esta pesquisa, percebo que, fundamentalmente, faço uso de duas metodologias que se revelam a priori: pesquisa-ação e o mergulho (ALVES, 2008). Realizo alguns diálogos que se consolidam como aporte teórico e que norteiam toda a minha escrita. Esses diálogos podem ou não aparecer nas citações que faço. Os diálogos invisibilizados pela minha escrita de modo algum foram menos importantes e tampouco são considerados menos relevantes, na verdade, conduzem minha escrita, misturando-se em minhas próprias palavras a ponto de se tornarem indissociáveis. Nesses diálogos, encontro-me com Michel de Certeau, Paulo Sgarbi, Nilda Alves, Humberto Maturana, Inês Barbosa, Von Foerster, Michel Focault, Edgard Morin, Will Eisner, Ginsburg, entre outros. Como resultados, ficou evidenciado que, ao oferecer a possibilidade de reescrita da teoria matemática através das histórias em quadrinhos, os alunos (na sua maioria) desenvolveram uma capacidade maior de concentração, atenção aos detalhes da própria teoria e a diminuição significativa da resistência ao conteúdo matemático. Uma velhanova linguagem? Em um velhonovo meio? Seja qual for a conclusão, a aventura do desafio na busca da construção de uma nova relação entre a criança e a matemática, por si só, permite a exposição de tensões e oportuniza o crescimento de todos. Nessa jornada, de ação em ação, busco fazer algo significativo. / This dissertation is the result of my seelistenfeel seach to evidence that the relationships developed in the teaching of mathematics, the comic may prove an alternative methodology endowed with an extraordinary power in the dialogue between the child and mathematical content. In this context, one of the biggest arguments against the end of this journey is that the perception is that the textbook adopted (reference to theoretical and practical content) in almost its entirety, does not help students establish a relationship based in the mathematics attention, curiosity, joy and other factors/elements that allow the cognitive growth of students in that discipline. The search is performed in an experienced private school located in primary and secondary Realengo in three classes of Year 6. These students range between 10 and 13 years old and approximately 90% of these students come from middle class families. To feelperform this research experience, I realize that I basically use two methodologies that show the a priori: action research and diving (ALVES, 2008). I realize some dialogues that are consolidated as a theoretical basis and guiding all my writing. These dialogues may or may not appear in quotes I do. The dialogues obscured by my writing at all were less important, and neither are considered less relevant, in fact, lead my writing, mixing in my own words as to become inseparable. In these dialogues, I am met with Michel de Certeau, Paul Sgarbi, Nilda Alves, Humberto Maturana, Ines Bar-bosa, Von Foerster, Michel Foucault, Edgard Morin, Will Eisner, Ginsburg and others. As a result, it became evident that by offering the possibility of rewriting the mathematical theory through the comics, the students (mostly) developed a greater capacity for concen-tration, attention to detail of the theory itself and a significant decrease in resistance to mathematical content. An oldnew language? In a newold way? Whatever the conclusion, the adventure in search of the challenge of building a new relationship between the child and mathematics, by itself, allows the display of tensions and nurture the growth of all. Along the way, the action in action, I try to do something meaningful.

Esta dissertação é o resultado do meu verouvirsentir e busca evidenciar que, nas relações desenvolvidas no processo do ensino da matemática, as histórias em quadrinhos podem-se revelar um instrumento eficaz para a aplicação de uma metodologia alternativa dotada de uma potência extraordinária na interlocução entre a criança e o conteúdo matemático. Nesse contexto, um dos maiores argumentos que encontro, ao final desta jornada, é que fica a percepção de que o livro didático adotado (referência para o conteúdo teoricoprático), em quase sua totalidade, não favorece que os alunos estabeleçam uma relação com a matemática pautada na atenção, curiosidade, alegria e outros fatores/elementos que permitam o crescimento cognitivo desses alunos na referida disciplina. A pesquisa é realizadasentida em uma escola particular de ensino fundamental e médio situada em Realengo em três turmas de 6 ano. Esses alunos variam entre 10 e 13 anos de idade e aproximadamente 90% deles são oriundos de famílias de classe média. Para realizarsentir esta pesquisa, percebo que, fundamentalmente, faço uso de duas metodologias que se revelam a priori: pesquisa-ação e o mergulho (ALVES, 2008). Realizo alguns diálogos que se consolidam como aporte teórico e que norteiam toda a minha escrita. Esses diálogos podem ou não aparecer nas citações que faço. Os diálogos invisibilizados pela minha escrita de modo algum foram menos importantes e tampouco são considerados menos relevantes, na verdade, conduzem minha escrita, misturando-se em minhas próprias palavras a ponto de se tornarem indissociáveis. Nesses diálogos, encontro-me com Michel de Certeau, Paulo Sgarbi, Nilda Alves, Humberto Maturana, Inês Barbosa, Von Foerster, Michel Focault, Edgard Morin, Will Eisner, Ginsburg, entre outros. Como resultados, ficou evidenciado que, ao oferecer a possibilidade de reescrita da teoria matemática através das histórias em quadrinhos, os alunos (na sua maioria) desenvolveram uma capacidade maior de concentração, atenção aos detalhes da própria teoria e a diminuição significativa da resistência ao conteúdo matemático. Uma velhanova linguagem? Em um velhonovo meio? Seja qual for a conclusão, a aventura do desafio na busca da construção de uma nova relação entre a criança e a matemática, por si só, permite a exposição de tensões e oportuniza o crescimento de todos. Nessa jornada, de ação em ação, busco fazer algo significativo. / This dissertation is the result of my seelistenfeel seach to evidence that the relationships developed in the teaching of mathematics, the comic may prove an alternative methodology endowed with an extraordinary power in the dialogue between the child and mathematical content. In this context, one of the biggest arguments against the end of this journey is that the perception is that the textbook adopted (reference to theoretical and practical content) in almost its entirety, does not help students establish a relationship based in the mathematics attention, curiosity, joy and other factors/elements that allow the cognitive growth of students in that discipline. The search is performed in an experienced private school located in primary and secondary Realengo in three classes of Year 6. These students range between 10 and 13 years old and approximately 90% of these students come from middle class families. To feelperform this research experience, I realize that I basically use two methodologies that show the a priori: action research and diving (ALVES, 2008). I realize some dialogues that are consolidated as a theoretical basis and guiding all my writing. These dialogues may or may not appear in quotes I do. The dialogues obscured by my writing at all were less important, and neither are considered less relevant, in fact, lead my writing, mixing in my own words as to become inseparable. In these dialogues, I am met with Michel de Certeau, Paul Sgarbi, Nilda Alves, Humberto Maturana, Ines Bar-bosa, Von Foerster, Michel Foucault, Edgard Morin, Will Eisner, Ginsburg and others. As a result, it became evident that by offering the possibility of rewriting the mathematical theory through the comics, the students (mostly) developed a greater capacity for concen-tration, attention to detail of the theory itself and a significant decrease in resistance to mathematical content. An oldnew language? In a newold way? Whatever the conclusion, the adventure in search of the challenge of building a new relationship between the child and mathematics, by itself, allows the display of tensions and nurture the growth of all. Along the way, the action in action, I try to do something meaningful.