yes / Purpose: The purpose of this study was to develop a convenient test of stereopsis in the clinic that is both robust and reliable and capable of providing a measure of variability necessary to make valid comparisons between measurements obtained at different occasions or under different conditions. Methods: Stereo acuity was measured based on principles derived from the laboratory measurement of stereopsis (i.e., staircase method). Potential premeasurement compensations are described if there is a significant degree of ocular misalignment, reduced visual acuity, or aniseikonia. Forty-six adults at McGill University, 44 adults at Auckland University, and 51 adults from the University of Bradford, with an age range of 20 to 65 years old and normal or corrected-to-normal vision participated in this study. Results: Stereo acuity within this normal population was widely distributed, with a significant percentage (28%) of the population with only coarse stereo (>300 arc seconds). Across subjects, the SD was approximately 25% of the mean. Measurements at two different times were strongly (r = 0.79) and significantly (P < 0.001) correlated, with little to no significant (P = 0.79) bias (0.01) between test and retest measures of stereopsis. Conclusions: The application enables measurements over the wide disparity range and not just at the finest disparities. In addition, it allows changes in stereopsis of the order of 1.9 to be statistically distinguished.

Associer analyse industrielle et imaginaire peut sembler audacieux. C’est la puissance de ce travail de recherche qui propose d’aborder les nouvelles institutions que sont devenus les géants du CaC40 non pas par leur pouvoir financier mais par leur puissance de penser. Une des hypothèses fortes observées après plusieurs années d’expériences professionnelles en France et à l’international dans le domaine de la recherche (Silicon Valley, Stanford University, University of Berkeley, University of California (UCLA)) et de l’industrie, est de défendre que l’industrie pense. Avant même de répondre à la mission qu’on lui attribue, soit de produire, l’industrie compose et diffuse une idéologie. Les industries « classiques » de l’imaginaire s’amplifient et se métamorphosent avec les industries high-tech du logiciel, des jeux vidéo et du web dont Apple est le parangon. Notre sujet prend alors une double dimension théorique et critique, mais aussi industrialo -technique. Ce n’est pas seulement un enjeu heuristique qui l’anime, mais le souci d’analyser un « terrain » de grande actualité et de forte visibilité. Une autre originalité de ce travail stratégique est de proposer une méthode de recherche applicable afin de questionner le monde industriel. Ce travail a permis de constituer un corpus complexe et riche ainsi que de rencontrer de multiples acteurs stratégiques de la Silicon Valley dont le co-fondateur d’Apple Steven Wozniac, Daniel Kottke premier salarié d’Apple, des professeurs californiens comme Fred Turner et des Designers-artistes afin de questionner l’entreprise la plus chère du monde, qui détient autant de richesses que des dizaines d’États. / Combining industrial and imaginary analysis may seem daring. It is the power of this research that proposes to address the new institutions that have become the giants of the CaC40 not by their financial power but by their power of thinking. One of the strong hypotheses observed after several years of professional experience in France and abroad in the field of research (Silicon Valley, Stanford University, University of California, University of California (UCLA)) and industry, is to defend that the industry thinks. Even before responding to the mission attributed to it, to produce, the industry composes and disseminates an ideology. The "classic" industries of the imaginary are amplified and metamorphosed with the high-tech industries of software, video games and the web, of which Apple is the paragon. Our subject then takes on a double dimension, theoretical and critical, but also industrialtechnical. It is not only a heuristic issue that drives it, but the desire to analyze a "terrain" of great relevance and high visibility. Another originality of this strategic work is to propose an applicable research method to question the industrial world. This work has made it possible to build a complex and rich corpus as well as to meet many strategic people in Silicon Valley including Apple co-founder Steven Wozniac, Daniel Kottke, Apple's first employee, Californian professors like Fred Turner and Designers-artists to question the most expensive company in the world, which holds as much wealth as dozens of states.

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This master thesis focuses on the Apple's iPad in the educational institutions and provides reader with the compact overview about the device in this field. Firstly, it shows the strategy of the company in the Europe and the Czech Republic. Secondly, there are mentioned iPad competitors from the different perspectives and the comparison. Thirdly, iPad usage in the schools; if it is even suitable device for this field and how students and educators can benefit from it. This is followed by the survey among the high school and university students. The questionnaire was divided into the two groups -- non-iPad users and iPad users. And lastly the thesis shows various case studies from the different schools and how the iPad can be implemented into the curriculums. Also contains recommendations and the best practises from the different high schools and universities, which can be inspiring for the new iPad pilot projects.

The purpose of this thesis is to analyse existing tools for developing the concept of a brand that allow a systematic approach in their design and to propose ideas for improvement of these tools. The research object is the concept of building a brand according to the "Who? What? How?" Brand Building Framework. From the brand development of the portable digital player iPod, used as an example in thesis, the practical use of this model is analysed and a short evaluation of its effectiveness is performed.

Since the introduction of the iPod in 2001, portable music listening devices that play or stream compressed music files have steadily become the standard devices used to listen to music. Despite this, few music education researchers have investigated the role that such devices have in shaping students' music listening experiences. This dissertation is meant to fill that gap in the literature and contribute to the existing sociological and psychological literature on music listening in everyday life. Phenomenology served as the theoretical framework for the design of the study. 10 college students from three institutions underwent iterative interviews and were asked questions developed from McCarthy and Wright's (2004) Deweyan method for investigating user experiences with technology. The questions fell into five categories: sensual, emotional, compositional, spatio-temporal, and the sense-maker. The participants' responses were digitally recorded, transcribed, and analyzed using grounded theory methods. The following four axial codes emerged from the data and were used to divide the dissertation into chapters: "Embodying the Experience," "Organizing the Experience," "Navigating Real and Virtual Spaces," and "Developing the Self." The main finding articulated in the chapter entitled "Embodying the Experience" is that the participants located the music in their heads while listening to music on their devices using headphones or earbuds. In contrast, participants consistently reported that, when listening to music through open-air speakers, they experienced the music as being located everywhere or in their whole bodies. The main finding in the chapter entitled, "Organizing the Experience," is that participants exercised agency in their music listening experience by creating playlists. Typically, playlists were created by the participants to be used in conjunction with other activities such as exercising, studying, commuting, and so forth. I used these findings to develop the concept of "Integration in Consciousness" which models the participants' simultaneous engagement with the music and other activities. In the chapter entitled "Navigating Real and Virtual Spaces," I explore how the participants simultaneously navigated the spatial aspects of the music listened to on their players and the spatial aspects of the physical spaces within which their activities naturally occurred. In doing so, I provide an example of how the participants experienced music and activities as "Integrated in Consciousness." In chapter seven, "Developing the Self," I explore how the participants' uses of their devices reflect their development as adolescents. In addition, I propose that participants' uses of their devices may be constitutive of their adolescent development. Finally, in chapter eight, I explore the ways in which music teachers can utilize the findings of this study in the development of their own classroom pedagogies. Among other things, I propose that music teachers can use the "Integration in Consciousness" model to help their students communicate about their music listening experiences in the classroom. In the use of this model, music teachers can tailor their pedagogies specifically for the technology rich, "post-performance" world within which they teach.

Mobile devices are playing an increasingly prevalent role in K-12 education, as school systems are adopting the technology to enhance student learning. Consequently, teachers have to learn how to incorporate the devices into their classrooms, with the help of professional development activities. This case study examined the professional development of four teachers who participated in their school district’s iPod touch initiative for English Language Learners (ELLs), as well as the perspective of the instructional media specialist charged with assisting the teachers. The study aimed to understand what district-led and independent training activities K-12 teachers engage in and the influence the activities have on how mobile devices are used by the teachers. The educational activities of the teachers and their impact on the teachers’ technology integration were documented through a series of interviews, a training observation, and teacher questionnaires. The research identified four types of professional development support provided by the district and five types of self-guided or incidental learning activities that teachers engaged in that directly impacted the way they used the device. The district-led trainings are 1) group trainings 2) in-class demonstrations 3) one-on-one training and 4) ongoing support. The self-guided and incidental learning activities found are 1) research for resources and ideas 2) brainstorming 3) experimenting with apps and activities 4) collaboration with others and 5) students serving as trainers. Increased personal instruction, cultivating formal learning through mentoring and an online forum, and developing online training resources for a mobile format are proposed for professional development that would aid in the integration of mobile devices in a K-12 environment. / text

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Video modeling is a recent buzzword in the vocabulary of special educators and other professionals who work with individuals with disabilities. This type of modeling has proven effective in many studies specifically for individuals with autism. Recent studies show the effectiveness of acquiring skills through observing a video recording of a model (themselves or another person) performing the skill correctly. The technique used in this study is video modeling with another individual as the model (VMO). The researchers looked at the acquisition of purchasing skills based on viewing the video model in the grocery store. The VMO was presented using an Apple iPod Touch where the student could easily access the video and use headphones to hear the VMO while shopping in the grocery store.This research involved three high school-aged participants with significant cognitive disabilities who displayed a need for purchasing skills within the grocery store. They were taught seven steps through the VMO in the grocery store. The skills were: (a) select shortest checkout lane, (b) put divider down and place items from the cart on the belt, (c) greet cashier, (d) pay cashier appropriate bill or combination of bills, (e) wait and take change and receipt from cashier, (f) thank cashier, and (g) take bag and carry belongings to the exit. In order to check for generalization of the skill, the participant was taken to different local grocery stores not involved in initial teaching once they acquired mastery at the original grocery store.Results indicated VMO increased responding for all three participants from the beginning of the study for purchasing groceries. All participants generalized the purchasing skills in other grocery stores; however, each participant required additional instruction via VMO or other prompting throughout the study.The results illustrate for educators and researchers that VMO represents a practical method for increasing skills in community settings. This also illustrates the need for VMO to be paired with additional instruction and should not be used as the only mode to teach a skill.

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