Suggests that the question of diversity in television programing is irrelevant, since diversity has nothing to do with freedom of expression or of the marketplace.

Examines the possibility of an alternative progressive realism in film in relation to a theory of realism and in terms of two criticisms. Outlines the consequences for film education, based on both the author's definition of "reading" a film and a proposal for the centrality of realism in film studies. (JMF)

This paper utilizes a consumer welfare standard to compare the alternative modes of pay program delivery. Policy recommendations are presented. (Author/STS)

A second study examined subjects' ratings of liking for an adventure program which was presented to them either in an uncut version or with the violence deleted. (Author/JMB)

Describes the procedure to test the hypothesis that subjects' brain waves in response to a television flicker (distraction) would be smaller in amplitude during television programs of high, in contrast to low, interest. Results from 12 viewers support the hypothesis. (CP)

The use of television in PSI courses has two advantages: (1) student time involved in learning is comparable with that of students using only written material, and (2) it provides an avenue for learning for those students who prefer auditory learning to written learning. (Author)

Points out changes implemented in the play of sports in the last twenty years to accomodate a more marketable television commodity. (MH)

Defines the structural components of football telecasts and assesses the degree to which television mediates game coverage. (MH)

Discusses an investigation designed to determine the dramatic features used by professional sportscasters to add excitement to and enliven weekly sports viewing. (MH)

Despite Piaget's contributions to child learning, "Sesame Street" developed in a traditional American mode. (DAG)

The Essential Learning Skills television project is a series of 60 quarter-hour programs for the fifth and sixth grades being produced by the Agency for Instructional Television for a consortium of Canadian and American education organizations. (Author/IRT)

Argues that the traditional centralized model of the public telecommunication networks is being undermined by a host of centrifugal forces, and that a new and open network concept is emerging that breaks down the dichotomy between the telecommunications sector and the rest of the economy. (JD)