The financial support of forensics

The speech summary is almost universally ascribed to by theorists and teachers of public address. This study attempted to determine the effects of number and placement of speech summaries upon the comprehension of an expository speech. The generally held belief that speech summaries increase audience comprehension was not confirmed.     

The large musical in the small arena

Some of the aesthetic and practical considerations in producing musical comedy in the intimate arena theatre.     

The development and preliminary assessment of a set of video‐taped informative speech models

Guidelines are specified in this article for developing video‐taped informative speech models. Faculty members rated selected video‐taped informative speeches on nine variables and two months later rated nine of the same speeches again. The faculty judges were reliable on their ratings for eight of the nine variables rated during the two sessions. Five of the nine speeches were identified as being representative of one of three significantly different levels of excellence.     

Scale values for highest and lowest levels of credibility

A synthesis of the rhetorical strategies employed by the Nixon campaign indicates that campaign's dominant task was avoidance. The essay examines the implications of that strategy on humanitarian and pragmatic grounds.     

Popular Music

Steve Chapple and Reebee Garofalo Rock 'n' Roll is Here to Pay (Chicago: Nelson-Hall Publishers, 1977— $14.95/7.95).

Fred Dellar and Roy Thompson The Illustrated Encyclopedia of Country Music (New York: Harmony Books (Crown Publishers), 1977— $17.95),

J. Philip Di Franco, The Beatles in Richard Lester's A Hard Day's Night: A Complete Pictorial Record of the Movie (New York: Chelsea HOUSE' Publishers/Penguin Books, 1977—$12.50/5.95).

Lynda Rosen Obst The Sixties: The Decade Remembered Now by the People Who Lived It Then (New York: Random House/Rolling Stone Press, 1977—$19.95/9.95)

Bill Gutman Duke: The Musical Life of Duke Ellington (New York: Random House, 1977—$6.95),     

Books and Publishing

Thomas Whiteside, THE BLOCKBUSTER COMPLEX: CONGLOMERATES, SHOW BUSINESS, AND BOOK PUBLISHING (MiddletOwn, Conn., 1981---$12.95)

John Dizer, Jr., TOM SWIFT & COMPANY: "BOY'S BOOKS" BY STRATEMEYER AND OTHERS (McFarland & Co. Inc., Box 611, Jefferson, N.C. 28640---$17.95)

Roy Harley Lewis, THE BOOK BROWSER'S GUIDE TO SECONDHAND AND ANTIQUARIAN BOOKSHOPS (North Pomfret, Vt.: David & Charles, 1982---$23.50)

Linda S. Hubbard, ed. BOOK PUBLISHERS DIRECTORY (Detroit; Gale Research, 1981---$160)     

Books in review

DOCUMENTS IN AMERICAN BROADCASTING. Edited by Frank J. Kahn. New York: Appleton‐Century‐Crofts, 1968. 598 pp. $4.95 (paper).

RADIO, TELEVISION AND AMERICAN POLITICS. By Edward W. Chester. New York: Sheed and Ward, 1969. 342 pp. $7.50/3.45.

THE REPORT OF THE COMMISSION ON OBSCENITY AND PORNOGRAPHY. New York: Bantam Books, 1970. 700 pp. $1.65 (paper).

HOW TO TALK BACK TO YOUR TELEVISION SET. By Nicholas Johnson. Boston: Little‐Brown, 1970. ix+228 pp. $5.75. [re‐issued with added bibliographies and an index by Bantam Books, 1970. 245 pp. 95¢.]

MEDIA SOCIOLOGY: A READER. Edited by Jeremy Tunstall. Urbana: University of Illinois Press, 1970. x+574 pp. $12.50.

TELEVISION: SELECTIONS FROM “TV GUIDE” MAGAZINE. Edited by Barry G. Cole. New York: Free Press, 1970. 605 pp. $12.50/5.95.

INTRODUCTION TO MASS COMMUNICATIONS. By Edwin Emery, Phillip H. Ault, and Warren K. Agee. New York: Dodd, Mead & Co., 1970 (third edition). 444 pp. $8.95.

THE MASS MEDIA AND MODERN SOCIETY. By William L. Rivers, Theodore Peterson, and Jay W. Jensen. San Francisco: Rinehart Press, 1971 (second edition). 342 pp. $8.95.

THE COMMUNICATIVE ARTS: AN INTRODUCTION TO MASS MEDIA. By Charles S. Steinberg. New York: Hastings House, 1970. 371 pp. $10.00/6.00.

TELECOMMUNICATIONS: THE BOOMING TECHNOLOGY. By Ronald Brown. New York: Doubleday, 1970. 191 pp. $5.95.

THE EMMY AWARDS: A PICTORIAL HISTORY. By Paul Michael and James Robert Parish. New York: Crown, 1970. 384 pp. $9.95.     

Experience vs. experimentation

Education in Depressed Areas. Edited by A. Harry Passow. (New York: Bureau of Publications of Teachers College, Columbia University, 1963. Pp.259. $4.75.)

Educational Research: An Introduction. Walter R. Borg. (New York: David McKay Company, 1963. Pp. 418. $5.50.)

Frontiers of Education. Edited by Arthur E. Traxler. (Washington, D.C.: American Council on Education, 1962. Pp. 192. $2.50.)

The Gifted Child, The Year Book of Education, 1962. Edited by George Z. F. Bereday and Joseph A. Lauwerys. (New York: Harcourt, Brace, and World, 1962. Pp. 541. $10.50.)

Growth and Development of the Young Child. Marian E. Breckenridge and Margaret N. Murphy. (Philadelphia: W. B. Saunders, 1963. Pp.564. $6.75.)

Philosophy and Principles of Physical Education. Charles C. Cowell and Wellman L. France. (Englewood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 236. $5.95.)

The Psychologist in the Schools. By Susan W. Gray. (New York: Holt, Rinehart and Winston, Inc., 1963. Pp. 406. $5.50.)

Student's Guide for Writing College Papers. Kate L. Turabiam. (Chicago: University of Chicago Press, 1963. Pp. 172. $1.25 (paper).)

World Culture, a Selected and Annotated Bibliography. (Philadelphia: McKinley Publishing Company, 1963. Pp. 384. $12.00.)     

Curricular Considerations for Supporting Careers in Computer Graphics

This paper examines the needs of students who, in the past, may have chosen to major in computer science or some other aspect of information technology as a way of achieving the goal of finding a job in the computer graphics field. The growth in computer graphics has lead to increased job opportunities in the industry. However, these jobs require fluency in both art and computing that an individual course or even a sequence of several courses cannot provide. In the past, there has been discussion of curricula for isolated graphics courses as part of a BS/CS degree, but industry demands more preparation than what one or two courses can deliver. This paper surveys and compares the two extant Bachelor of Science degrees in Computer Graphics with the intent of encouraging dialog on the possibility of a four-year curriculum supporting this discipline.     

Inequality/difference in New Zealand education: Social reproduction and the cognitive habitus

A programmatic study of inequality/difference in New Zealand education has been carried out, for a quarter of a century, within a family resource framework that has supported both theoretical and empirical research. Although deeply influenced by Bourdieu's theories of social and cultural reproduction, its adherence to a realist philosophy of science means that its structure-disposition-practice explanatory schemes cannot be represented as Bourdieusian. This article takes the concept of habitus (as a set of learned dispositions)and argues that durable embodied cognitive schemes, acquired by children in classed environments, are a principal cause of observed class variation in educational performance. This view challenges accounts in which 'ability'is regarded as 'socially constructed'. The entire history of the sociology of education might be written in terms of its struggle against the dominant influence of IQ theory as an explanation of inequality/difference in education. It is not clear that our discipline has yet been successful in that struggle. These matters are discussed with reference to empirical data on the association between social class and educational achievement in New Zealand. The evidence suggests that class patterns of attainment, particularly on standardized tests designed to assess verbal intelligence, support the thesis that cognitive operations effected by the cognitive habitus are fundamentally involved in the reproduction of inequality/difference. It seems that the primary effects of socialisation may be more important than the secondary effects that many sociologists have taken as their proper area of concern. Some policy implications of this thesis - which is neither a move to encode IQ theory in a radical discourse nor an attempt to reinstate classical deficit theory - are discussed in the context of state-sponsored possibilism currently being imposed on many educational systems.