Thesis (M.A.)--University of Wisconsin--Madison, 1981. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 176-180).

Typescript, etc. / Digitized by Kansas State University Libraries

No description available.

No description available.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 154-159).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 154-159). Also available in print.

Thesis (Ph. D.)--Jāmiʻat al-Qāhirah, 1979. / Title on added t.p.: Toward an Arab Open University through the Arab Space Network. Abstract and contents page also in English. Includes bibliographical references (p. 423-442).

Thesis--Cologne. / Cover title. Includes bibliographical references (p. 386-394).

Utah State University began to present radio programs on a regular basis over KSL Radio in Salt Lake City in 1931. In 1952, its first television program was televised over KSL-TV. Today the University is broadcasting programs over the majority of Utah's radio and television stations. This thesis covers the development of broadcasting from USU in three major areas: (1) radio and television programs presented over Utah broadcasting outlets, (2) the construction of radio and television stations on the campus, and (3) instruction in broadcasting. There has been no attempt made to evaluate the University's use of these media. It is pointed out that off-campus broadcasting did not expand in an organized manner; that the later attempt to coordinate it has not achieved complete success, and that broadcast training at Utah State University paralleled the development of the television industry in Utah. Also pointed out is the role that students played in establishing the Institution's first broadcasting facility.

Generations of Canadians are familiar with the Canadian Broadcasting Corporation's school radio broadcasts. Agreement between the CBC and the Ministry of Education ensured that the CBC provided the necessary technical arrangements required to air and distribute the broadcasts, while the Ministry of Education agreed to provide the creative component for the programs - script writers, actors and actresses, musicians, and others. The broadcasts came to include music, art, social studies, science, and language arts. This thesis examined the historical development of British Columbia school radio, the shape of the broadcasts themselves, and British Columbia teachers' experiences associated with school radio. This study also examined the experiences of CBC and Ministry of Education personnel who were involved in the production and distribution of British Columbia school radio. Interviews with British Columbia teachers who listened to the broadcasts from 1960-1982, and Ministry of Education and CBC employees whose work brought them in contact with the school radio broadcasts, provided the core evidence for this study. Ministry of Education and CBC employees provided the context for the interviews. Interviews, combined with the Ministry of Education Reports, enabled the re-creation of the experiences associated with British Columbia school radio. Although there were differences amongst classroom eachers' reactions to the programs, there were some striking similarities. On the whole, British Columbia teachers found school radio interesting, informative, and purposeful. School broadcasts allowed teachers a moment to 'catch their breath' when preparation time was not the norm. Interviews with CBC employees revealed more similarities than differences with respect to their experiences. They reported that the broadcasts provided British Columbia schools with educationally sound material. Although CBC personnel did not find the broadcasts professionally challenging, they had fond memories of their association with the programs. Ministry of Education employees interviewed reflected very different opinions relating to their experiences as script writers, producers, directors, performers, and others. Nonetheless, they provided valuable information as to how school broadcasts were put together for pupils and teachers. Changing instructional technology, which included the introduction of a visually stimulating medium such as television, the introduction of audio-visual equipment such as tape-recorders which enabled the delay of broadcasts, and the implementation of a restrictive CBC budget brought the British Columbia school broadcasts to an end in 1982.