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Dissertations / Theses on the topic 'Cartoons'

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Published: 4 June 2021
Last updated: 14 June 2025

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1

Hanna, Elias Issa. "Electronically generated cartoons." Thesis, University of Essex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278622.

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2

Woelfer, Sidnei Werner. "Constructing meaning from cartoons." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167472.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016<br>Made available in DSpace on 2016-09-16T14:01:40Z (GMT). No. of bitstreams: 1 340760.pdf: 5871303 bytes, checksum: d7bbc65099a3c94372560565194b7bd6 (MD5) Previous issue date: 2016<br>Com base em pesquisas anteriores sobre os efeitos facilitadores das ilustrações na compreensão leitora (Schallert, 1980; Fang, 1996; Carney & Levin, 2002 e Pan & Pan, 2009), este estudo investigou a influência da proficiência em leitura em língua estrangeira inglês (LEI) e da capacidade de memória de trabalho (CMT) (variáveis independentes), na compreensão de cartuns (variável dependente). O estudo foi motivado pela necessidade de se desvendar se o eficaz processamento paralelo de informações verbais e pictoriais associa-se à proficiência de leitura em LEI bem como à CMT. Com base teórica em estudos sobre leitura (Rumelhart & McClelland, 1981; Gagné, Yekovich & Yekovich, 1993; Davies, 1995; Aebersold & Field, 1997; Tomitch, 2011), memória de trabalho (Daneman & Carpenter, 1980; Just & Carpenter, 1992; Cowan,1999; Heitz, RP, Unsworth, N. & Engle, RW, 2005; Baddeley & Hitch, 1974; Baddeley, 2000) e dupla codificação (Paivio, 1990, 2006), o estudo previu uma correlação positiva entre as duas variáveis independentes acima mencionadas, bem como uma relação positiva de cada uma delas com a variável dependente. Sessenta participantes, estudantes brasileiros do ensino médio de uma escola pública, foram divididos em dois grupos: leitores menos e leitores mais proficientes, de acordo com sua pontuação em um teste de proficiência de leitura em LEI, composto por questões textualmente explícitas e textualmente implícitas (Pearson & Johnson, 1978). Além disso, foram também divididos como leitores com menor e leitores com maior capacidade de memória de trabalho, de acordo com sua pontuação na versão brasileira do Reading Span Test (Daneman & Carpenter, 1980), desenvolvido por Tomitch (2003). Três tarefas adicionais foram também utilizadas como instrumentos de coleta de viii dados: (a) um questionário de experiências prévias em LEI, utilizado para melhor retratar a amostra investigada; (b) uma tarefa de compreensão em LEI envolvendo a análise de um cartum em duas etapas: a primeira focada na compreensão de informações verbais, e a segunda, de ambas, informações verbais e pictoriais; e (c) um questionário retrospectivo, usado para observar a percepção dos participantes acerca de seu próprio processo de leitura. A coleta de dados foi realizada em cinco sessões e os dados foram analisados qualitativa e quantitativamente. Os resultados observados se mostraram a favor das três hipóteses levantadas no estudo, mostrando evidências de correlação entre proficiência em LEI e CMT, bem como de associação positiva entre cada uma dessas duas variáveis independentes e a compreensão de cartuns. Quanto às principais contribuições do presente estudo para a grande área, podem ser mencionadas as evidências observadas de que (1) limitações da CMT podem restringir o processamento de textos expositivos não ilustrados; (2) limitações em proficiência em LEI podem restringir a eficiência do processamento de informações pictoriais; e (3) limitações da CMT no processamento de informações pictoriais podem ser compensadas por informações provindas do conhecimento prévio. A principal implicação pedagógica revelada por este estudo reside na possibilidade de que nem todos os aprendizes, devido às diferenças em proficiência em LEI, bem como em CMT, podem igualmente ter sua compreensão leitora beneficiada pelo uso de materiais ilustrados. <br><br>Abstract : Based on previous research on the facilitative effects of illustrations in reading comprehension (Schallert, 1980; Fang, 1996; Carney & Levin, 2002, and Pan & Pan, 2009), this study investigated the influence of EFL reading proficiency and working memory capacity (WMC) (independent variables), on the reading comprehension of cartoons (dependent variable). The study was motivated by the need to unveil whether the effective parallel processing of verbal and pictorial information found in more elaborate illustrated texts would be a function of higher EFL reading proficiency and WMC measures. On the basis of a theoretical framework on reading (Rumelhart & McCelland, 1981; Gagné, Yekowich & Yekowich, 1993; Davies, 1995; Aebersold & Field, 1997; Tomitch, 2011), on working memory (Daneman & Carpenter, 1980; Just & Carpenter, 1992; Cowan, 1999; Heitz, R.P., Unsworth, N. & Engle, R.W., 2005; Baddeley & Hitch, 1974; Baddeley, 2000) and on dual-coding processing (Paivio, 1990, 2006), the study predicted a positive correlation between the two aforementioned independent variables as well as a positive relationship of each of them with the dependent variable. Sixty participants, Brazilian high school students from a public institution, were divided as less proficient readers and more proficient readers, according to their scores in an EFL reading proficiency test composed of textually explicit and textually implicit questions (Pearson & Johnson, 1978), designed for the purposes of this study. Also, as lower spans and higher spans, according to their scores in the Brazilian version of the original Reading Span Test (Daneman & Carpenter, 1980) developed by Tomitch (2003). Three additional tasks, all of them previously tested in a pilot study, were used as data collection tools: (a) an EFL background questionnaire used to gather data to better portrait the sample x investigated; (b) an EFL reading comprehension task involving a twosteps analysis of a cartoon, being the first focused on the comprehension of verbal information, and the second, of both verbal and pictorial information; and (c) a retrospective questionnaire, used to observe participants perception on their own reading process. Data collection was carried out in five sessions and data was qualitatively and quantitavely analyzed. Based on these analyses, results were found to be in favor of the three hypotheses raised in the study, showing evidence of a correlation between EFL reading proficiency and WMC and of a positive relationship between each of these two independent variables and the reading comprehension of cartoons. As for the main contributions of this study to the larger field, were the observed pieces of evidence suggesting that: (1) WMC limitations may impose constraints to the processing of nonillustrated expository texts; (2) limitations in terms of EFL reading proficiency may hamper the efficiency of pictorial information processing; and (3) background knowledge seems to compensate for WMC limitations in the processing of pictorial information. The main pedagogical implication revealed by this study resides in the possibility that not all learners, due to differences in terms of EFL reading proficiency and WMC, equally benefit by the use of illustrated reading materials.
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3

Crowell, Matt. "THE BEST PLACE FOR CARTOONS: CARTOON NETWORK AND THE SILVER AGE OF AMERICAN ANIMATION." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1601.

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Cartoon Network is identified by animation scholars as a crucial point in the resurgence of animation in the 1990s termed the “Second Golden Age”, or as I term it, the “Silver Age”. The reasoning for this semantic shift is that this new age, as typified by Cartoon Network, draws heavily off of the golden age that preceded it. This, in fact, comprises Cartoon Network's primary mode of address. By creating a timeline of early Cartoon Network, I show that they used animation history to create an audience that was activated both nostalgically, through animation they saw as a child, and critically, by having that animation curated for them in carefully planned ways. This engaged the audience, not just as a passive viewing group, but as a critically active one. This audience was then used by the network to screen their original programming through The What-A-Cartoon! Show, a collection of shorts that the network was considering for turning into full 30-minute shows. This exchange between creator and audience mirrors modern digital content creation and distribution. Seibert is still engaged in creation in this new environment, and his model has changed to also include the audience in the funding of animation through crowdfunding sites, bypassing the network entirely. By tracking early Cartoon Network through this modern crowd-supported animation model, we can see that Cartoon Network, and animation and business practices to arise from it, are responsible for a large portion of what makes the Silver Age of American Animation so vibrant and interesting.
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4

Nygren, Niklas. "Concept Cartoons : En kvalitativ studie kring elevers och lärares upplevelse av Skolverkets material, Concept Cartoons." Thesis, Mittuniversitetet, Avdelningen för ämnesdidaktik och matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-31023.

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Denna studie handlar om det naturvetenskapliga materialet, Concept Cartoons. Materialet är publicerat av Skolverket och tanken är att det ska användas som inspirationsmaterial, diskussionsunderlag och bedömningsstöd i de naturorienterande ämnena. Syftet med studien är att undersöka hur lärare och elever upplever Concept Cartoons, på vilket sätt materialet kan användas som bedömningsstöd och hur lärare kan tänkas använda materialet både i undervisning och bedömning inom NO.För att studera Concept Cartoons och vad lärare och elever har att säga om arbetssättet har tre metoder använts; tre observationer, tre gruppintervjuer med fyra elever i varje, tre intervjuer med lärare och en kompletterande analys av materialet. Detta för att ta reda på elevernas respektive lärarnas uppfattning om materialet, samt hur det kan användas i praktiken. Genom observationer i tre klasser i årkurserna 1-3 och sedan uppföljande intervjuer med tolv elever och tre lärare samlades materialet in och analyserades. Resultatet visade att alla elever förutom en ville använda Concept Cartoons igen och samtliga lärarna ville gärna också börja använda materialet i sin undervisning i framtiden. Concept Cartoons stödjer eleverna i att föra en diskussion och ger dem möjligheter att uppvisa naturvetenskapliga kunskaper, men det finns begränsningar i användandet av materialet. Både observationerna och intervjuerna med lärarna påvisade att materialet fungerar bäst som ett bedömningsstöd om det används med mindre elevgrupper.
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Dines-Levy, Gail. "Towards a sociology of cartoons a framework for sociological investigation with special reference to Playboy sex cartoons /." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.280757.

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Sandström, Evelina, and Suzana Ristic. "Concept cartoons som diskussionsunderlag i NO-undervisningen." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33490.

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Syftet med vårt examensarbete är att få en djupare förståelse för hur concept cartoons påverkar elevers gruppdiskussioner och bidrar till deras lärande i NO-undervisningen. Eftersom vår utbildning inriktar sig mot elever i årskurs F-3, har vi valt att återspegla detta i vår studie. Det teoretiska perspektiv som legat till grund för studien är det sociokulturella lärandeperspektivet, där Mercers (1996) tre språkliga kategorier disputational talk, cumulative talk och exploratory talk har använts för att få djupare förståelse för hur elevernas olika sätt att diskutera påverkar deras lärande. Concept cartoons är ett område som är relativt outforskat och studier som inriktar sig mot vår åldersgrupp finns endast i begränsad omfattning. Utöver detta ligger studiens relevans i att concept cartoons är ett koncept som skapats utifrån ett konstruktivistiskt perspektiv och det sociokulturella perspektivet som ska genomsyra vår framtida yrkesverksamhet har till följd lyst med sin frånvaro i tidigare forskning som inriktat sig mot de lägre åren. Genom observation av två klasser i årskurs 3 samlades materialet in och analyserades. Resultatet visade att endast ett fåtal av de deltagande eleverna hade drag av disputational talk och exploratory talk i diskussionerna. Majoriteten av eleverna bekräftade och byggde okritiskt vidare på det som sagts och elevernas sätt att diskutera dominerades därför av cumulative talk. Concept cartoons stödjer elever i att föra en diskussion, men har även sina begränsningar. Vi ser att concept cartoons kan användas i undervisningen men som lärare bör man vara medveten om hur det används av eleverna, för att därigenom förstå vilken typ av lärande som sker.
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Gordon, Jon Clair. "International political cartoons as rhetoric : a content analysis /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847116104.

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Taylor, Ty. "Compression of Cartoon Images." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1301319148.

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Luce, Russell Ralph. "President George W. Bush a portrayal of the Iraq War through cartoons /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1134156853.

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Thesis (M.A.)--Miami University, Dept. of Speech Communication, 2005.<br>Title from first page of PDF document, author statement from p. [i]. Document formatted into pages; contains [1], iv, 40 p. : ill. Includes bibliographical references (p. 35-37).
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Bush, Lawrence Ray. "More than Words: Rhetorical Devices in American Political Cartoons." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3924.

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This thesis argues that literary theory applied to political cartoons shows that cartoons are reasoned arguments. The rhetorical devices used in the cartoons mimic verbal devices used by essayists. These devices, in turn, make cartoons influential in that they have the power to persuade readers while making them laugh or smile. It also gives examples of literary theorists whose works can be applied to political cartooning, including Frederick Saussure, Mikhail Bakhtin, and Wolfgang Iser. Not only do those theorists' arguments apply to text, they also apply to pictorial representations. This thesis also discusses changes in the cartoon art form over the 250 years that American political cartoons have existed. Changes have occurred in both the way text and pictorial depictions have been presented by artists. This thesis makes some attempt to explain why the changes occurred and whether they have been for the better.
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Man, Kam-hung Ricky. "Cartoon Production Centre an urban channel to fantasy world /." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B31982992.

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杜培義 and Pui-yee Perry To. "Feng Zikai's (1898-1975) Manhua on the theme of children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31223485.

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Mushohwe, Knowledge. "An analysis of selected cartoons published during Zimbabwe's 2008 elections." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1609.

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During Zimbabwe’s 2008 harmonised elections the country’s media laws had a direct impact on the way editorial cartoonists expressed themselves. Although the online newspapers were unregulated and the print media published under Zimbabwe’s media laws, Public Order and Security Act and Access to Information and Protection of Privacy act - the editorial cartoons from both sources show deliberate bias towards one candidate and contempt towards the main rival. The study contextualises the understanding of the editorial cartoon, as practised in an environment of freedom of speech and defined by the four categories identified by Press (1981) and Manning and Phiddian (2004), and delineates the effect of media laws on the newspaper industry in Zimbabwe. The four categories of editorial cartoons identified are descriptive editorial cartoons, laughing satirical editorial cartoons, destructive satirical editorial cartoons, and savage indignation editorial cartoons. The study reviews eight editorial cartoons, read using a semiotic framework investigating non-verbal communication, as defined and suggested by Du Plooy (1996), and a text and language grid, as suggested by Leech (1974), according to the criteria of symbols/metaphors, exaggeration/distortion, stereotypes, caricature, irony, captions, and background knowledge, as developed by Fetsko (2001). A comparative analysis of the cartoons reveals that objectives and functions of the unregulated zimonline.co.za and the regulated the Herald newspapers are the same. They constitute propagandistic representations of Zimbabwean politics that are more an extension of political ideology than they are a reflection of the country’s sociopolitical landscape.
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Herek, Ann Marie. "The effects of perceived sexism on funniness ratings of cartoons." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/451607.

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Humor-evoking events frequently contain aggressive elements. Sex differences have been found for the effects of aggressive content on perceived funniness, (Wilson & Molleston, 1981; Terry & Ertle, 1974; Groch, 1974; Felker & Hunter, 1970) but the findings are not consistent. Sexism is sometimes perceived as a more subtle form of aggression. Sex differences have also been found for the way sexism affects funniness ratings, (Chapman & Gadfield, 1976; Priest & Wilhelm, 1974) but again the findings are inconsistent. The primary purpose of the present study was to determine the relationship between the ratings of sexism and the ratings of funniness for cartoons. A secondary purpose of the present study was to determine to what extent, if any, gender of experimenter influences humor, sex, sexism, and pain ratings.Subjects were 60 female and 58 male introductory Psychology students. There were four experimental groups: two groups of female and two groups of male subjects. A female experimenter was assigned to one male and one female group, and a male experimenter was assigned to one male and one female group. This design facilitated exploration of an experimenter gender x subject gender interaction. Subjects were shown 34 cartoons and asked to rate each for funniness, and then to rate them for the degree of sexual, sexist, and aggressive (pain) content each contained.A preliminary analysis revealed that there were significant relationships between gender of experimenter and funniness ratings, gender of subject and funniness ratings, as well as a gender of experimenter x gender of subject interaction.A step-down multiple regression was performed among the predictor variables experimenter gender and subject gender, with the criterion of funniness, for each of the four experimental conditions. For female subjects, only sexism scores correlated with funniness scores, and the contributions of sex and pain ratings were not significant. For male subjects, only sex scores correlated with funniness scores, and the contributions of sexism and pain ratings were not significant. Comparisons between these results and past research were made.
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Mahamood, Muliyadi. "Malay editorial cartoons : the development of style and critical humour." Thesis, University of Kent, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360973.

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Madden, Mark. "Cartoons beyond clipart : a computer tool for storyboarding and storywriting." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/34006.

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The concept of a text in English teaching has become greatly generalised; moving image 'texts' as resources which learners may interpret and produce, in similar ways to traditional print texts, find an increasingly emphasised place in the English curriculum. This thesis seeks to identify how computers currently fit into work which connects moving image media with English teaching, and how they may further contribute to educational practice. After the educational context is established and recent practice described, four stages of research are undertaken.
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Barker, Benjamin Guy. "Newspaper editorial cartoons : where art, rhetoric and metaphor meet reality." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3004154/.

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Operating as a form of visual news discourse, editorial cartoons hold a unique commentary position within the news agenda. Utilising artistic and rhetorical devices, cartoon illustrators provide supplementary (and sometimes alternate) viewpoints on current news events; their visuals becoming frames for organising social knowledge in addition to capturing the essence of issues or events. By doing so, audiences are presented with “a number of different condensing symbols that suggest the core frame of any issue portrayed” (Gamson and Stuart, 1992, pg. 60). This thesis reflects upon the evolution of editorial cartoons as a genre of socio-political commentary. Scrutinising a corpus of images taken from the 2010 British General Election, the study outlines the aesthetic, communicative and rhetorical features which enhance the form’s position within visual imagery; highlighting their capability in adapting to societal, political or aesthetic change. Drawing upon the works of Lakoff and Johnson (1980), Herrmann (2013) and Ritchie (2013), the thesis also illustrates how a conceptual approach towards editorial cartoon metaphors can amplify the forms’ convergence/divergence with the news agenda of its host publication. Lastly, a combination of quantitative and qualitative analyses within a unified case study framework will highlight the capacity of editorial cartoonists to provide autonomous perspectives on evolving news events.
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Chiu, Sau Wan Anne Terry. "An analysis of the humor in political comic strips in Hong Kong newspapers." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/643.

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Bauer, Andrea Flora [Verfasser]. ""Mütter unterm Strich" - schichtspezifische Mutterbilder in den Karikaturen des Simplicissimus (1896 - 1914) : eine kunst- und kulturgeschichtliche Untersuchung über die Diskussion einer sozialen Figur / Andrea Flora Bauer." Kiel : Universitätsbibliothek Kiel, 2010. http://d-nb.info/1020212713/34.

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Mahrt, Nina [Verfasser]. "Die Darstellung realer Kriege in Comics / Nina Mahrt." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1127484931/34.

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Merhej, Lena Irmgard [Verfasser], Marion [Akademischer Betreuer] [Gutachter] Müller, Birgit [Gutachter] Mersmann, and John [Gutachter] Bateman. "Analysis of Graphic Narratives: War in Lebanese Comics / Lena Irmgard Merhej ; Gutachter: Marion Müller, Birgit Mersmann, John Bateman ; Betreuer: Marion Müller." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2017. http://d-nb.info/1124680993/34.

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Philipzig, Jan [Verfasser]. "Ideology and Power in Pre-Code Comic Books: Struggles for Cultural Space, Audience, and Meaning / Jan Philipzig." Kiel : Universitätsbibliothek Kiel, 2013. http://d-nb.info/1037725301/34.

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Steffens, Anna-Maria Verfasser], Alexander [Akademischer Betreuer] [Markschies, and Ulrich Jürgen [Akademischer Betreuer] Schneider. "Die innere Wildnis : das Mensch-Tier-Mischwesen in der bildenden Kunst in der zweiten Hälfte des 19. Jahrhunderts / Anna-Maria Steffens ; Alexander Markschies, Ulrich Jürgen Schneider." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://d-nb.info/1171712553/34.

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Willms, Jennifer [Verfasser], Dietrich [Gutachter] Grünewald, and Andreas [Gutachter] Ackermann. "Jüdische Aspekte in Will Eisners Graphic Novels / Jennifer Willms ; Gutachter: Dietrich Grünewald, Andreas Ackermann." Koblenz, 2019. http://d-nb.info/1185487271/34.

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Maser, Verena [Verfasser], and Hilaria [Akademischer Betreuer] Gössmann. "Beautiful and Innocent: Female Same-Sex Intimacy in the Japanese Yuri Genre / Verena Maser ; Betreuer: Hilaria Gössmann." Trier : Universität Trier, 2015. http://d-nb.info/1197701850/34.

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Frickenschmidt, Gabriele [Verfasser], Thomas [Gutachter] Kirchner, and Hendrik [Gutachter] Ziegler. "Portraying the ridiculous and outré - Karikaturen von weiblicher Hand in Großbritannien (1750 - 1830) / Gabriele Frickenschmidt ; Gutachter: Thomas Kirchner, Hendrik Ziegler." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2019. http://d-nb.info/1202297978/34.

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Plum, Angelika [Verfasser]. "Die Karikatur im Spannungsfeld von Kunstgeschichte und Politikwissenschaft : eine ikonologische Untersuchung zu Feindbildern in Karikaturen / Angelika Plum." Aachen : Shaker, 1998. http://d-nb.info/970709803/34.

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Elmas, Elif [Verfasser]. "Die Balkankrise von 1875 bis 1878 im Spiegel osmanischer und westlicher Karikaturen / Elif Elmas." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016. http://d-nb.info/1099858585/34.

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Draijer, Ina Verfasser], Winfried [Gutachter] [Marotzki, and Johannes [Gutachter] Fromme. "Hinter großen Augen : die Form der Konstellation als Konstruktionsprinzip des Anime / Ina Draijer ; Gutachter: Winfried Marotzki, Johannes Fromme." Magdeburg : Universitätsbibliothek Otto-von-Guericke-Universität, 2019. http://d-nb.info/1219964891/34.

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Draijer, Ina [Verfasser], Winfried [Gutachter] Marotzki, and Johannes [Gutachter] Fromme. "Hinter großen Augen : die Form der Konstellation als Konstruktionsprinzip des Anime / Ina Draijer ; Gutachter: Winfried Marotzki, Johannes Fromme." Magdeburg : Universitätsbibliothek Otto-von-Guericke-Universität, 2020. http://d-nb.info/122171743X/34.

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Bahcivanoglu, Talin [Verfasser]. "Erinnerungsbilder – Erinnertes Gedächtnis / Talin Bahcivanoglu." Berlin : Humboldt-Universität zu Berlin, 2021. http://d-nb.info/1229435190/34.

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Hoshino-Steffens, Anna-Maria [Verfasser], Alexander [Akademischer Betreuer] Markschies, and Ulrich Jürgen [Akademischer Betreuer] Schneider. "Die innere Wildnis : das Mensch-Tier-Mischwesen in der bildenden Kunst in der zweiten Hälfte des 19. Jahrhunderts / Anna-Maria Steffens ; Alexander Markschies, Ulrich Jürgen Schneider." Aachen : Universitätsbibliothek der RWTH Aachen, 2018. http://nbn-resolving.de/urn:nbn:de:101:1-2018111907171437282960.

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Merhej, Lena Irmgard Verfasser], Marion [Akademischer Betreuer] [Gutachter] Müller, Birgit [Gutachter] Mersmann, and John A. [Gutachter] [Bateman. "Analysis of Graphic Narratives: War in Lebanese Comics / Lena Irmgard Merhej ; Gutachter: Marion Müller, Birgit Mersmann, John Bateman ; Betreuer: Marion Müller." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2017. http://nbn-resolving.de/urn:nbn:de:gbv:579-opus-1006002.

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Draijer, Ina [Verfasser], Winfried [Gutachter] Marotzki, and Johannes [Gutachter] Fromme. "Hinter großen Augen : die Form der Konstellation als Konstruktionsprinzip des Anime / Ina Draijer ; Gutachter: Winfried Marotzki, Johannes Fromme." Magdeburg : Universitätsbibliothek Otto-von-Guericke-Universität, 2019. http://nbn-resolving.de/urn:nbn:de:gbv:ma9:1-1981185920-327154.

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Leushacke, Stephanie Katrin [Verfasser], Michael Achim [Akademischer Betreuer] Scherer, Martin [Gutachter] Sack, and Michael Achim [Gutachter] Scherer. "Trauma und Traumatologie in Comics / Stephanie Katrin Leushacke ; Gutachter: Martin Sack, Michael Achim Scherer ; Betreuer: Michael Achim Scherer." München : Universitätsbibliothek der TU München, 2021. http://d-nb.info/1236343034/34.

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Larson, Alison. "The Last Laugh: Selected Edwardian Punch Cartoons of Edward Linley Sambourne." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2793/.

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The illustrative work of Edward Linley Sambourne for Punch magazine during the period 1901-1910 addresses a myriad of political topics prevalent during the Edwardian period in British history. This thesis examines two of those topics - Women's Suffrage and Socialism - through their artistic treatment by one of Britain's most influential periodicals. Through a study of the historical context and iconography of selected cartoons-of-the-week, one is better equipped to understand and appreciate the meaning, message, and humor in the cartoons. Chapter 1 introduces the Sambourne, Punch magazine, and the Edwardian period in general. Chapters 2 and 3 discuss four Women's Suffrage cartoons and four Socialism cartoons respectively. Chapter 4 draws conclusions regarding Sambourne's techniques as a cartoonist as well as the relationship between the text and image in his illustrations.
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Cook, Malcolm. "Animating perception : British cartoons from music hall to cinema, 1880-1928." Thesis, Birkbeck (University of London), 2013. http://bbktheses.da.ulcc.ac.uk/28/.

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This thesis examines the history of animated cartoons in Britain between 1880 and 1928, identifying a body of work that has been largely ignored by film and animation historians, covering the production, distribution, and exhibition of these films. Throughout this history, graphic arts - especially print cartooning and illustration - and the music-hall lightning cartoon act are found to have played a formative role in British animated cartoons. The artists who made the first British animated cartoons were almost exclusively drawn from one of those two fields and thus this work may be considered to form a parallel history of ‘artists’ film’. They brought with them to film a range of concerns from those prior forms that would shape British animated cartoons. Examining that context provides an understanding of the ways British animated cartoons developed in technologic, economic, and aesthetic terms. This work includes the first in-depth history of the music-hall lightning cartoon act, which finds that it anticipates cinematic animation, featuring qualities such as transformation, the movement of line drawings, and the desire to bring drawings to life. Building on this history, a new critical framework for examining these films aesthetically is provided, emphasising the role of the spectator and their perceptual processes. This framework draws upon the work of E.H. Gombrich and Sergei Eisenstein, and extends it to include recent findings from neuroscientific fields. The result is an original aesthetic reading of this body of work, which finds the films to have a deep engagement with the basic perceptual processes involved in viewing moving line drawings.
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Alexander, Helen. "Happy harmonies and disturbing discords : Scott Bradley's music for MGM's cartoons." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6809/.

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The musical scores of composer Scott Bradley for the cartoons of the Metro- Goldwyn-Mayer studio form the basis of this dissertation, which uses close observation and analysis to address some of the pertinent technical and cultural issues that have been raised in the literature of musicology and of cartoon studies. Bradley’s collaborations with three sets of directors are discussed separately in order to highlight three academic concerns. An investigation into the various practical necessities and cultural influences on Bradley’s work with directors Hugh Harman and Rudolf Ising sets the historical scene at the beginning of the composer’s career. I examine the pervading style of these cartoons and their music in order to reveal some of the personal preoccupations that Bradley’s work would exhibit throughout his life. And I interrogate the general musicological approach to the audiovisual pairing and cartoon scoring practices in order to re-evaluate close synchronization as a variegated technique capable of diverse and nuanced effects. Director Tex Avery and Bradley have independently been considered by various scholars for their adoption of modernist techniques. Their collaboration produced works that challenge the distinction of popular entertainment and modernist art, in a way that is shown to be both multifaceted and difficult to quantify. The position of their cartoons in terms of more frequently recognized modern artforms and its own tradition of slapstick comedy complicate any simple distinction between the two fields. The directorial team of William Hanna and Joseph Barbera produced cartoons that amalgamated some of the techniques learned from the other animators in this study. As well as being the most famous of MGM’s cartoon series, their Tom and Jerry cartoons were the most consistent in terms of style. The comic formula of this series is examined from the relatively new academic area of ‘comic timing’. I explore the possible effect of a constant musical presence on the audience perception of pacing and thereby add a new perspective to an aspect of comedy that has not before been considered with reference to music.
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Palmqvist, Mikaela. "Elevers förståelse för begreppet friktion : Gruppdiskussion i åk 2 genom Concept cartoons." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84716.

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The study is based on action resarch where four Concept cartoons have been constructed through careful resarch into the structure of the concept. 16 year 2 students in groups of four participated in a survey with the aim of providing knowledge about how students in grades of 1-3 in primary school understand the concept of friction and how their understanding can be developed through the use of Concept cartoons. The students' discussions where recorded on audio files and analyzed thematically. The sociocultural learning perspective emerged both in terms of knowledge that the students showed and through the group discussions, but also traits of construcivism can be seen through the proveneance of concept and the coginition that occurs among the students through the encounter with the conceptual images. The results show that the students in the study are able to relate friction to movment and speed and that friction is a characteristic that can affect speed as well as understanding that fricton is linked to materials.  The result also show that by allowing students to talk about a Concept cartoon together, a consensus is reached and they can trigger each other to reach and show knowledge as well as deepen and expend knowledge. A striking result shows that Concept cartoons can make misconsistent around the concept of friction visible. By allowing active teachers to at the schools' lower ages to work early on Concept cartoons, misconceptions in science can be detected early and turned into good concetual understanding.
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Tolley, Rebecca. "Review of Drawing My Times: Cartoons By Bubul, a Thirty Year Perspective." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/5598.

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Pissarra, Mario. "Criticism and censorship in the South African "alternative" Press with particular reference to the cartoons of Bauer and Zapiro (1985-1990)." Bachelor's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14749.

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Includes bibliography.<br>Cartooning is an extremely heterogeneous practice whose genealogy can be traced back to caricature. This paper does not concern itself with the diversity that can be found in the cartoons of Derek Bauer and Jonathan Shapiro (Zapiro), but rather chooses to focus on the potential of cartooning as a critical art practice. Given that the "flipside" of criticism is censorship, the effects of censorship on cartooning together with cartooning's response to censorship will also be examined. Cartoons published in the alternative press after the 1985 declaration of a State of Emergency, but preceding the unbanning of political organisations in February 1990, which comment directly on press or political censorship, as well as those which raise issues pertinent to censorship, provide the basis for examining the converse notions of criticism and censorship. Having said this it should also be stated at the outset that whilst this paper focuses on particular cartoons produced in specific historical circumstances, it is also intended that this paper will have broader implications for the development of a contemporary critical art practice. This paper proceeds from the premise that criticism and censorship are oppositional and antagonistic concepts which seldom appear alone. Criticism, particularly when expressed publicly and directed at specific interest groups (eg. a ruling elite) frequently evokes censorship, whilst censorship and repression in turn breed criticism and resistance.
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Álvarez, Chávez Roland. "La masculinidad figurada la representación del significado social de la virilidad en las ilustraciones de humor de la prensa limeña /." Lima : Fondo Editorial de la Facultad de Ciencias Sociales, UNMSM, 2005. http://www.cybertesis.edu.pe/sdx/sisbib/envoi?dest=file:/d:/cybertesis/tesis/production/sisbib/2004/alvarez_chr/xml/../pdf/alvarez_chr.pdf&type=application/pdf.

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Master's thesis in sociology (2004), Universidad Nacional Mayor de San Marcos (Peru); directed by Mg. Guillermo Nugent Herrera.<br>Title from ebook home page (viewed on nov. 20, 2009). Includes bibliographical references (p. 166-173). Also available in print.
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To, Pui-yee Perry. "Feng Zikai's (1898-1975) Manhua on the theme of children /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21301153.

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Koon, Chui-min. "The politics of popular culture : a study of a Hong Kong comic strip, McMug /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25085542.

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Wise, Phillip. "The postmodern toon : (Totalitarian) "Fascism", violence, and cartoons in postmodernist literature about America." Thesis, University of Canterbury. English, 2001. http://hdl.handle.net/10092/5589.

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This thesis sets out to investigate the representation of politics as a cartoon in Thomas Pynchon’s Gravity’s Rainbow and Vineland, and to apply what we find to Bret Easton Ellis's controversial American Psycho. This investigation will also hold implications for other postmodernist literature, and for the possibility of constructing a “postmodern” politics capable of opposing the political order depicted in Pynchon’s novels. Pynchon hints at such a politics, but tends to focus his writing on diagnosing reasons for their failure rather than prescribing for their success. Pynchon and Ellis both depict late, “postmodern” “spectacle” capitalist cultural environments as being in important respects “totalitarian” and “fascist”. At the same time, the novels associate “fascism” with cartoons. After initial chapters describing the place of both cartoons and politics in the novels under discussion, the three following chapters explore the three novels' politics in more depth and seek to justify a reading of their environments as being an amalgam of totalitarianism and fascism, or what I will call “(totalitarian) ‘fascism’”. These chapters identify and apply the concept of “Liminal Processes Favouring Totality” as an explanation for the existence of fascist structures and personalities in a late capitalist environment. Over the course of the final six chapters, the argument changes direction to explore the signification of “cartoons”, which are found to support a cultural meaning wider than that of drawings or animations. This wider metaphoric meaning is, broadly, the diminishment of representation to below three dimensions. The attachment of this signification to “cartoons” allows me to show that a “democratic” “postmodern” politics which is able to resist “Liminal Processes Favouring Totality” emerges from a reading of both Pynchon’s and Ellis’s texts. Ironically, in order to energize this sort of political response, both Gravity’s Rainbow and American Psycho in particular are designed to affect the reader outside the world of the text they are reading, that is, in that very reality many critics say postmodernism denies.
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SALGADO, RAQUEL GONCALVES. "BEING CHILD AND HERO IN PLAY AND LIFE: CONTEMPORARY CHILDHOOD, PLAY AND CARTOONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6155@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Compreender identidades e valores construídos pelas crianças, em suas brincadeiras e jogos, a partir das interfaces com os desenhos animados contemporâneos é o principal objetivo deste trabalho. Tomando como eixos de análise a representação da criança como protagonista e herói e a configuração de novas fronteiras entre os mundos infantil e adulto nesses textos midiáticos, pretende-se discutir os modos como crianças e adultos definem e negociam papéis e lugares sociais na cultura contemporânea. A busca por competências, saberes e informações para a inserção em uma cultura lúdica, que se configura em rede e é atravessada por narrativas de diversos suportes midiáticos, apresenta-se como um outro aspecto relevante nas experiências cotidianas da infância contemporânea e, por isso, consiste, também, em um dos focos de análise. Os conceitos de dialogismo e alteridade, de Mikhail Bakhtin, são centrais por permitirem, de um lado, compreender as relações entre a experiência subjetiva e os discursos midiáticos e, de outro, construir uma perspectiva metodológica voltada à construção de conhecimentos e experiências por parte de crianças e adultos no próprio processo de pesquisa.<br>To comprehend how children construct values and identities in their play and games, through interfaces with contemporary cartoons, is the main objective of this work. Assuming the representation of child as protagonist and hero and the configuration of new boundaries between childhood and adulthood on these media texts as analysis axis, this research intends to discuss the ways children and adults have been defining and negotiating social roles and places in contemporary culture. The search for competencies, knowledge and information for the entrance in a play culture, which is designed as a network and crossed by narratives from different media, constitutes another relevant aspect in children daily experiences, that is why it is also considered as one of the analysis focus. Dialogism and alterity concepts, defined by Mikhail Bakhtin, are central because they allow, on the one hand, to comprehend the relationship between subjective experience and the media discourses and, on the other hand, to construct a methodological view aimed at the construction of knowledge and experiences by children and adults during the research process.
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PRIVATTI, RAFAEL BASTOS ALVES. "CARTOONS AND TEACHING HISTORY: A BET FOR LITERACY IN THE EARLY SCHOOLING SERIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29809@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>O letramento em língua portuguesa nas séries inciais do ensino fundamental é objeto de reflexão de inúmeros pesquisadores, especialmente pelo lugar basilar que a escrita e a leitura ocupam no processo de escolarização. Contudo, na perspectiva de uma leitura que ultrapassa os limites do texto escrito, estendendo-se à uma leitura do mundo, o letramento em história, simultâneo ao letramento em língua portuguesa, apresenta-se igualmente fundamental no processo de construção de sujeitos solidários e cidadãos, conscientes de seus lugares no mundo. Nesse sentido, buscou-se desenvolver metodologia ancorada no uso de desenhos animados nas séries iniciais para o letramento em Língua Portuguesa e em História. Os desenhos animados são linguagens imagéticas familiares e recorrentes para parte considerável dos educandos de todo o ensino fundamental. Os materiais (desenhos animados e materiais de apoio) foram produzidos em DVD e também estão disponíveis no site YouTube (Canal Animações Revolução), com ampla e total liberdade aos espectadores para significá-los e resignificá-los. Os desenhos animados possuem três matrizes temáticas: as Histórias e Culturas Afro-Brasileiras, as Histórias e Culturas da África e as Histórias e Culturas dos Povos Indígenas Brasileiros, todas presentes na Lei 11645/2008. Os contatos dos educandos, em seus primeiros anos de escolarização, com temáticas da História numa perspectiva crítica constituem estratégias eficientes no processo de formação de consciências históricas plurais.<br>Literacy in Portuguese in inciais grades of elementary school is numerous researchers reflection object, especially the fundamental place that writing and reading occupy in the schooling process. However, in view of a reading that goes beyond the written text boundaries, extending to a reading of the world, literacy in history, simultaneously to literacy in Portuguese also presents fundamental in the construction of solidary subjects and citizens process , aware of their places in the world. In this sense, we sought to develop methodology anchored in the use of cartoons in the early grades for literacy in English Language and History. The cartoons are familiar and recurring imagistic language to considerable part of students of all elementary school. The materials (cartoons and supporting materials) were produced on DVD and also estãodisponíveis on YouTube (Channel Animations Revolution), with wide and full freedom to viewers to signify them and significance to them. The cartoons have three thematic matrices: Histories and Cultures Afro-Brazilian, Histories and Cultures of Africa and the Histories and Cultures of Indigenous Peoples Brazilians, all present in Law 11645/2008. contacts the students in their first years of schooling, with themes of history in a critical perspective are efficient strategies in the process of forming plurals historical consciousness.
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Qadiri, Mohammad Abdul-Qader. "The effect of exaggeration of cartoons on the performance of field dependent learners." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28067.

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The purpose of this study was to investigate the assumptions of Hunter, Moore, and Sewell in their 1990 study, in which field dependent learners could use the exaggeration of salient cues that are presented in cartoons to improve their learning. In general, the literature indicated that cartoons could affect the performance of students when they are used as supplemental education devices. Moreover, cartoons can facilitate learning when they are enjoyed and attracted by teachers and students alike. Literature revealed that field dependent learners are affected by their level of cognitive style when they perceive a stimulus. Field dependent learners accept the information as presented, and they need help from outside to analyze this information. The more salient or noticeable cues affect the performance of field dependent learners despite the relevancy of these cues to the subject matter. A review of the literature indicated that only the Hunter, Moore, & Sewell (1990) explored the relationship between cartoons and field-dependence. Their study suggested that field dependent learners would benefit from the exaggeration of salient cues in the cartoons; this suggestion framed the hypothesis of the current study. The present study assumed that exaggeration in the cartoons would maximize the performance of field dependent learners. Moreover, this study examined the suggestion of Hunter, Moore, and Sewell (1990), and if their suggestion was true, then the field dependent students who learned through the exaggeration treatment would outscore field dependents learned with no exaggeration. Participants in this study were 66 freshmen students who attended English classes in the Writing Center at Virginia Polytechnic Institute and State University. The students were randomly distributed into two groups. The teaching group studied English grammar with the exaggeration of cartoons employed as a teaching strategy. The control group studied the same materials, with no cartoon exaggeration. The Group Embedded Figure Test (GEFT) was employed to classify students as having a field dependent, field neutral, or field independent cognitive style. The purpose for the examination of cognitive style's was to assist in determining if the exaggeration of cartoons would positively affect the performance of field dependent students. The dependent variable was a written immediate test of 30 problems. The data were analyzed using two-way Analysis of Variance. All hypotheses of this study were rejected, and no significant differences in the main effects and no interaction between the independent variables were indicated. The study did not support the suggestion of Hunter, Moore, and Sewell (1990), and the results indicated that field dependence did not benefit from exaggeration in the cartoons to be used as salient cues to maximize their learning.<br>Ph. D.
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Salem, Nada M. "Understanding Humor, Expressions, Profanity, and Cartoons in a Bilingual and Bi-Cultural Context." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493298930096977.

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50

Gregory, Philippa Michelle. "The funny side of war : British cartoons, visual humour and the Great War." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61149/.

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This thesis examines cartoons and the humour they express throughout the Great War of 1914-1918. Its aim is to highlight the relevance of visual material in an historical context, to draw upon humour as an insight to cultural moods and attitudes in wartime, and to bring an interdisciplinary approach to the cultural history of the Great War. To do this it will highlight the humour of different British cartoonists in selected newspapers and publications throughout the war and beyond. Primarily it will take a thematic and qualitative approach to visual topics expressed in cartoons analysing their connections to the rest of wartime society. Visual interpretations of public controls, entertainment, avoidance of social duty and comparisons between soldier and civilian responses to the war will be analysed. All of which will look to the use of humour in society relating to these topics in the context of war. Thereafter, the thesis will combine these themes into a formation of memory termed 'commercial' reflecting images and in turn memories sold to the public through cartoons. The thesis crosses areas of historical inquiry generating a new dialogue with the cultural history of the Great War, developing ideas of humour, media studies and visual source investigation. War, humour and newspapers are consistent points of reference throughout, combined with a broader historiography as appropriate. Cartoon sources provide the visual basis of the investigation, alongside news articles and reference to official data where applicable. Overall, the interdisciplinary dialogue created between the historiographies of war, humour and visual media promote developing historical investigations, newly bound together in an understanding of the commercial memory of humorous wartime cartoons.
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