Obvious differences exist between the comedy styling of, for example, Jack Benny and Benny Hill. Terms like “highbrow” or “lowbrow” are often used, but there is no functional method yet that could feasibly be used to qualify all of the single jokes, let alone the broader work. Currently loose classification systems are used, but they don’t claim to be all encompassing. They are either too vague or too exclusive. This thesis selects several movies from the AFI list of the 100 funniest movies of alltime. In order to have a broad selection across time, it uses the highest-ranking movie from every decade beginning with the 50s. The movies are: Some Like it Hot (1959), Dr. Strangelove, or: How I Learned to Stop Worrying and Love the Bomb (1964), Annie Hall (1977), Tootsie (1982), and There’s Something About Mary (1998). Each movie is scrutinized, and each joke notated and analyzed. Once the analysis is complete on each individual joke from each individual film, the jokes are then sorted and organized. Patterns and characteristics are then sought and notated. / Department of Telecommunications

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A. in Theological Studies)--Associated Mennonite Biblical Seminary, 2000. / Abstract. Includes bibliographical references (leaves 171-182).

Thesis (M.A. in Theological Studies)--Associated Mennonite Biblical Seminary, 2000. / Abstract. Includes bibliographical references (leaves 171-182).

Call number: LD2668 .T4 1984 S64 / Master of Science

M.A. (Counselling Psychology) / A correlation between academic achievement and academic self-concept has been well established during past studies. Academic self-concept may be influenced by the experience of academic stress, especially academic expectancy stress which is stress derived from the expectations of the self and significant others. With debilitating effects that academic expectancy stress may have on students, interventions need to be put in place to assist students in coping with the workload and also to protect their academic self-concept. The use of humour in an educational setting has been shown to be successful in assisting students in performing well academically. Different humour styles may, however, play a role in the relationship between academic expectancy stress and academic self-concept. This study focused on humour styles (self-enhancing, affiliative, self-defeating and aggressive humour styles) as moderators in the relationship between academic expectancy stress and academic self-concept. The sample of this study consisted of 976 undergraduate students from the University of Johannesburg. The Humour Styles Questionnaire, Academic Expectations Stress Inventory and the Academic Self-concept Scale were used to gather data. A correlational analysis was initially done to determine the relationships between the variables and to check for multicollinearity. Next, a moderated multiple regression analysis was done to determine if the four humour styles moderate the relationship between academic expectancy stress and academic self-concept ...

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / Includes bibliographical references (p. 190-194). / Play is a form of behavior common to all people. A person's propensity to play depends not only on his physiological and emotional state, but also on his surroundings. This thesis investigates environmental qualities condusive to play, and poses some ideas about how designers can provide opportunities for both active and fantasy play in places that we use on a regular basis. The thesis addresses the issue of 'what is play?' by establishing a working definition of play in terms of an individual player and his surroundings. This definition then serves as the basis for evaluating how a number of quite different environments afford play for their users. These observations provide the framework for developing some design parameters which an architect might use in designing places that afford play. The parameters are then applied to a short design exploration of how the main corridor at MIT might be redesigned to better afford play. / by Paul Eric Fallon. / M.Arch.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 278-301). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 53 p. Includes abstract. Includes bibliographical references (p. 42-43).

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