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The tremendous growth of the audio visual industry over recent years, coupled with the sheer complexity of the aids now being marketed, has made it imperative for the user to obtain authoritative, unbiased advice on what aids best suit his needs. So to whom can he turn for help? This article brings to light some of the founts of information on the subject and explains how the busy lecturer can keep an eye on the fast expanding audio visual scene.

The purpose of this paper is to analyze how the audiovisual teaching aids are applied in the modern educational environment and to assess their application efficiency in the context of the secondary-level vocational education establishments.

A pedagogical experiment was conducted to confirm this hypothesis. At the preparatory stage, the authors have analyzed the teaching and learning process, as well as students learning at the secondary-level vocational education establishment. Statistical sample was 300 people.

Based on the research results, main mistakes made while applying the audiovisual teaching aids were identified, formulated and investigated. These mistakes were related to the insufficient methodological preparation. As these mistakes were eliminated, student achievements and learning skills have increased by 15–20 percent (experiment data). The average marks, obtained by students before and after eliminating the methodological mistakes, were taken in points (from 2 to 5) as achievement and learning skill criteria. Research conclusion is that audiovisual aids application quality can be improved only through the research on students’ educational and creative potential, their perception of various learning materials, and their preferences in the information structure, composition, types and forms.

Applying audiovisual teaching aids in the learning process is a challenge. This paper is driven by the need of new unique methods for applying audiovisual aids related to identifying the optimal temporal lesson structure, as well as the composition and the amount of auxiliary teaching materials, interactive communication level and ways to stimulate the emotional and creative activity of students.

So NAVEX 69 is over. Looking at the 95 stands of the exhibition of audio‐visual aids and materials in the great hall at Olympia no one would have suspected that this is a year for education in which the bread has been very thinly buttered indeed. It was only when one eaves‐dropped on teacher conversations on the stands and in the bar that one could piece together a refrain which seemed to go ‘It's all very nice, but we haven't got the money to buy’. Neither is there nor the money to rent either, and it would seem that Rank REC has entered the market at an inauspicious time with its admirable Talking Page. At least this would appear to be so since the first programmes for the Talking Page are aimed at the primary school. In this period of parsimony it is encouraging to note the move made by the forward thinking Inner London Education Authority which has offered to pay for two years half the cost of all audio‐visual equipment ordered by secondary schools and two thirds of the cost of primary school orders. This scheme will relieve the strain on capitation allowances and will act very definitely in the favour of the primary school. In this way the progression of educational technology will not necessarily be over‐slowed in the London area. This view is not taken by many in education who, if there are cuts to be made, would place educational technology high on their list of priorities for retrenchment.

This article describes the results of a survey which has been conducted by a Market Research agency, working on behalf of Kodak Limited, into the use of av aids in industrial, commercial and public undertakings throughout the UK. Any organizations which I happen to mention by name are simply examples of the types which have been contacted by the agency. Kodak does not have access to any information which links a named organization to the information they have supplied to the agency. This, as you may know, is forbidden under the code of practice of the Market Research Society.

An account of the present ‘state of the art’ of the librarianship of non‐book materials must begin with a note on terminology. ‘Audiovisual materials’, ‘non‐print items’, and more imaginatively, ‘metabooks’, are some attempts at a collective description of film materials, sound recordings, and pictures of all kinds. The National Council for Educational Technology (NCET) favour ‘non‐book materials’, abbreviated to NBM. ‘One day, perhaps, the word “document” will be commonly accepted as connoting simply an embodiment of evidence, whether it be in print or pictures or whatever, and we shall take for granted that arrangements for the handling of documents should make provision as a matter of course for all media. In the meantime, the case must not be overlooked, and as an expression “non‐book material” is probably no more offensive and no less apt than its several rivals. “Non‐print document” is perhaps more accurate but is not yet in common use.’ I have adopted NBM.

Peter Vernon, editor of Visual Education, takes a personal look at the forthcoming INTERNAVEX 70

Search trees presented in this article control system responses and determine appropriate subject searching approaches to user queries. Users do not explicitly choose a particular approach. Rather, systems respond with an approach based on the extent to which queries match the catalog's controlled vocabulary and produce retrievals. The benefit of incorporating search trees into online bibliographic systems is the ability to place the responsibility of determining which approach produces the best results on the system.

The present popular expression of the movement in favour of oral work at the expense of written takes the form of audio‐visual aids, which are now receiving much publicity, both from direct method advocates and commercial firms. Audio‐visual methods vary, but the one that has been evolved by M. Paul Rivenc and his colleagues at the Centre de Recherches et d'Etudes pour la Diffusion du Francais (CREDIF) at Saint‐Cloud, just outside Paris, is the most important, and has the official support and generous financial backing of the French Ministry of Education.

September TUE.8. Aslib Chemical Group/Technical Translation Group Joint Evening Meeting. ‘Technical translations: meeting the need’, by Paul H. Scott (BP Research). Aslib. 5 for 5.30 p.m.

In addition to providing a review of the literature recently published in the librarianship of non‐book materials this survey aims to draw attention to the characteristics, problems and achievements particular to the documentation and handling of non‐book materials (NBM) in many types of libraries. The materials are briefly described and considerations of selection, acquisition, organization, storage and in particular bibliographic control are dealt with in some detail. Other areas of concern to the librarian dealing with media resources, including the organization and training of staff, planning, equipment, exploitation and copyright, are also discussed. The past decade has seen the widespread introduction of NBM into libraries as additional or alternative sources of information. Librarians have been given an opportunity to rethink many basic principles and adapt existing practice to encompass the new materials. The survey reflects the achievements and some of the failures or problems remaining to be solved in this rapidly expanding area of library work.