Educational/Instructional Media

Sheila Mahony, Nick DeMartino, and Robert Stengel's Keeping PACE with the New Television (New York: VNU Books International, 1980---price not given, paper)

Don Agostino and Jayne Zenaty's "Home VCR Owner's Use of Television and Public Television: Viewing, Recording & Playback" (CPB, 1980---free on request, paper)

The Communications Revolution and the Education of Americans (Council on Learning, NBW Tower, New Rochelle, N.Y. 10801---$6.95, paper)

Ted Carpenter's Calling the Tune: Communication Technology for Working, Learning, and Living (National Institute for Work and Learning, Suite 301 1211 Connecticut Ave. NW, Washington 20036---$12.00, paper)

The Economics of New Educational Media: Vol 2, Cost and Effectiveness (Paris: Unesco/New York: Unipub, 1980---$18.00, paper)

A Guide to Rules and Regulations for Public Radio (National Federation of Community Broadcasters, 1000 11th St. NW (3rd floor), Washington, D.C. 20001---$50.00, loose-leaf format in notebook)     

Journalism

IN THE PUBLIC INTEREST-III: A REPORT BY THE NATIONAL NEWS COUNCIL, 1979-4983 (National News Council, 805 Third Ave., New York, NY 10022---$10.00, paper)

VIDEOTEX JOURNALISM: TELETEXT, VIEWDATA, AND THE NEWS by David H. Weaver (Hillsdale, N.J.: Lawrence Erlbaum Associates, 1984---$18.00)

THE NEW BUSINESS JOURNALISM: AN INSIDER'S LOOK AT THE WORKINGS OF AMERICA'S BUSINESS PRESS by Don Gussow (San Diego: Harcourt, Brace Jovanovich, 1984---$14.95)

STRAIGHT STUFF: THE REPORTERS, THE WHITE HOUSE AND THE TRUTH by James Deakin (New York: Morrow, 1984---$17.95)

COVERING CAMPAIGNS: JOURNALISM IN CONGRESSIONAL ELECTIONS by Peter Clarke and ' H. Evans (Stanford, Calif.: Stanford University 1983---$17.50)

TERRORISM: THE MEDIA AND THE LAW, edited by Abraham H. Miller (Dobbs Ferry, N.Y.: Transnational Publishers, 1982---$25.00, with paperback available)

THE DISSIDENT PRESS: ALTERNATIVE JOURNALISM IN AMERICAN HISTORY by Lauren Kessler (Beverly Hills, Calif.: Sage, 1984---$8.95, paper)

AGENTS OF POWER: THE ROLE OF THE NEWS MEDIA IN HUMAN AFFAIRS by J. Herbert Altschull (New York: Longman, 1984---$29.95)

THE PROCESS OF ELECTRONIC NEWS GATHERING by Frederick Shook (1982, 180 pp.---no price given, paper)

THE BROADCAST NEWS PROCESS by Frederick Shook and Dan Lattimore (1982, 375 pp.---no price given, spiral bound, plus a short “Instructor's Manual”)     

Books on broadcasting in the library of congress: Programming and audience research

Because advertising is the bread‐and‐butter of broadcasting in the United States, any attempt to limit the number and length of commercials is, bound to meet with strong opposition. One such unsuccessful attempt was made by the FCC only four years ago, but already memories of the events and maneuverings that swirled around this proposal are fading. Lawrence D. Longley investigated this topic in connection with his doctoral dissertation on “The Politics of Broadcasting” which is nearing completion at Vanderbilt University. Mr. Longley is instructor in the Department of Government at Lawrence University, Appleton, Wisconsin.     

The selectors of television programs

Difficulties in indexing the degree of motivation or attention to television by people in the same room with a “live” television set have long been recognized. One element of this problem has been the question of determining which member of the household actually makes the selection of specific program or channel, and whether there are differences between types of households or socio‐economic classes that are related to different patterns of channel or program selection.     

COMMUNITY COLLEGE FACULTY DEVELOPMENT: BRINGING TECHNOLOGY INTO INSTRUCTION

Community college faculty development programs assist faculty in the development of quality curricula, using current and expanding teaching technologies. The first step in helping faculty reach their respective goals is to help them articulate their instructional needs. Eighteen faculty members participated in this study, using a personal in-depth interview as the research method. Several implications for community college faculty and administration resulted from this study including: the need to emphasize information literacy, the faculty as lecturers who want to use technology as a means of enhancing that lecture, the need for more time to accomplish their instructional ideas, the need for help to incorporate technology in the classroom themselves, and the desire for training classes that fit their time schedules and location.     

LINKING STRATEGIC GOALS TO THE COMMUNITY COLLEGE BUDGET

Five years ago, Parkland College was faced with a challenge: how to link its strategic goals to the budget development and budget reallocation through an open, participatory, consensus‐based planning process. The strategic goals were developed collaboratively by community leaders, faculty, and staff using environmental scanning of key data and institutional performance indicators. After the strategic plan was approved by the college senate and the board of trustees, it was used to develop college and unit operational plans, which drive budgetary priorities and initiatives. In the last 6 years, the college has seen a decrease in the number of administrative positions, an increase in full‐time faculty teaching positions, an increase in the number of credit hours taught by full‐time faculty, an increase in instructional equipment purchases, and completion of a campus computer network integrating data communications, e‐mail, and Internet access. Instructional technology, methods and delivery of instruction, classroom assessment, and institutional effectiveness have become top college priorities. The process has earned the enthusiastic endorsement and respect of the faculty, staff, administration, and the board of trustees. The process also has built trust and cooperation and has facilitated the development of shared governance. This article discusses the impact and lessons learned from implementing such a process.     

Using desktop publishing in an editing class—the lessons learned and students' assessments

This article—based on personal observations, a survey, and modified Nominal Group Techniques—reports students' perceptions of learning desktop publishing systems (DTP). Students learned the foundations of DTP in less than 60 hours of hands‐on experience; the incremental introduction of DTP functions and practice sessions before the assignments were more effective than alternative teaching strategies tried; and the use of DTP encouraged non‐artistic students to use artwork to enhance their publications.     

Effects of Talking on Exercise Tolerance

Abstract

Two studies determined the effects of responding to questions on heart rate (HR), rating of perceived exertion (RPE), and time to voluntary exhaustion on a graded treadmill walking/running test in naive college students. The first study used 16 (8 female and 8 male) volunteers; each subject was tested both without talking and while responding to 3 questions during each exercise stage. The second study had independent groups (n = 10 females each): (1) no talking during the early exercise stages (two walking stages), but answering questions during the later (running) stages until exhaustion, and (2) answering questions during the walking stages, but not talking during the running stages. Differences between groups (.10 level) were determined by two-way ANOVA (talking/no talking; gender) and t test for independent groups, respectively. There were no gender/treatment interactions. Exercise tolerance, HR, and RPE were generally not affected by the tester asking subjects questions about subjects' physical activity habits, with the following exceptions: the first study found a lower HR response to light work when the subjects were responding to questions. In the second study, the subjects perceived the work to be harder with no talking during the second (walking) stage, and while talking during the third (running) stage. For subjects unaccustomed to exercise testing and not well known to the tester, it appears that the best test results occur when the tester talks to the subject during early stages of exercise, but not during moderate and heavy work.     

Facilitating reflection in theological education: some reflections

Over time my teaching role has evolved into one of facilitating adult learning. Recent studies that I have undertaken in higher education have met a felt need for further critical reflection on this approach. The discovery, through discussion and reading, of a language that enables me to conceptualise and investigate issues in teaching and learning has been a major part of this process, as has peer supervision. Engaging in this process in turn has encouraged continuing reflection in and on my practice.

My teaching area is theology, which involves critical reflection on experience and practice, and this has deeply influenced the way in which my teaching role has developed. Shared reflection in class interrelates with personal reflection, and has the potential to promote ongoing or lifelong learning. The facilitator's role in this setting combines caring and challenge, with the possibility of conflict management as well. It is hoped that aspects of my experience and practice in facilitating reflection in theology will be seen to have relevance to other areas of teaching.