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The article discusses the use of motion and slide pictures in the teaching of marketing. The author outlines a study conducted by the American Marketing Association in which a questionnaire was mailed to members who are teachers of marketing. According to the author, the purpose of this study was to discover the extent of motion and slide picture usage as teaching aids, the specific courses that are using these methods, changes in the use of these methods over time and the value of these methods from practitioners.

This article presents a list of audio-visual materials in the field of industrial and labor relations including strip films, sound slide films, sound motion pictures, and recordings and transcriptions. Strip films have pictures arranged in a sequence, accompanied by a script to be read as the individual pictures are flashed on the screen. Sound slide films are accompanied by a recorded script on a transcription. Sound motion pictures have sound track attached. Recordings and transcriptions are standard disk recordings to be played back at either 78 revolutions per minute or 33-and-one third revolutions per minute.

Penile volume changes in six subjects were recorded during the presentation of various sections of erotic films and slides. It was found that films produced much greater penile volume changes in all subjects than did slides depicting the same theme. There were also clear and consistent differentiations of preference in terms of themes. For all subjects the most arousing scenes were those depicting heterosexual intercourse and the least that of a woman stripping. [ABSTRACT FROM AUTHOR]

Because of the apparently high incidence of hearing impairment and difficult to test subjects among the retarded, there is a need to continually strengthen our audiologic assessment armamentarium. This paper (a) discusses the instrumental (or operant) conditioning audiometric technique called the peep show, (b) presents the slide show as an inexpensive means of using this operant technique, (c) considers the use of the slide show technique with mentally retarded children, and (d) compares the slide show to previously reported operant conditioning techniques of this type. [ABSTRACT FROM AUTHOR]

Physiological responses were recorded while 48 male Ss viewed a series of 30 slides of homicide scenes, nude females, or ordinary objects. Half the Ss saw the same slide 30 times while the others saw a different slide on each trial. The physiological responses given by all six groups involved were those generally associated with an OR--increase in skin conductance, cardiac deceleration, and digital vasoconstriction. In addition, a biphasic cephalic vasomotor response, consisting of constriction followed by dilation, was observed. Stimulus presentation was also accompanied by a sharp reduction in eyeblink rate. The physiological and eyeblink responses given by Ss who saw a different homicide scene on each trial were generally greater and more resistant to habituation than were those given by other Ss. Ss repeatedly shown the same homicide scene gave relatively small cardiac and cephalic vasomotor responses, and showed rapid habituation of the electrodermal response. [ABSTRACT FROM AUTHOR]

The article aims to present the importance of school cameras. Pictures taken from these cameras could be of great help to the history work especially those depicting historic places visited by some and not available to the rest. It can also be treated as a record of the history trips taken during the year. Pictures taken on various excursions can be used for stereopticon slides which allows another field of usefulness. The camera has the potential to be an effective assistant for a profitable work for students during a long summer vacation, providing at the same time an alluring form of outdoor work, and a way of recording and sharing of summer experiences.

The article discusses the role of the National Gallery of Art in art education in the U.S. As an effort to improve public education on art works, the National Gallery's Extension Service has developed a wide variety of educational materials to bring the National Gallery's collections into the nation's schools. These include films, color slide lectures, traveling exhibits, and a new publication for high school students called Art & Man. Museum leaders and educators are encouraged to creatively utilize these new tools in the service of art.

The article offers information on art exhibition in the U.S. The National Gallery of Art in Washington D.C. offered a brochure "Color Slides and Filmstrips" which describes various slide lectures of free charge with color slides and an accompanying text. The Baltimore Museum of Art in Maryland will exhibit the drawings of the 15th and 16th centuries from January 17-February 15, 1965. Meanwhile, the art of printmaking will be presented at the Bay Path Junior College in Longmeadow, Massachusetts on January 7 and January 27, 1965.

The article reports the type and size of a camera, its parts, accessories and the procedures used on photographing vegetation. According to the author, it is very difficult to describe the complexity of natural vegetation using words only so photographs are used since they give a realistic presentation of the vegetation and because of this they are important in dealing with and describing the vegetation of any district. The author informs that the ideas may be useful to workers in the field since there have been a raise in the percentage of successful results in photographing vegetation for scientific purposes.

This article focuses on visual aids used in teaching insurance. Logically, since courses in insurance are now courses in risk management, it should be possible to do something with slides. All an instructor has to do is to find some commercial property conveniently nearby that is full of hazards and then get management permission to take pictures, if he knows how to take color pictures indoors. The real problem with slides is the same problem that confronts the user of movies, if there were any of them to use. That problem is that the classroom must be darkened and a projector started. During that period, an instructor loses the attention of a class, unless he's particularly careful. Then, once the lights are out all the students he has kept awake with his forceful classroom manner will start to doze. The only way to wake them is to turn off the projector, put the lights on, and start talking again. This may be primitive, but they are more likely to learn something while being lectured in the light than they will while dozing in the dark. It is probably better not to think about closed-circuit television in insurance teaching, unless one is so fortunate an instructor as to have such large numbers of avid students that they cannot all be lectured to simultaneously.

The article focuses on the use of slide-lecture technique in the teaching of auditing. The slide rule technique involves the use of a complete series of especially prepared slides. The majority of the slides prepared were reproductions of methods of analyzing the various balance sheet and operating accounts and other illustrations not usually found in text books such as acceptable and unacceptable endorsements, federal income tax spread sheets, adjusting journal entries-net effect schedule. The slides on cash continue with duplicate deposit slips, petty cash count, petty cash adjusting journal entries, examples of petty cash vouchers, petty cash reimbursement voucher, internal control comments and charts, audit memo, and, finally, the completed lead schedule. The sequences of slides were assembled in special slide trays or magazines. They were projected by a remote-controlled 500 watt slide projector. Auxiliary equipment necessary consisted of a forty-foot remote-control cord and a ten by ten foot wall screen in each classroom.

This study attempted to test the hypothesis that as erotic stimuli became more explicit and pornographic, the amount of time subjects would spend looking at them would first increase and then decrease. It was also expected that looking time would be shorter when the slides were viewed in the presence of observers than when they were viewed alone. Forty male subjects saw a series of the slides and rated them on a number of dimensions. The subjects could view each slide as long as they liked. Hall the subjects viewed the slides alone; the other half were observed by three "graduate students interested in the experiment." In addition, half the subjects in each group Viewed the slides in ascending order of previously rated pornography value, the other half viewed them in random order. As expected, viewing times were significantly shorter in the audience condition. In the alone condition looking times increased as the slides were rated as more pornographic. The failure to obtain the expected curvilinear relationship may have been due to an absence of very hard-core stimuli in the series. [ABSTRACT FROM AUTHOR]

The article discusses the uses of clinical photography in dermatology. Topics discussed include the records of cases, and their evolution; its utility for teaching and clinical meeting purposes; the exchange of patients from distant parts of the world; and the utility for pathologists, together with the clinical history.

In October 1971 the Department of Employment released the first film in this series, made by the Rank Short Film Group. Between its release then and mid-April 1972 I 965 bookings of the film were made and 290 copies were sold -- an all time record for the Central Film Library. In my review of this film, The Industrial Relations Act -- An Introduction I commented that this was a subject which ill lent itself to film. But the enormous response to this film and the fact that some five and a half million copies of booklets on the Act issued by the Department of Employment have already been distributed testifies to the very wide interest (and indeed considerable bewilderment) about the most controversial piece of industrial relations legislation for many decades. For the sake of those who missed the review of this first film and in order to provide an overall survey, now I will comment on all the five films in this series. The following descriptions by the Central Film Library outline the content of each film, upon which I will then comment in more detail. [ABSTRACT FROM AUTHOR]

The article discusses the increasing use of visual aids by science teachers in the U.S. Appropriate visual aids may effectively supplement any experience. Motion pictures play an important role in teaching of almost any course while home-made slides are particularly valuable for science teaching. The simplest of these are the glass and the cellophane slides. These slides are easily made from common materials without photographic supplies or any particular skill. Fine emergy or carborundum powder are the abrasives which are used for making ground glass slides. The slides should be thoroughly used before they are used either for coating or for writing upon directly with ink. Dipping the slides in alcohol and wiping with a clean piece of cheese cloth is also an effective method. The main advantage in using ground glass slides is that they may be written upon with an ordinary pencil, and can be colored with either special lantern slide crayons or lantern slide inks.

Deals with the use of picture slides as visual aid in teaching advanced undergraduate French language courses in the U.S. as of October 1954. List of graphic materials which are considered indispensable to most literary courses; Advantages of using pictures to supplement the teaching of French literature; Practicality of using 2x2 picture slides.

Discusses several approaches in the utilization of films and slides in teaching modern language. Common errors on the use of visual aids in teaching modern language; Tips for using visual aids in teaching foreign languages; Procedures that may be employed in teaching composition in a foreign language.

The article presents information about a study on sex difference in emotional and physiological-sexual reactions on viewing films and slides depicting petting and coitus. The subjects of the study comprised of 128 male and 128 female students of the Hamburg University. A film or slide series was shown to the subjects in individual sessions. The subjects described their impressions through rating scales after viewing the stimuli. The subjects judged their emotional reactions by a semantic differential scale.

The article discusses audio-visual aids which is used as supplementary materials for the purpose of facilitating the instructional process. It states that visual aids are pictorial representations of objects, images presented to learner and that could be photographs, film strips or glass slides. The audio aids are used to teach concepts and that be by using sound tracks, microphone. It mentions that audio-visual aids presents both acoustic and visual stimuli simultaneously.

The article reports that the Rapid Selector as originally built was not completely satisfactory because of the complexity and expense of the mechanism required for satisfactory reproduction of frames of 61 meter which were close together on the master film. The problem is one of removing an exposed frame of takeoff film after the two microsecond flash, and before another flash comes along to spoil the images by double exposure. However, some 11 frames pass in one-thirteenth of a second, and if two or more of them were on the same subject multiple exposures on one frame would result.

The article discusses use of films in dermatology. According to the author, it is doubtful if the animated lantern slide type of film has much to commend it for showing clinical conditions in dermatology. The essential characteristic of the motion picture is the added dimension of time. This makes it possible to show movement, allowing a patient to be turned around in front of the camera and revealing what would take several still pictures to achieve. The animated lantern slide film has value as a flexible medium which can be adapted by a lecturer to varied audiences. The value of the full length film lies in presenting concepts rather than facts to undergraduate and non-specialist audiences.

Focuses on the use of color slides in German language course for science students at Texas Technological College. Advantages of using slides; Topics that can be introduced and explained with slides.

In an experiment with first-grade children, 40 slides of landscapes or cityscapes were shown in rapid succession. Later these slides of unremarkable scenes, all unfamiliar to the children, were recognized with surprising accuracy after periods of time varying from a few hours to 1 week. Further observations of second-grade children suggest that children are considerably less proficient in recognizing verbal materials describing the scenes depicted in the slides. [ABSTRACT FROM AUTHOR]

This article presents a proposed auditing exercise which can be used in discussing a taxonomy of evidence and evidence-gathering techniques. This exercise involves the use of a view-graph slide showing a scene that contains qualitative as well as quantitative characteristics. The particular slide that the author uses shows a profile of people riding on a bus or street car. The scene is fairly typical in that some people are standing while others are sitting, and the vehicle is carrying men, women and children of different races, some of whom appear to be engaged in conversation. This exercise is built on the maxim that a picture is worth a thousand words. The auditing instructor can develop any number of taxonomies to discuss evidence and its reliability. However, many students will probably not get the message. The exercise is a symbolic rather than logical means of communicating the message. It does not have to replace the professor's scholarly and logical explanation, but it can reinforce it. Three specific and relevant points can be made to auditing students in the discussion following their participation in the exercise. First, the evidence-gathering technique of observation can be evaluated. A second pedagogical point for which this exercise can be used is to discuss the variations in the reliability of audit evidence, especially testimonial evidence. A final pedagogical benefit of this exercise centers on the communication skill needed by the auditor.

The article focuses on the success of a light show for a botany class at the University of California at Berkeley, California. It discusses that the idea was to overwhelm the students with the beauty and mystery of plant biological subjects to prepare them to receive the factual data later in the course. It presented slides of plant diversity, algae and fungi, growth and development, and the world of cell and ecology, accompanied by a background of rock music and unusual sound effects. When students were polled after the show, 90% were enthusiastic about it, stating it opened new areas of their immediate surroundings and intrigued them.

The article evaluates the Unesco Art Slides, a series of art education slides from Unesco National Distributors.

The article reports on the availability of a set of Color Slides in Cardboard Mounts, which was created by Dr. Fred Block in partnership with the Pacific Arts Association and the National Art Education Association. According to John Olsen of Long Beach, there has come a growing need for artists and teachers to partner in using contemporary materials, concepts, and design techniques in order to present in visual form the contributions of the visual arts to a realization of our democratic way of life. Olsen stated that the set of slides has been created from an exhibit at the 1952 Convention of the Pacific Arts Association in Los Angeles, California.

The author discusses the basics of using motion pictures, filmstrips and slides in teaching speech skills. He explains how these visual aids offer greater benefit than the traditional method. He offers details of the plan in using a motion picture in the speech class. He also explores the available VS for the speech field.

The article discusses the importance of audio-tapes and slides as teaching aids which utilize a tape-recorded lecture and an accompanying set of illustrative slides. The preparation of a tape/slide lecture involves a great deal of work. The lecturer must be influenced by his students' academic level, knowledge of special terminology and, in the case of foreign students, usage of the English language. Precise illustrations must be chosen for the visual content of the lecture, and an endeavour should be made to ensure that sound and vision complement each other.

Presents several equipment applicable to industrial management. Features of the Sound-on-Slide system from 3M United Kingdom Ltd.; Availability of Digital Equipment System Trainer from Feedback Instruments; Design of the Phylab Brailler.

The article presents information on the Pandora's Panacea device. The device is a rectangular box made from wood or metal with a removable cover and is painted with a reflective paint on the inside and features an electric light bulb. The device is a teaching tool, used in the classroom as a preview scanner for preparing a set of slides. The device also has other uses, such as an individual audio-visual aid or as a shape tracing tool. The Pandora's Panacea has a lot of possibilities in education. An additional use has been discovered by students, in an effort to develop better laboratory drawings.

Reports on the use of slides in combination with live play by school students. Stimulation to interest in production through picture taking; Organization of the slides to accompany appropriate script lines; Presentation of technical problems by the use of slides; Use of slides which were not developed for blackout purpose; Additional opportunities for creativity provided to student participants by the project.

The article offers suggestions for using a projector in such a way as to make a meeting enjoyable for the audience. It states that a projector with an interchangeable slide holder can be used to project 3¼ inch × 4 inch and 2 inch × 2 inch slides. It mentions that a projector should be plugged into an outlet that is on the same electric circuit as the overhead lights, as it will keep the speaker as well as the audience in the dark. It suggests that a meeting should be adjourned if it is arranged in a small room with a projector having a 12-inch lens. It mentions that nature can be brought to the meeting room, for example, overwintering wasps, which are attracted toward the projector, can liven up the session.

The article offers information on the 1967 national competition for playground sculpture initiated by the Corcoran School of Art in Washington, D.C. and funded by the National Endowment for the Arts and Humanities and Sidney Zlotnick. The winning deign has a price of $1500 and will be displayed in one or more playgrounds in the capital. The contest requires the participants to submit entries by means of sketches, photographs or slides, not more than six feet high, four feet wide and four feet deep. The closing date is on May 15, the preliminary selection will be made on May 31, and the awarding is scheduled on October 15.

The article presents filmstrips, slide lectures and films in color and sound, which can be borrowed for free at the National Gallery of Art. They include "Art in the Western World," which describes the origin of the National Gallery of Art, "Time Enough to See a World," which contains analysis of several paintings from the Renaissance to the 20th century and "The American Vision," which traces the development of American painting. Anyone interested in these materials should write to the Extension Service of the National Gallery of Art in Washington D.C.

The article talks about the combined project of the Joint Committee of Sporting Art of the American Association for Health, Physical Education and Recreation (NEA) and the Art Educators that establishes a sports in art slide kit comprised of forty 36 millimeter slides showing the best in sports by outstanding artists of the past and present. The slides was reported to be reserved for consideration include several sculptures from Myron and Brown, paintings from Eakins and Luks, and a ceramic vase from Amphora. An invitation to submit original works in the area of sports in art is also presented.

The article reports that the third set in the new series of United Nations Educational Scientific and Cultural Organization (UNESCO) Art Education Slides entitled "Visual and Plastic Stimuli in Art Education," is already out in the U.S. market. It was stated that the slides exhibit ways in which the imagination and interest of students can be aroused and challenged through art. The series is proved to be valuable for art teachers, directors of cultural centers and art education programs. In addition, the prices for the slides and sales outlets for ordering are presented.

The article offers information about a group of slide lectures suitable for presentation in high school classrooms offered by the National Gallery of Art in Washington, D.C. It is mentioned that lectures might be used effectively by teachers of history, languages, and the arts. Furthermore, each lecture consists of 40 or more slides and a text which can be read as they are shown. The scripts are written by art historians that present an excellent insight into cultural history as well as art appreciation, and the slides.