Film History

Richard Meran Barsam's Nonfiction Film: A Critical History (New York: Dutton, 1973 -- $9.95/4.95)

Stanley Kauffmann and Bruce Henstell (eds.) American Film Criticism from the Beginnings to Citizen Kane: Reviews of Significant Films at the Time They First Appeared (New York: Liveright 1973 -- $12.00/3.95)

Donald C. Willis' Horror and Science Fiction Films: A Checklist (Metuchen, N.J.: Scarecrow Press, 1972 -- $15.00)

Chris Steinbrunner and Burt Goldblatt's Cinema of the Fantasic (New York: Saturday Review Press, 1972 -- $9.95)

Lawrence B. Thomas' The MGM Years: The Golden Age of Movie Musicals (New Rochelle, N.Y.: Columbia House (distribution by Arlington House), 1972 -- $14.95)     

Law and Policy

NEW YORK TIMES v. SULLIVAN: THE NEXT TWENTY YEARS (March 1984, Handbook 250, 760 pp.)

CAMPAIGN '84: ADVERTISING AND PROGRAMMING OBLIGATIONS OF THE ELECTRONIC MEDIA (September 1983, Handbook 165, 512 pp.)

COMMUNICATIONS LAW 1983 (November 1983, Handbook 169, 1008 and 880 pp. in two volumes)

MEDIA ABUSES: RIGHTS AND REMEDIES—A GUIDE TO LEGAL REMEDIES edited by Timothy Brown. al. (The Media Institute, 3017 M St., N.W., Washir DC 20007---$25.00)

CHRONOLOGY OF TELECOMMUNICATIONS AND CABLE TELEVISION REGULATION IN THE UNITED STATES (Harvard Program on Information Resources Policy, 200 Aiken, Harvard University; Cambridge, MA 02138---apply for price, paper)

AN ANALYSIS OF THE FEDERAL COMMUNICATIONS COMMISSION'S GROUP OWNERSHIP RULES by Stanley M. Besen and Leland L. Johnson (Santa Monica, Calif.: Rand Note N-2097-MF, January 1984---price not given, paper)

JOURNAL OF PUBLIC POLICY AND MARKETING, edited by Thomas C. Kinnear (Ann Arbor: The University of Michigan, 1983---price not given, paper)

BROADCASTING AND GOVERNMENT (National Association of Broadcasters, 1771 N St., N.W., Washington, DC 20036---$49.95-make checks payable to TARPEC)     

Children's SES and perceptions of television wealth

For many children, particularly lower SES children, television serves as a major source of information about money and wealth. This study examines the relationship among a child's SES, viewing habits, and perception of wealth as portrayed on television. Significant relationships among the three factors were discovered, and their possible implications are discussed.     

The portole project: supporting e-learning

The PORTOLE (Providing Online Resources To Online Learning Environments) Project was a JISC-funded project which sought to produce a range of tools for tutors which could be used to enable them to discover information resources and to embed these into their course modules from within a University Virtual Learning Environment (VLE). The VLE in use at the Universities of Leeds and Oxford is the Bodington system. A key deliverable of the Project was to produce tools that were designed with ease of incorporation into other VLE environments in mind. This paper discusses the background to the project and the key outcomes. A working service has been developed and is now being tested and evaluated with academic staff.     

The effects of college education on professional attitudes among police

This paper, reporting the results of a survey of 177 patrol officers in 11 police departments in three New England states and New York State, examines the effects of college education on patrol officers' views regarding attitudinal attributes identified in the literature on police professionalism. Educational level was not found related to the service ideal, as shown by support for the service function and a more positive attitude toward the public, or to greater emphasis in exercising discretion. Educational level was found to be related to placing greater value on the importance of ethical conduct, but it was not found to be related to intolerance toward the misconduct of fellow officers. Education also is related to a less parochial organizational identity and insularity because it increases support for lateral entry and decreases support for maintaining organizational secrets.     

The ‘Reality’ of School Organization

Five headteachers formed a group for the purpose of school evaluation. The approach used involved inter‐visiting and the sharing of the evaluation of each other's schools. The headteachers decided to evaluate the systems operating in their schools, evaluating each other in turn having involved the deputy in collecting staff views. All schools made changes as a result of the evaluations. The need for commitment by LEA or DES to such school evaluation was considered to be important.