Briefly describes how one high school uses instructional television in its English and science classes, and outlines the kind of support given to instructional television by the South Carolina department of education. (IRT).

An analysis of audience perceptions of videotaped versus filmed actualities on television newscasts suggested that videotaped actualities were perceived as more immediate than filmed actualities, and that audience evaluation of newscasts using videotaped actualities was higher than audience evaluation of newscasts using filmed actualities. (GT)

Discusses public broadcasters' views of the objectives, problems, and future possibilities for the public television system. The need for local, regional, and national interdependence is emphasized. (BK)

Media education specialist John Culkin talks with editor John Drexel about learning to read in the television age--and discusses a new alphabet, UNIFON, that may help solve the literacy crisis. (Editor)

Analyzes "Taxi,""Barney Miller,""Lou Grant," and "M*A*S*H" in terms of three fantasy themes: the realization of significant others, the alliance in action, and membership into personhood. From these themes emerges a rhetorical vision of the new humane collectivity. (PD)

An adaptor of children's books for television explains the difficulties of translating such works into television fare. (FL)

Discusses Teletext and Viewdata, two innovations in text and diagram information diffusion available for home users through broadcast television or public telephone networks. An experimental home terminal is described. (RAO)

Describes the Xerox International Center for Training and Management Development: its philosophy; use of space, texture, and color; flexibility of classroom interior arrangement; classroom A/V facilities; resource center; television studio and facilities; and furniture, student luggage, walkways, and lighting. (JEG)

This study showed that for college students, both on-camera authority/model figures and dramatizations can be effective for promoting affective learning via televised instruction. It also confirmed the importance of considering interactions between presentation method, learning characteristics, and subject matter. (Author/JEG)

Describes a program at Puerto Rico Junior College that offers credit and noncredit courses over a commercial television station. (IRT)

Argues that good film and television fantasy is not a retreat from reality but a means of expanding the imagination. (FL)

Discusses how western countries, especially the United States, are conducting a global cultural invasion through the mass media which is leading to a world culture. (DD)

Notes that the ability to analyze the media is linked directly to the way that images are projected and to the channels through which they are received. Contends that a story heard affects a person differently than does a story seen. (FL)

Compares the 1960 and 1976 presidential debates as part of the political campaign and concludes that the differences between the two in terms of format and content are minor. (JMF)

The audio breakdown during the first Ford-Carter presidential debate in the 1976 presidential campaign raises questions concerning the role of the media in this news event and whether the debate was a news event without regard to television coverage. (JMF)