The purposes of this study were (1) to determine the relationship between recitation in the classroom and changes in the cardiac rate, (2) to determine the effects on cardiac rate of anticipation of recitation and tests, (3) to determine the effects on cardiac rate of compliments and assurance directed toward students by the teacher, and (4) to determine the effects on the cardiac rate of verbal threats and ridicule.

The purpose of this study was to analyze for oral presentation a selected body of poetry by Langston Hughes. Because Hughes read his own poetry in lecture recitals throughout his career, which spanned more than four decades, it is appropriate that he be considered for such a study.

The thesis deals with a child - the reciter and looks into ways of recitation. The aim of the thesis is to describe these ways and to map which of them vote children - the reciters and their reciter's guides the most often. The first theoretical part is focused on explanation of basic notions that bind to child recitation and then to analyzing particular phases of recitation process. The second research part is divided into three parts according to used research methods. Via observation method was detected what is the situation on recitation competitions and exhibitions especially within Dětská scéna competition. Survey and structured interwievs were picked for detection of ways of working with children - the reciters.

<p>In printed text, sound is a somewhat forgotten aspect. The recitation of text is vital in areas like poetry and oratory, but still has no distinct technique of being communicated. Emphasis of a word might be expressed through italics, but no canonic character set or system for vocal delivery of texts exists. With this essay we are creating a foundation for a development of such a character set or system. By studying existing visualisations of sound and comparing these with semiotic and perception-based theories we obtain useful insights for a prospective system for visualisations of vocal sounds.</p><p>We conclude that the aspects of sound one wants to visualise must be carefully defined since the viewer cannot process infinite amounts of information. A sound visualisation system does not have to consist of multiple characters or signs to be effective, but had better be built around a strong code to manage the signs into a working system. Creating a context for the signs is also recommended in order to be able to compare signs with eachother.</p>

No description available.

Comme l’a montré récemment Peter Sloterdijk, l’avènement du système médiatique remet profondément en cause le modèle humaniste du livre comme lettre créatrice d’amitié. Les citoyens ne s’identifient plus à des valeurs communes grâce à des lectures canoniques. C’est pourquoi, à la fin du XIXe siècle déjà, les hommes de lettres vont chercher des modalités nouvelles de réduire la distance qui les sépare du public. Cette thèse examine et compare quatre journaux ou revues artistiques différentes – L’Hydropathe, Le Chat Noir, La Plume et Le Mur – dont les créateurs organisent des soirées littéraires publiques ou des spectacles de projection – théâtre d’ombres – dans des lieux qu’ils aménagent dans ce but : des cafés, des petites salles intimes du Quartier Latin, des cabarets à Montmartre. Les étudiants nomades se fixent et à cela va correspondre un investissement progressif aussi bien de l’espace théâtral que de l’espace textuel. On sera pourtant étonné de découvrir des préoccupations similaires, chez un auteur retiré, qui ne prenait pas volontiers la parole en public. Stéphane Mallarmé est un écrivain, comme dit Jacques Rancière, « infiniment attentif à son temps ». On remarquera ainsi que Mallarmé et les avant-gardes étudiées créent des spectacles démocratiques qui s’efforcent de rendre compte des contradictions irréductibles du monde moderne. On imaginera avec un certain plaisir, certes indissociable de l’humour, de la fête et du carnaval, les communautés auxquelles les mises en scène de l’écriture fragmentaire et du support artistique nous invitent visiblement à rêver. / As Peter Sloterdijk writes, the development of mass media such as lowcost popular newspapers challenges radically the humanist conception of the book as letter generating friendship. Citizens of the newborn republic can no longer share the same values thanks to canonical, national, or universal readings. At the end of the 19th century, for that reason, journalists and writers attempt to create new opportunities which allow them to abolish the distance and meet their public. This dissertation examines and compares four different artistic journals – L’Hydropathe, Le Chat Noir, La Plume et Le Mur – whose creators organize literary gatherings or shadow theater shows in different venues designed for this purpose : cafés, small auditoriums in the Latin Quarter, and cabarets in Montmartre. Nomad students « settle down », create new texts, and decorate the walls, and this work becomes a very important part of their identity. However, one will be surprised to discover similar concerns in the work of a solitary writer, who did not particularly like to speak in public. Stéphane Mallarmé is indeed a writer, as Jacques Rancière says, « infinitely aware of his time ». We shall see that both Mallarmé and the avant-gardes studied in this dissertation produce democratic performances which atttempt to transpose the irreducible contradictions of modern times into exemplary figures. In a joyful, carnivalesque way mostly, the staging of fragmentary writing and of artistic frames invites us visibly to imagine communities.

In printed text, sound is a somewhat forgotten aspect. The recitation of text is vital in areas like poetry and oratory, but still has no distinct technique of being communicated. Emphasis of a word might be expressed through italics, but no canonic character set or system for vocal delivery of texts exists. With this essay we are creating a foundation for a development of such a character set or system. By studying existing visualisations of sound and comparing these with semiotic and perception-based theories we obtain useful insights for a prospective system for visualisations of vocal sounds. We conclude that the aspects of sound one wants to visualise must be carefully defined since the viewer cannot process infinite amounts of information. A sound visualisation system does not have to consist of multiple characters or signs to be effective, but had better be built around a strong code to manage the signs into a working system. Creating a context for the signs is also recommended in order to be able to compare signs with eachother.

Basotho family odes (diboko) form part of oral literature, and refer to names of families, clans or totems. They constitute poetic compositions conveying information about clans' historical origin, philosophy and ancestors. The performance of this oral art form makes use of formulaic techniques such as linking, parallelism, alliteration, etc., which are commonly used in praise poetry. As basis to the content of these oral art forms, the genealogies of the various Basotho clans are discussed to show the reflection of the progenitor names in the clan praises. The functions of family odes are of educational, social and religious nature. Other functions include their use in compositions of other genres, such as, praise poems, mine workers' chants, traditional doctors' falls (mawa) and songs. The recitation of this oral art form is characterised by the instability of the texts, which takes the form of extensions, additions, truncations, improvisations and genre transitions. / African Languages / M.A. (African Languages)

Basotho family odes (diboko) form part of oral literature, and refer to names of families, clans or totems. They constitute poetic compositions conveying information about clans' historical origin, philosophy and ancestors. The performance of this oral art form makes use of formulaic techniques such as linking, parallelism, alliteration, etc., which are commonly used in praise poetry. As basis to the content of these oral art forms, the genealogies of the various Basotho clans are discussed to show the reflection of the progenitor names in the clan praises. The functions of family odes are of educational, social and religious nature. Other functions include their use in compositions of other genres, such as, praise poems, mine workers' chants, traditional doctors' falls (mawa) and songs. The recitation of this oral art form is characterised by the instability of the texts, which takes the form of extensions, additions, truncations, improvisations and genre transitions. / African Languages / M.A. (African Languages)

student achievement and attitude changes toward science resulting from three different approaches used in teaching introductory general education biology at Diablo Valley Community College in Pleasant Hill, California , were compared. The three teaching approaches used were the lecture-only, lecture - laboratory and lecture-recitation. The sample was composed of 129 students enrolled in Biology 101 and 102 at Diablo Valley Community College during fall semester 1974-75. Forty-three students comprised the control group taught by the lecture-only method. Forty-three students comprised the experimental group taught by the lecture-laboratory method. Forty-three students comprised a second experimental group taught by the lecture-recitation method. Student Achievement was measured using two subject matter achievement test. One test was the Nelson Biology Test consisting of 65 multiple-choice items. A reliability coefficient of .93 was established using the Kuder Richardson Formula 20. A second achievement test consisting of 100 multiple-choice questions was constructed by the investigator. A reliability coefficient of .89 was established using the Kuder Richardson Formula 20. Student attitude change toward science was measured using a Scientific Attitude Inventory constructed by Richard Moore at Temple University. A reliability coefficient of .73 was established using the Kuder Richardson Formula 20. Analysis of covariance was used to compare mean posttest scores for the three groups involved in each hypothesis. The Scheffe' Test was used to make comparisons between pairs of group mean posttest scores. At the .05 level of significance, it was found that (1) students taught by the lecture-laboratory method had higher mean achievement scores than students taught by the lecture-only method when measured by either the Nelson Biology Test or the teacher-made test, (2) students taught by the lecture-laboratory method did not have significantly different mean achievement scores on the Nelson Biology Test than students taught by the lecture-recitation method, (3) students taught by the lecture-recitation method did not have significantly different mean achievement scores on the Nelson Biology Test or the teacher-made test than students taught by the lecture-only method when SCAT scores were used as the covariate, (4) students taught by the lecture-laboratory method had significantly higher mean achievement scores on the teacher-made test than students in the lecture-recitation group when SCAT scores were used as the covariate, (5) student attitudes toward science were not significantly different for the students taught by the lecture-laboratory method than for students taught by the lecture-recitation method as measured by the Scientific Attitude Inventory, and (6) students attitudes toward science were changed more favorably by the lecture-laboratory and lecture-recitation methods than by the lecture-only method as measured by the Scientific Attitude Inventory. The results of this study suggest that students benefit when they experience a personal involvement with biological materials and laboratory equipment in investigating principles taught in the lecture portion of the course. The personal hands-on experience in designing and carrying out investigations in the laboratory helps students to more closely identify with the biology course and the work of the biologist. Results also suggest that students benefit by the extra time offered by the laboratory experience. Students achieve more and indicate a more favorable change in attitude toward science upon completion of the lecture-laboratory course than do students completing the lecture-only course or the lecture-recitation course.