Although in 1915 there was no drama education in Methodist colleges and universities in Texas, today all Methodist schools of higher education in Texas have at least course offerings in drama. Southern Methodist University was one of the first Methodist schools to offer such courses which began with the hiring of Mary McCord to teach public speaking in September, 1915. The problem of this study is to explain the contributions of Mary McCord to the development of drama education at Southern Methodist University. It is recommended that the development of the department after Miss McCord retired be examined, that the students taught by Miss McCord who chose theatre as their life's work be interviewed about the effect of her training on their careers, and that a thorough study of the McCord Theatre Collection be undertaken.

The problem of this study was to address the question of the relationships between linguistic principles and film surface-structure. The analysis of motion pictures traditionally has been an analysis of films as art. At the same time, the techniques and effects of film often have been referred to as the "language of film." Until recently, however, no one took seriously the linguistic implications of the phrase. The theoretical evidence for linguistics of film is controversial but growing in acceptance and maturity of the concept. The study began with the assumption that film is a language. The method bypassed much of the philosophical discussion of whether film is a language in favor of finding the theory's practical usefulness. The findings produced some clues to the linguistic structure of particular films which may relate to film as a whole. The analysis clearly demonstrated the presence of visual rules of grammar. The findings not only supported a linguistic view of film but also generated structures that resembled accepted linguistic form. The basic units of analysis were found to have unit integrity, class form qualities, limitations on their employment, and a hierarchical relationship to other larger units. The analysis also pointed out some visually …

The problem of this study is that of developing a program of study of Mexican literature at the graduate level at North Texas State University. The study of literature and culture is approached by probing into the influences on the thinking of the Mexican and by using an in-depth study, rather than an "anthology" approach to teaching. The findings of the study indicate a need for an upper level course in Mexican literature at North Texas State University. Therefore, the following recommendations seem appropriate: (1) that North Texas State University initiate a course in Mexican literature which may be utilized by both students in the Department of Foreign Languages and Literatures and students in the Bilingual/Bicultural Education program; (2) that the course be made available to both graduate and upper-level students; (3) that oral communication be emphasized in the course and that student participation in the target language be maximized.

The problem of this study was to test and compare the impact of two alternative educational treatments on the rate of success among high-risk students enrolled in the United States History telecourse at Richland College, DCCCD during the Spring Semester of 1980. The purposes of the study were to determine whether 1. The rate of success, that is, the proportion of students completing the course with a grade of "C" or higher, would increase among high-risk students in either experimental group; 2. The rate of success would increase among high-risk students with poor reading skills in either experimental group; 3. The rate of success would increase among high-risk students with poor academic motivation for telecourses in either experimental group; 4. The rate of success would increase among high-risk students when related to the demographic variables used as predictors and collected for the students who were in either experimental group; 5. There would be a difference in the effects of experimental treatment I and experimental treatment II in helping students with poor reading skills to complete the course with a grade of "C" or higher; 6. There would be a difference in the effects of experimental treatment I and experimental treatment …