Discusses use of authentic listening experiences in second language classroom so that students will become involved in listening process demanded in authentic listening situations. Gives examples of sample classroom activities. (BK)

Presents a report on broadcast media popularization of science in the People's Republic of China. Personal observations are recorded about the present quality and future directions of Chinese science communication via films, radio, and television. (CS)

Explored the use of film in measuring learning in family life classes. When films were used to teach communication processes, student test performance was equivalent to traditional testing. Results indicate the use of films for simulation has implications for the potential transfer of concepts to life situations. (Author/JAC)

Presents a review prepared by the British Meteorological Society which covers 51 films for use in teaching meteorology in higher education or secondary schools. (HM)

Originally part of a symposium on educational media for the deaf, the paper describes the seven formats or media needed in the eighties: (1) sound recording and reproduction, (2) still image recording and reproduction, (3) sound plus still images, (4) silent moving passages, (5) moving passages with sound, (6) sound plus still plus moving images,…

Describes classroom activities which pair media related activities with reading and writing activities: poetry/photography, short story/slide show, literature/film or video, drama/audio collage, dialogue/film, free writing/records, and persuasive essay/video. (CMV)

Discusses pedagogical and technical aspects of making films of native speakers of French conversing with the aid of gestures. (AM)

To revive students' sagging motivation in French class at the end of the term, a four-week project was designed in which the class wrote and produced slide-tape shows and super eight films in French. (SJL)

Outlines a concentrated in-service visual training program which incorporates (1) perceptual effects of visual stimuli, (2) synthetic and natural stimuli, (3) non-verbal stimuli, (4) pictorial communication, (5) visual persuasion, and (6) creative visualization. (Author/CMV)

A report on the International Council for Educational Media (ICEM) Conference held in Copenhagen, September 25-26, 1976. (BD)

Students (N=29) viewed three stimulus films and rated therapeutic effectiveness of the therapists. Students were subsequently rank-ordered on the basis of skill development and assigned to one of three groups (high, middle, or low.) Results revealed an overall higher evaluation for Rogers as compared to either Perls or Ellis. (Author)

Excessive exhibition of aggression and violence demonstrated by youth in society is discussed in light of the blaxploitation films encouraging violence and other deviant behavior. (Author)

Cinema, because of its levels of sight, sound, magic, and versimilitude, is a powerful aqueduct to almost any topic, theme, or subject matter. How it handles these subjects must be studied and understood because in the inevitable translation that results, it does bring its own language to bear. (Author)

A French-language version of stock footage videotapes from previous research (using English-language data) was prepared, using the same images. The most popular terms identified in each of the two studies for each of the shots are compared, to determine the rate of correspondence between potential indexing terms in each language. (Author/AEF)

As part of a student exchange between a French and a Spanish college, students produced four photo-novels, one by the French group and one by the Spanish, each in both French and Spanish versions. The unique aspect of this project was that most of the communication between the two student groups was by videotaped "letters." (MSE)