Discusses the issue of public accountability in broadcasting as shown in new legal strictures, in the creation of councils by the media themselves, and in such mechanisms as public inquiries, research and audience polling, and access experiments. Concludes that access and participation are means for demonstrating accountability. (JMF)

Eighty responses were received from both high school and college forensic directors: ninety percent of the respondents of involving audiences included generating support for the program, educating and motivating students, and serving audiences. (PD)

Explains the nature of audience participation debates known as the LSU Forum, sponsored by the Louisiana State University Department of Speech for the past 18 years. Sketches their history and development from British university debating unions. Discusses how they are organized and factors that contribute to a good Forum debate. (PD)

Offers guidelines on conducting board meetings efficiently while allowing for public participation. (WD)

Strategies are given for enhancing learning in the informal environment of the museum. Collaboration between the school and classroom is encouraged. (SA)

The author describes an educational radio series developed for the British Broadcasting Corporation that aimed to provide informed discussions of community issues with interaction between experts and a live audience and to reach a wider audience via radio. The author concludes that the series was generally successful. (CH)

The Surveys of Public Participation in the Arts (SPPAs), funded by the National Endowment for the Arts and conducted by the U.S. Bureau of the Census, were undertaken in 1982, 1985, and 1992. This report is based on the data collected by the SPPA surveys. Although data on dance genres other than ballet were collected under the rubric "other…

This document analyzes and evaluates dilemmas and difficulties in developing/implementing "progressive television," a kind of television that seeks to transgress the boundaries of dominant (mainstream) television by proposing a new constellation of television production and consumption. The ideal is described as a television that tries…

Clarifying for both the playgoer and the playmaker the concept of theater as an institution for game-playing, this book analyzes the identifiable urges common to all theatergoers and deals with their immediate emotional experiences. Directing its discussion primarily to playwrights and directors and only secondarily to actors and scenic artists,…

If the scope of current cable television (CATV) content could be broadened to include interactive television services, it is conceivable that these new services would provide reasonable substitutes for the interactive communications that people miss when their surroundings change from a small community to a large urban community, and would thus…

The Maine Public Broadcasting Network (MPBN) presented a "television simulation" to make the citizens of Main more aware of 1) environmental challenges, 2) the process of reconciling problems, and 3) the importance of the individual in the process. In the simulation a fictitious town, Freeboro, was faced with a decision regarding a new…

Suggests use of questions as instructional tools. Provides guidelines for devising effective questions and handling responses to questions. To evaluate the program, the author advises the trainer to consider content, methods, presentation, time, and atmosphere. Also reviews self-evaluation techniques and forms. (CSS)

Describes a community college English teacher's year spent in China and recommends that anyone interested in a similar experience be prepared to sing, dance, or entertain in some way before an audience, in addition to handling regular teaching duties. (NKA)

Describes an audience participation project in the classroom that approximates "real world" production techniques. (PD)

Presented a model constructed to enable a designer to logically and systematically develop and produce instructional materials which reflect the constituency's needs, interests, and environments. Four references are listed. (FM)