DOCSLIB.ORG

INFORMATION to USERS This Manuscript Has Been Reproduced from the Microfilm Master. UMI Films the Text Directly from the Origina

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INFORMATION to USERS This Manuscript Has Been Reproduced from the Microfilm Master. UMI Films the Text Directly from the Origina INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9218984 Exploring the relationships between visual experience, learner traits, memory and styles of visual presentation Jackson, Evelyn Kay, Ph.D. The Ohio State University, 1992 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 EXPLORING THE RELATIONSHIPS BETWEEN VISUAL EXPERIENCE, LEARNER TRAITS, MEMORY AND STYLES OF VISUAL PRESENTATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Evelyn Kay Jackson, B.A., M.A. The Ohio State University 1 9 9 2 Dissertation Committee: Approved by T. A. McCain D. J. Cegala Adviser S. R. Acker Department of Communication In memory of my Father for all he taught me ACKNOWLEDGEMENTS I would like to express sincere appreciation to my adviser, Dr. Thom McCain for the encouragement he gave me to be creative in my approach to research. Thanks go to the other members of my advisory committee, Dr. Stephen Acker and Dr. Donald Cegala, for their suggestions and comments. The technical assistance of John, Sally, Andrew, and Andy is gratefully acknowledged. Gratitude is also expressed to Dr. Ron Compesi, Dr. Phil Kipper, and Hamid Khani for lending their expertise in video production analysis. The emotional support of a few key people helped me through some of the difficult stretches of this project. A special thanks is extended to my colleague, Dr. Rick Houlberg because completion of this project from such long distance would have been most difficult without his invaluable insight and encouragement. Many kudos to Virginia Bicknell for her genuine friendship. Thanks also to Winston Tharp for his sensitivity and timely but gentle prodding. To my sisters, Linda and Peggy, a warm thank you for their consistent and creative emotional support. Last but certainly not least, the uttmost grattitude to my husband, Tim, for his unshakable faith in me and unmeasurable support. VITA October 19, 1959 Born - Lake Charles, Louisiana 1981 B.A., Marshall University, Huntington, West Virginia 1983 M.A., Marshall University, Huntington, West Virginia 1984 Assistant Professor, Department of Communication, Marshall University, Huntington, West Virginia 1985 Teaching Assistant, Department of Communication, The Ohio State University, Columbus, Ohio 1986 Research Assistant, Instruction & Research Computer Center, The Ohio State University, Columbus, Ohio 1987-1989 Assistant Professor, Department of Communication, Marshall University, Huntington, West Virginia 1989 - Present Assistant Professor, Broadcast Communication Arts Department, San Francisco State University, San Francisco, California VITA (continued) FIELDS OF STUDY Major Field: Mass Communication Mass Communication Theory Dr. Thomas McCain New Technologies Dr. Stephen Acker Interactive video Dr. Marge Cambre Learning styles Dr. Marlin Languis Individualizing Instruction Dr. Robert Belland v TABLE OF CONTENTS DEDICATION...........................................................................................ii ACKNOWLEDGEMENTS................................................................. iii VITA .......................................................................................... iv LIST OF TA BLES ......................................................................... x LIST OF FIGURES .................................................................... xi CHAPTER PAGE I. INTRODUCTION........................................................ 1 Purpose of This S tudy ..................................................4 Visual Processing T heories .......................................8 How Human Vision System W o r k s ............................8 Direct Theory of Visual Processing ............................9 Constructionist Theory of Visual Processing . 1 0 Visual Messages & the Development of Schemas . 1 2 Visual and Spatial S k ills ..........................................14 Predictors of Career Success ....................................16 Connectionist Approact to Memory . .17 Learning Style: Concept & Implementation . .1 9 The Roots of Kolb's Learning Theory . .2 1 The Stages of Kolb's Learning Cycle .... 21 Kolb's Four Learning S ty le s ....................................23 Application of Kolb's Learning Theory . 25 TABLE OF CONTENTS (Continued) CHAPTER PAGE Film and Video Production Elements . .27 L ig h tin g ....................................................................2 8 Camera and Lens M o tio n ........................................2 9 Camera A n g l e .........................................................3 0 Camera Perspective............................................. 3 1 E d i t i n g ....................................................................3 2 The Concept of Video Styles .................................. 3 5 Video Styles: The Producer's Perspective . 3 9 Video Styles and Learning .................................. 41 Structuring Video for Learners .......................4 5 Concrete/Abstract = Editing Style ....................... 4 6 Reflective/Abstract = Camera Perspective . 4 7 Visual Experience and L earning .......................4 9 Defining Visual E x p erien ce .................................. 5 0 A Connectionist Perspective on Visual Experience . 5 1 Purpose of This Study ............................................. 5 3 II. EXPERIMENTAL MATERIALS .................................. 5 5 The Production of Four Visual Treatments . .55 Measuring Instruments Spatial Visualization and Spatial Orientation . 6 7 Memory: Memory and Recall Recall M e a s u re s ...................................................6 8 Recognition Measures ............................................. 6 9 Learning Style Inventory ........................................7 0 Learner T y p e s .........................................................7 1 Learner T r a its .........................................................7 2 Visual Experience Inventory ............................ 7 2 S u b j e c t s ....................................................................7 5 P r o c e d u r e s .............................................................. 7 5 TABLE OF CONTENTS (Continued) CHAPTER PAGE III. RESULTS ..............................................................................81 Descriptive Statistics .................................................81 Research Questions ........................................................84 Post Hoc A nalysis ........................................................89 IV. DISCUSSION ................................................................... .100 What are the dimensions of visual experience which are related to learning styles? . .100 What are the relationships between a person's visual and spatial orientation and the dimensions of their visual experience? .102 What are the relationships between a person's visual experience and their ability to remember information presented visually? .103 What are the relationships between a person's learning style and their ability to remember information presented visually?. 105 When presented stimuli in various styles, what is the relationship between learning style and memory? ................................................... 105 Implications ........................................................ 107 Visual Experience In v en to ry .......................... 107 Corporate Media Producers ............................ 108 Future Research................................................... 110 vm• • • TABLE OF CONTENTS (Continued) CHAPTER PAGE APPENDICES APPENDIX A: Floorplan for the production of the four visual treatments of SALLY . .114 APPENDIX B: Storyboards for visual treatments .116 Figure 9: Storyboard for First Observer visual treatment ......................................................117 Figure 10: Storyboard for Experienced Observer visual treatm ent ...............................124 Figure 11: Storyboard for Experienced Participant visual treatment ...............................130 Figure 12: Storyboard for
Load more

Recommended publications
  • Neil Postman
    Five Things We Need to Know About Technological Change by Neil Postman Talk delivered in Denver Colorado March 28, 1998 … I doubt that the 21st century will pose for us problems that are more stunning, disorienting or complex than those we faced in this century, or the 19th, 18th, 17th, or for that matter, many of the centuries before that. But for those who are excessively nervous about the new millennium, I can provide, right at the start, some good advice about how to confront it. …. Here is what Henry David Thoreau told us: “All our inventions are but improved means to an unimproved end.” Here is what Goethe told us: “One should, each day, try to hear a little song, read a good poem, see a fine picture, and, if possible, speak a few reasonable words.” Socrates told us: “The unexamined life is not worth living.” Rabbi Hillel told us: “What is hateful to thee, do not do to another.” And here is the prophet Micah: “What does the Lord require of thee but to do justly, to love mercy and to walk humbly with thy God.” And I could say, if we had the time, (although you know it well enough) what Jesus, Isaiah, Mohammad, Spinoza, and Shakespeare told us. It is all the same: There is no escaping from ourselves. The human dilemma is as it has always been, and it is a delusion to believe that the technological changes of our era have rendered irrelevant the wisdom of the ages and the sages. Nonetheless, having said this, I know perfectly well that because we do live in a technological age, we have some special problems that Jesus, Hillel, Socrates, and Micah did not and could not speak of.
    [Show full text]
  • Book Review: Amazing Ourselves to Death - Neil Postman’S Brave New World Revisited Lance E
    L. E. Mason / Journal of Media Literacy Education 7 (1), 80 - 82 Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 7(1), 80 - 82 Book Review: Amazing Ourselves to Death - Neil Postman’s Brave New World Revisited Lance E. Mason Department of Education, Indiana University Amazing Ourselves to Death: Neil Postman’s Brave New World Revisited by Lance Strate. 2014. New York: Peter Lang. Media scholar Neil Postman wrote approximately 25 books during his career, the most influential of which was titled Amusing Ourselves to Death: Public Discourse in the Age of Show Business. In his book, Postman (1985) claims that the epistemology of television, which had become the dominant media form by the 1980s, had eroded the substance and coherence of public discourse, which increasingly took the form of entertainment. More recently, the media environment has undergone further dramatic changes with the emergence of the Internet, Web 2.0, and social media. Postman died in 2003, and while he continued to publish until shortly before his death, he never updated his most popular work to account for these changes. Postman’s former student, media ecologist Lance Strate, now takes up this task. His new book examines Postman’s positions in light of the contemporary media landscape. His goals are twofold: first, to summarize Postman’s positions and demonstrate their continued relevance; second, to present Postman’s approach to media analysis, which is grounded in the field that Postman originated, media ecology. As such, Strate adheres closely to Postman’s original ideas and carefully explicates them throughout each chapter.
    [Show full text]
  • Plusminus Ver5frontace.Indd
    [ + | - ] _SPATIAL INCUBATION OF INTUITIVE MITIGATION. by Christopher Cole Robertson A thesis submitted in partial fulfillment of the requirements for the degree of Master of Architecture in Architecture MONTANA STATE UNIVERSITY Bozeman, Montana November, 2007 ©COPYRIGHT by Christopher Cole Robertson 2007 All Rights Reserved ii APPROVAL of a thesis submitted by Christopher Cole Robertson This thesis has been read by each member of the thesis committee and has been found to be satisfactory regarding content, English usage, format, citation, bibliographic style, and consistency, and is ready for submission to the Division of Graduate Education. Michael Everts Approved for the Department Montana State University School of Architecture Steven Juroszek Approved for the Division of Graduate Education Dr. Carl A. Fox iii STATEMENT OF PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Montana State University, I agree that the Library shall make it available to borrowers under rules of the Library. If I have indicated my intention to copyright this thesis by including a copyright notice page, copying is allowable only for scholarly purposes, consistent with “fair use” as prescribed in the U.S. Copyright Law. Requests for permission for extended quotation from or reproduction of this thesis in whole or in parts may be granted only by the copyright holder. Christopher Cole Robertson November, 2007 iv To my family and close friends. Thank you for your help. v TABLE OF CONTENTS 0. Introduction .................................................................... 5 1. Cultural Characteristics of Context ................................ 4 2. Examining Intuition ...................................................... 29 2.5 Tooling + Process ........................................................ 47 3. Spatial Incubation .........................................................
    [Show full text]
  • Media Syllabus
    Sociology of Television & Media SOCL 299 Dr. Ellis Jones Fall 2010 Office: Beaven 221 TTH 12:30pm-1:45pm Office Hours: T 2:00pm-3:00pm Swords 302 TH 11:00am-12:00pm [email protected] Office Phone: 508-793-2367 I. OVERVIEW This course investigates the evolving role of television in shaping our understanding of, and relationship to, the world. Our inquiry will focus on the economic, political, social, and ecological implications of television as it relates to democracy, consumerism, human relationships, and how we make sense of the world both as individuals and as a society. More specifically, we’ll be examining the nature of entertainment, advertising, news, and the institutions that create television programming. How does the news shape reality? How does advertising actually influence human behavior? How does entertainment impact how we perceive our own lives? Who decides what program choices exist on television? The course will emphasize deep reading, critical thinking, a variety of audio/video materials, in-depth research, and the development of a resource- and skill-set that will allow you to further your critical consumption of television on your own. OBJECTIVES 1. Achieve a basic understanding of the national and global social transformation resulting from the evolution of television and related mass media. 2. Grasp the many complexities and contradictions that television and related mass media bring to our ability to distinguish the difference between fantasy and reality. 3. Gain the ability to think critically about the creation, distribution, and both intended and unintended consequences of television and related mass media on a macro and micro level.
    [Show full text]
  • Postmodern View of the Hidden Curriculum
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2007 Postmodern View of the Hidden Curriculum Linda W. Dickerson Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Dickerson, Linda W., "Postmodern View of the Hidden Curriculum" (2007). Electronic Theses and Dissertations. 455. https://digitalcommons.georgiasouthern.edu/etd/455 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 A POSTMODERN VIEW OF THE HIDDEN CURRICULUM by LINDA DICKERSON (UNDER THE DIRECTION OF WILLIAM REYNOLDS) ABSTRACT This dissertation will address the hidden curriculum and the impact that it has on the contemporary classroom. In the twentieth century, America is facing a variety of crises, one being the state of the national educational system, and part of this crisis is the public image that the educational system presents to the public eye through the hidden curriculum. Every institution has a public image or the side of it which first meets the eye, but often these images are deceptive. Schools present a public image in that schools teach much more than they claim to teach and they complete this task through rules, curriculum, and responses to all events and situations. The hidden curriculum actually functions in the open through the practices of the school, and is only hidden in the fact that these practices go unacknowledged by teachers, administrators, parents and students.
    [Show full text]
  • Tabloids, Talk Radio, and the Future of News About the Author
    Tabloids, Talk Radio, and the Future of News Technology's Impact on Journalism by Annenberg Senior Fellow Ellen Hume • About the Author Ellen Hume is an Annenberg Senior Fellow. She served as Executive Director of the Joan Shorenstein Barone Center on the Press, Politics and Public Policy at the Kennedy School of Government, Harvard University, where she taught as well. She analyzes how the media, politics, and government interact and what might be done to improve the process. Previously, Hume served as a political writer and White House correspondent for The Wall Street Journal. She served as National Reporter (1977-1983) and Metro Reporter (1975-1977) for the Los Angeles Times and Business Reporter for the Detroit Free Press. A regular commentator on CNN's "Reliable Sources," she has appeared frequently on "Washington Week in Review," "CBS Evening News," "The MacNeil / Lehrer NewsHour," National Public Radio, and numerous news commentary shows. She received her B.A. with honors from Radcliffe College and an honorary doctorate from Daniel Webster College. COPYRIGHT 1995 by The Annenberg Washington Program in Communications Policy Studies of Northwestern University. Permission is granted for the not-for-profit reproduction and distribution of this report or portions thereof, provided that (1) proper copyright notice is affixed to each copy; and (2) no alterations are made to the content of any file. The Annenberg Washington Program would appreciate notice of such use. Recommended citation: Ellen Hume, "Tabloids, Talk Radio, and the Future of News: Technology's Impact on Journalism" (Washington, D.C.: The Annenberg Washington Program in Communications Policy Studies of Northwestern University, 1995).
    [Show full text]
  • Toward a More Substantive Media Ecology: Postman's Metaphor
    International Journal of Communication 8 (2014), 2027–2045 1932–8036/20140005 Toward a More Substantive Media Ecology: Postman’s Metaphor Versus Posthuman Futures NIALL P. STEPHENS Framingham State University, USA The metaphor of “ecology,” common in vernacular and academic discourse about communication media, can inhibit substantively ecological thinking about communication. While some have attributed the currency of this metaphor to Marshall McLuhan, I argue that this criticism is better directed at Neil Postman, who helped popularize McLuhan under the banner of “media ecology.” I outline the need for substantively ecological thinking, sketch its ontological and ethical contours, and illustrate the ubiquity of a more metaphorical use of “ecology” as applied to communication media. I then discuss Postman and some of his intellectual heirs, linking their dualistic thinking to a metaphorical conception, which I argue inhibits full appreciation of interrelations among humans, our cultures and technologies, and the more-than-human world. Keywords: Neil Postman, posthumanism, media ecology, environmental communication, ecological thinking, anthropocentrism. I do not deny this consciousness of being, nor the immediate security of here I am that it breathes into us. What I do deny is that all our convictions must be adjusted to the customary antithesis between the self and the non-self, and that this antithesis is constant. —Jorge Luis Borges (1999, p. 4) John Donne was wrong. Each man is an island entire of itself. —Neil Postman & Charles Weingartner (1969, p. 99) The past decade has seen the emergence of an idiom that evokes media and communication technologies in ecological terms. Terms like media ecology and media environment have become commonplace in vernacular English, as well as in scholarly discourse.
    [Show full text]
  • [Media Ecology: Communication As Context]. INSTITUTION Speech Communication Association, New York, N.Y
    DOCUMENT RESUME ED 091 785 CS 500 704 AUTHOR Postman, Neil TITLE [Media Ecology: Communication as Context]. INSTITUTION Speech Communication Association, New York, N.Y. PUB DATE Jul 74 NOTE 14p.; Keynote address presented at the Annual Summer Conference of the Speech Communication Association (9th, Chicago, Illinois, July 12-14 1973); Also in Proceedingsm published by Speech Communication Association, edited by R. Jeffrey and W. Work, pp. 1-10 EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGE DESCRIPTORS *Communication (Thought Transfer); Conference Reports; Educational Research; *Environmental Influences; Higher Education; *Media Technology; *Social Influences ABSTRACT This paper discusses a new structure for understanding the communication process--a structure that reflects the trend toward reorganizing knowledge along the lines suggested by an ecological perspective. The paradigms that exist in the field of communication are discussed, and the inability of most of then to cope with the full range of communication transactions that researchers want to know something about is pointed out. The metaphor presented for the new structure for understanding the communication process considers all communication to be an environment. Also presented are illustrations of how context analysis works--the method of identifying the significant characteristics as a whole, the subsystems of which it is composed, the larger system within which it functions, and all the significant relationships among them. Finally, the speaker presents questions related to how
    [Show full text]
  • The Contribution of Alvin Toffler to the Theoretical and Conceptual Imaginary of Communication”
    RLCS, Revista Latina de Comunicación Social, 73 – Pages 648 to 661 [Essay] | DOI:10.4185/RLCS-2018-1274en | ISSN 1138-5820 | Year 2018 How to cite this article in bibliographies / References O Islas, A Arribas, F Gutiérrez (2018): “The contribution of Alvin Toffler to the theoretical and conceptual imaginary of communication”. Revista Latina de Comunicación Social, 73, pp. 648 to 661. http://www.revistalatinacs.org/073paper/1274/33en.html DOI: 10.4185/RLCS-2018-1274en The contribution of Alvin Toffler to the theoretical and conceptual imaginary of communication Meetings - also disagreements - of Toffler with the Media Ecology Octavio Islas [CV] [ ] [ ] Universidad de Los Hemisferios, Quito (Ecuador) Amaia Arribas [CV] [ ] [ ]Universidad de Los Hemisferios, Quito (Ecuador) Fernando Gutiérrez [CV] [ ] [ ] Universidad TEC de Monterrey, Estado de México (México) Abstract We start by affirming the complexity of communication and refer some of the main contributions to communication that have come from other fields of knowledge. We next point out that Alvin Toffler, a prominent American futurist who died on June 27, 2016, is one of the intellectuals who made valuable contributions to the communication sciences. At the end of the decade of 1970, for example, he anticipated the phenomenon of the prosumtion and gave name to the figure of the prosumers. Not a few academics and researchers in communication - and of the social sciences, in general - have recognized the effective relevance of the prosumers in the development of digital communications. In http://www.revistalatinacs.org/073paper/1274/33en.html Página 648 RLCS, Revista Latina de Comunicación Social, 73 – Pages 648 to 661 [Essay] | DOI:10.4185/RLCS-2018-1274en | ISSN 1138-5820 | Year 2018 the work and thinking of Alvin Toffler, we identified some concerns in common with Marshall McLuhan (1911-1980) and the Media Ecology developed by Neil Postman.
    [Show full text]
  • Oakbrook 2020 Summer Reading Assignments
    OAKBROOK 2020 SUMMER READING ASSIGNMENTS: th AP ENGLISH LANGUAGE (11 )​ ​ AP English Language and Composition students must read the texts below and complete the accompanying assignments. Read and follow the assigned directions carefully. (In the advent of online only instruction to begin the school year, directions for submitting work will be communicated to students). I. Amusing Ourselves to Death, 20th Anniversary Edition ​ by Neil Postman​ ​ Purchase a new or gently used copy of this edition of the book with little to no writing in it. Do not re-use a copy that has been already annotated by a student. Annotations will be graded. In a panel discussion at the Frankfurt, Germany Book Fair in 1985, educator Neil Postman made the following assertion: The state of public discourse on display in the contemporary world of the time was better reflected by the events of Aldous Huxley’s Brave New World, whose public was addicted to ​ ​ amusement, than by the state control displayed in George Orwell’s Nineteen Eighty-Four. ​ ​ Assignment: Though you have not likely read either of those books, consider this assertion by Postman ​ while reading and annotating your copy of the text. Throughout the book (including the introduction by Andrew Postman), annotate for claims that the writer makes, along with key supporting evidence. In the margins of your book, respond to those claims, ask questions about them, and consider how applicable they are in today’s world. Then in a well-developed essay, analyze to what extent Postman’s assertions about television, information, and/or discourse are valid today and explain how, using appropriate evidence.
    [Show full text]
  • Special Topics Course Descriptions
    Topics Course Descriptions *For Fall 2006 & later, see Class Schedule Search Spring 2006 Last updated 01/26/06 AMST 200D American Capitalism Prof. C. Barone Who rules America? Economically? Politically? Culturally? Drawing on critical perspectives from Political Economy, American Studies and Sociology, this interdisciplinary course examines how power is structured in American capitalism across institutions, including the social relations of production and distribution, corporations and markets. Special attention is given to the ways in which powerful economic groups and organizations are able to exert economic control, influence government and dominate American institutions such as the media. AMST 200F Mass Media Prof. A. Farrell This course will examine the connections between mass media and American culture, focusing in particular on ideological constructions, commercialism, and audience reception. We will examine the origins of U.S. mass media, emphasizing the utopian hopes that American citizens brought to the media and the competing demands of commercial interests. Then we will turn our attention to analysis of the media itself, in particular television situation comedies, television advertisements, and television news. We will explore how meanings are constructed within media, the ways that different audiences interpret these meanings in multiple and often conflicting ways, and the ways that commercial constraints shape what we see and hear on television. AMST 200J Gay in America Prof. L. Malmsheimer Through books, articles and film, Gay in America examines the historical and contemporary conditions of life in the United States for sexual minorities. The class will also study the evolving culture and politics of GLBT identity groups and the representation of gays in popular culture.
    [Show full text]
  • MAT TYPE 001 L578o "Levine, Lawrence W"
    CALL #(BIBLIO) AUTHOR TITLE LOCATION UPDATED(ITEM) MAT TYPE 001 L578o "Levine, Lawrence W" "The opening of the American mind : canons, culture, and history / Lawrence W. Levine" b 001.56 B632 "The Body as a medium of expression : essays based on a course of lectures given at the Institute of Contemporary Arts, London / edited by Jonathan Benthall and Ted Polhemus" b 001.9 Sh26e "Shaw, Eva, 1947-" "Eve of destruction : prophecies, theories, and preparations for the end of the world / by Eva Shaw" b 001.942 C841u "Craig, Roy, 1924-" UFOs : an insider's view of the official quest for evidence / by Roy Craig b 001.942 R159p "Randle, Kevin D., 1949-" Project Blue Book exposed / Kevin D. Randle b 001.942 St97u "Sturrock, Peter A. (Peter Andrew)" The UFO enigma : a new review of the physical evidence / Peter A. Sturrock b 001.942 Uf7 The UFO phenomenon / by the editors of Time- Life Books b 001.944 M191m "Mackal, Roy P" The monsters of Loch Ness / Roy P. Mackal b 001.944 M541s "Meredith, Dennis L" Search at Loch Ness : the expedition of the New York times and the Academy of Applied Science / Dennis L. Meredith b 001.96 L891s "Lorie, Peter" Superstitions / Peter Lorie b 004 P587c "Pickover, Clifford A" Computers and the imagination : visual adventures beyond the edge / Clifford A. Pickover b 004.16 R227 2001 Reader's Digest the new beginner's guide to home computing b 004.1675 Ip1b3 2013 "Baig, Edward C" iPad for dummies / by Edward C. Baig and Bob Dr. Mac LeVitus b 004.1675 Ip2i 2012 "iPhone for seniors : quickly start working with the user-friendly
    [Show full text]