Eric Kit-wai Ma. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves [126]-133). / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Formulation of Research Questions --- p.3 / Chapter 1.2 --- Significance --- p.8 / Chapter 1.3 --- Structure of the Thesis --- p.11 / Chapter Chapter 2 --- Theoretical Review --- p.12 / Chapter 2.1 --- Television Studies --- p.13 / Chapter 2.2 --- Media Organization Research --- p.17 / Chapter 2.3 --- Culture Production Theory --- p.20 / Chapter 2.4 --- Organizational Theory --- p.22 / Chapter Chapter 3 --- Methodology --- p.26 / Chapter 3.1 --- Significance and Representativeness --- p.28 / Chapter 3.2 --- Comparability --- p.30 / Chapter 3.3 --- Textual Analysis --- p.33 / Chapter 3.4 --- Organizational Analysis --- p.34 / Chapter Chapter 4 --- Textual Analysis --- p.37 / Chapter 4.1 --- Television and Ideology --- p.37 / Chapter 4.2 --- The Comparative Strategy --- p.41 / Chapter 4.3 --- Discourse of Capitalistic Economy --- p.46 / Chapter 4.4 --- Discourse of Sino-Hongkong Politics --- p.51 / Chapter 4.5 --- Discourse of Patriarchal Culture --- p.57 / Chapter 4.6 --- Choric and Lyric Drama --- p.59 / Chapter Chapter 5 --- Orcranizational Analysis --- p.62 / Chapter 5.1 --- Configuration of Creative Locus --- p.63 / Chapter 5.2 --- Organization Schema --- p.66 / Chapter 5.3 --- Feedback System --- p.78 / Chapter 5.4 --- Track Record & Resources Allocation --- p.90 / Chapter 5.5 --- Case Control: Context and Genre --- p.97 / Chapter Chapter 6 --- Conclusion --- p.109 / Chapter 6.1 --- Organizational Contexts of GM and BLR --- p.110 / Chapter 6.2 --- Ideological Effect of Contextual Factor --- p.111 / Chapter 6.3 --- The Limit of Generalization --- p.115 / Chapter 6.4 --- "Theoretical, Policy & Methodological Implications" --- p.118 / Chapter 6.5 --- For a Dynamic Model of TV Production --- p.121 / Chapter 6.6 --- Further Research --- p.124 / Bibliography --- p.126 / Appendix 1 Interview Questions --- p.134 / Appendix 2 Name List of Interviewees --- p.137

The following thesis is an examination of audio engineering for television broadcast production. The extensive sound design, implementation, and production of television programming are to be examined from the perspective of four individual productions of diverse genres. A variety of skills necessary to produce each of the programs are discussed in detail.

No description available.

Digitized by Kansas Correctional Industries / Department: Journalism and Mass Communications.

This study examines the infotainment versus social responsibility debate as it applies to local television newscasts in the United States. An overview of the concerns surrounding infotainment as news follows, including a look at a newsroom's traditional responsibilities to its viewers, as well as its current role in adding to parent company profit. Socially responsible hard news and infotainment characteristics are defined as they apply to television news broadcasts, both within the context of news story content and in presentation style. A descriptive content analysis examines these characteristics within the late night local newscasts airing in Portland, Oregon. Portland is a large broadcast news market with over one million potential local news viewers. It is also a community with an exceptionally high rate of civic engagement (Abbott, 2001; Putnam & Feldstein, 2003). Its media coverage of the city, however, has been the subject of criticism by local columnists and national journalism scholars. A socially responsible news product would provide the city's residents with the information needed to continue the trend of participation, community betterment, and overall citizenship knowledge.

This project was written to tap the creative potential in children and to familiarize them with the medium that is so close to their daily lives -- television.Daily instruction included lessons in creative expressions and music experiences, as well as television production and programming. Activities in creative expression included pantomine, role-play, clowning, and puppetry. An introduction to music instruments, exercises in solo and group singing, and opportunities for creative dance were among the music experiences offered. Daily lessons in television production and programming comprised instruction in script writing, an introduction to studio equipment, crew roles, production teminology, as well as "hands on" experiences with video equipment. Children were given opportunities to apply their learned skills by writing original scripts and assuming positions as technical members and talent during video taping sessions. The video tapes that resulted were samples of what a program such as this can produce in our children today.

M.Bibl. / Television producers form a unique user group that mainly requires information regarding audio-visual material in order to produce or to enhance a television programme Information services can contribute to the successful completion of a programme by making information available. The aim of this study is to determine whether information services can enhance information for producers by adding value. The question is also asked which value-added level of information is required. A literature study was done to -examine the term "value-added" in order to be able to apply it to the information needs of television producers; -study the work environment of television producers in order to determine their information needs. An empirical investigation was executed by means of a layered random sampling test. Structured interviews were conducted by means of a questionnaire with a random portion of the television producer corps of the SABC. Personal details were gathered, as well as the use of information sources and services within the SABC and to which value- added level of information they require for a production. Value-added levels were based on Taylor's value-added continuum which consists of information that is enhanced to level two, Information Knowledge, followed by level three, Productive Knowledge, which leads to level four, Action. A television production is completed in four phases, that is the planning and research phase, filming phase, editing phase and final mixing phase .. The results showed that during the planning and research phases television producers require access to all possible information sources and services within the SABC. The information specialist can add value to the first level of value adding. In certain cases the television producers require information during the editing phase, during which the information specialist can add value up to the third level. The results of the research were distilled into a matrix, structured to indicate the levels of added-value to the television producer. Recommendations were made in order to provide a better information service.

No description available.

This thesis project is about a television engineer in the Department of Radio, Television and Film at the University of North Texas. This project records the engineer's activities in the Department and interviews him about his career path. An accompanying written production report describes the pre-production, production and post-production processes of this project.

This investigation attempted to answer the following research questions, based upon student participation in "hands on" television production activities: (1) What shifts in the students' perceived acceptance of themselves occurred, (2) what shifts in the students' perceived acceptance of others occurred, and (3) what shifts in the students' perceived acceptance of school occurred? In seeking answers to the above three questions, the investigator located seven volunteers from a high school dropout retrieval program. As it developed, all of them were of Mexican American heritage. This investigation was based upon a theoretical framework drawn from perceptual psychology, education, and television. The framework consisted of television as a perceptual experience tending to effect acceptance of self, others, and school. A small n research design with multiple measures was used during this investigation. Data were collected with a student self-report measure using a modified Likert-type response mode. Qualitative data were collected from student interviews and investigator observations recorded as fieldnotes. The research results indicated no significant patterns in acceptance of self and others as a group. The qualitative data revealed the variety of individual shifts in acceptance of self, others and school. Certain unanticipated results occurred because the participants were Mexican American. These included cultural-related observations. The data indicated that "hands on" television production activities involve "learning in context" processes which might have important implications for dropout retrieval programs. The investigator recommended further "learning in context" TV or video studies with multicultural groups of students.