The problem is twofold. There have been short chapters on sports announcing included in most broadcasting textbooks. These chapters have given a limited, cursory explanation of the preparation necessary for aspiring sportscasters. Secondly, most authors have approached the field from the viewpoint of the researcher. This investigation approaches the problem from the viewpoint of a sports announcer who has started in small market radio and worked his way through to a responsible position in a major broadcasting area.

Thesis (EdD)--Open University. BLDSC no. DXN081883.

Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 123-126).

Thesis (M.S.)--The University of North Carolina at Greensboro, 2008. / Directed by Novem Mason; submitted to the Dept. of Interior Architecture. Title from PDF t.p. (viewed Sep. 3, 2009). Includes bibliographical references (p. 88-91).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disbility Services. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains ix, 107 pages. Includes bibliographical references.

Co-play of digital games between parents and their children is a beneficial but underutilized media mediation strategy. Previous research on this topic has resulted in various design recommendations meant to support and encourage co-play. However, many of these design recommendations have not been applied and validated by subsequent research endeavors which created co-play focused games. This project endeavors to address this research gap by following prevalent design recommendations in an attempt to improve the co-play experience of an existing Roblox digital game, Funomena’s Magic Beanstalk. This was accomplished by employing a subset of applicable design recommendations to redesign two of Magic Beanstalk’s mini-games. The redesigned mini-games were evaluated by parent-child dyads in a qualitative evaluation, comparing the co-play experience of the original and redesigned games. The evaluation found that the new mini-games engendered an overall better co-play experience in comparison to the original mini-games. / Co-play i digitala spel mellan förälder och barn är en fördelaktig men underutnyttjad ”media mediation strategy”. Tidigare forskning i ämnet har utmynnat i designrekommendationer avsedda att främja och uppmuntra till co-play. Efterföljande forskning som skapat co-play-fokuserade spel har dock inte tillämpat och validerat många av dessa designrekommendationer. Detta forskningsprojekt strävar efter att åtgärda detta forskningsgap genom att tillämpa rådande designrekommendationer och på så sätt försöka förbättra co-play-upplevelsen av ett befintligt Roblox-spel, Funomenas Magic Beanstalk. Detta åstadkoms genom att använda en undergrupp av tillämpliga designrekommendationer för att designa om två av Magic Beanstalks minispel. De omdesignade minispelen utvärderades av förälder-barn-dyader i en kvalitativ utvärdering, där dyaderna jämförde upplevelsen av de ursprungliga spelen med de som designats om. Utvärderingen visade att de nya minispelen, i jämförelse med de ursprungliga minispelen, gav en övergripande bättre co-play upplevelse.

Harvesting children’s kinetic energy to power the electronics can bring interactive play to novel places and create unique context for play. This project presents design, crafting and testing of a child-powered interactive carousel designed for everyday outdoor play.  Through a Research through Design approach and craft thinking, a digital play artefact was realized through exploring material qualities and affordances, to crafting a real-world object, to immersing interactive elements in the final prototype. The situated play led understanding of the experiential qualities of the digital artefact in the emergence of a children-object-space relationship. The hybrid craft making and digital fabrication emphasized the process of making through negotiating and renegotiating with materials and digital abilities until the integration of the two. The unique composition of human power technology and outdoor play design opened up new conversations to exploit human motions and self-initiated engagement in designing embodied play. / Att använda barns rörelseenergi för att driva elektronik, kan öppna upp för interaktiv lek på nya platser och skapa unika sammanhang för lek. Detta projekt presenterar design, tillverkning och testning av en barndriven interaktiv karusell designad för vardagslek utomhus.  Genom en Research through Design metod och hantverkstänkande, realiserades en digital lekartefakt genom att utforska materiella kvalitéer och affordance, för att skapa ett verkligt objekt, till att fördjupa interaktiva element i den slutliga prototypen. Den situerade leken ledde förståelsen av de upplevelsemässiga egenskaperna hos den digitala artefakten i uppkomsten av ett barn-objekt-plats förhållande. Hybridhantverkstillverkning och digital tillverkning betonade tillverkningsprocessen genom att förhandla och omförhandla mellan material och digitala förmågor fram till integrationen av de två. Den unika sammansättningen av mänsklig kraftteknologi och utomhuslekdesign öppnade upp för nya samtal för att utnyttja mänsklig rörelse och självinitierat engagemang i designen av förkroppsligad lek.

No description available.

Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Laura E. Berk (chair), Paul T. Shallaert, Jayne E. Bucy, Matthew S. Hesson-McInnis, Mark E. Swerdlik. Includes bibliographical references (leaves 97-126) and abstract. Also available in print.

Play is an important contributor to children’s development: it reflects, reinforces, and results in development (Johnson, Christie, Wardle, 2005). However, the tools available to support planning and measurement of play are not sufficiently detailed or focused on children with autism and severe learning difficulties (SLD). Play for children with autism is consistently identified as restrictive and repetitive. Although extensive research examines symbolic play, the content and structure of functional play, which is considered a valuable precursor of symbolic play, is rarely the subject of focused research (Williams, 2003; Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011). Given the developmental potential that play presents, the aim of this study was to examine the functional play presented by children with autism and SLD, with a view to designing a play framework that enables teachers to support functional play development in the classroom. A pragmatic mixed methods approach was adopted across a three-stage study in three schools. Study 1 provides the background for creating a functional play framework, while Study 2 focuses on the creation of the framework through objective observations of the play activity of a total of 27 children with autism and SLD, as well as interviews with nine classroom teachers. Study 3 was a process of trialling the framework in two schools and collaborating with eight teachers to finalise the functional play framework, in particular by considering its usability. Data collected across the three studies provided a description of functional play that suggests it is more complex than traditionally defined. Four key areas of functional play were identified: interacting with one object; interacting with two (or more) objects; interacting with self; and interacting with the environment. Additionally, 12 subcategories were established as components related to functional play. Teachers reported that they could use the framework to baseline play, set targets and measure play progression for children with autism and SLD. The framework was also identified as a tool that supports classroom management and continuing professional development. The proposed framework facilitates the identification of small increments of progress and extends on other available play frameworks. By developing detailed descriptions of the play that children with autism and SLD present, the framework provides a greater ability to identify precise deficits and, more specifically, to target support in the area of play. Additionally, the collaborative approach with classroom teachers provides diverse viewpoints but also begins to merge the gap between researchers and practitioners in order to ensure a useful resource. Recommendations for further descriptive accounts, greater involvement of classroom professionals in the development of resources and additional trials of the framework are acknowledged.