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This is a study of the shorts and feature films by the young, prolific French film director, François Ozon. The thesis uncovers the impact of Ozon’s oeuvre on cinematic audiences. The films raise questions about death, desire and sexual relationships in unsettling and surprising ways, through a variety of different genres. This thesis focuses on close textual reading of the films, employing feminist and queer theory to underline and echo the implications of Ozon’s representations of sexuality; here it is argued that Ozon’s work presents a challenge to heteronormative ideology and culture. In particular, this study suggests that Ozonian cinema encourages the spectator to take up a fluid and non-normative viewing position often denied in mainstream narrative cinema. This study focuses on analyses of taboo, trauma and loss, as well as generic conventions and gender performances which refer to psychoanalytic, feminist and queer understandings of certain behaviours and situations; quotidian, but intense, experiences in the films emphasize ways in which the human subject struggles with the expression of desire and sexuality. Although not as radical as queer theorists or film critics may wish, Ozon’s films often use comedy and irony to illustrate the problems of a restrictive patriarchal society and the way it can harm individuals, thus unsettling the normative assumptions on which the majority of social structures are still based. Ozonian cinema, this thesis argues, thus presents a compassionate and, indeed, political comment on contemporary French and European society.

This practicum was designed to improve the speech reading skills of mainstreamed elementary students with hearing impairments in their school environments. A 3-month one-on-one comprehensive speech reading program utilized analytical, synthetic, and holistic approaches, incorporated communication and language instruction with videotaping and tracking techniques, and provided opportunities for four students to practice their speech reading skills in different conditions and distances. The Craig Lipreading Inventory was used as a formal evaluation. A variety of methods, including informal classroom evaluations, daily progress monitoring, and a questionnaire, was used to assess the students' performance. Analysis of the data indicated that students' speech reading skills did improve significantly. They felt more confident in their speech reading ability and relied on it more often to receive information as compared with baseline data obtained prior to the implementation of this program. Data from students' individual journals indicate students at times complained about the monotony of the analytical approaches of studying shapes and lip movements of different English phonemes. However, the exercises enabled the students to be more conscientious of their own articulation and helped them speech read better. The report discusses goals and evaluation instruments, solution strategy, intervention results, and recommendations. Appendices include re-implementation speech reading evaluations and the questionnaire. (Contains 40 references.) (CR)