Discusses the use of visual aids in teaching grammar and vocabulary, and particularly the use of students' skits, when possible. Presents two detailed scripts to demonstrate how the skit technique can be used for presentation of some prepositions, the reflexive verb, and the relative pronouns "qui" and "que". (MES)

Considers carbon-carbon multiple bonds in terms of Pauling's bent bond model, which allows direct calculation of double and triple bonds from the length of a CC single bond. Lengths of these multiple bonds are estimated from direct measurements on "bent-bond" models constructed of plastic tubing and standard kits. (CS)

Tesselations and n-dimensional geometry problems are reviewed. The author discusses possible models which could be used to approach and understand these special aspects of geometry. (MP)

Describes a teaching technique for Latin Literature courses using slides from engraved illustrations. Suggests that slides be employed for review of material already covered, and that illustrations be selected from editions published in different countries and centuries, to stress the work's enduring popularity. (MES)

Proposes the use of postage stamps as sources of information and visual aids in teaching the culture and civilization of the German Democratic Republic. Illustrates how stamps can provide interesting insights into areas such as history, economy, socio-political customs, foreign policy and the arts. (MES)

Offers suggestions for the use of a land map in the English as a foreign language classroom. The information available has usually already been learned by the student in his native language. Maps can be used to teach, for example, comparative and superlative, the passive (is located), comprehension, and advanced grammatical work. (PJM)

Suggests techniques to avoid the pitfalls inherent in teaching an introductory course in mass communications. Among the suggestions are that the instructor accept the fact that every student will not be reached and that the course be highly organized, effectively implementing a variety of visual aids and guest lecturers. (AEA)

Notes that students at Dr. N. H. Jones Elementary School in Ocala, Florida use capture freeze-frame (still) photographs from videotapes and import them into computer documents. Outlines equipment needed and procedures for importing video stills for Macintosh users and PC users. (AEF)

Ray tracing is a method that allows the creation of photo-realistic images on a computer. This article describes a shareware ray tracing program called PovRay and includes some ideas on how PovRay can be used in teaching and in 3-D geometry, physics, and other high school and university subjects. (Author/AIM)

Encourages social studies teachers to use visual aids. Focuses on the use of charts and graphs in Japanese elementary social studies student textbooks, citing that few are used in U.S. textbooks. Describes four different types of charts and graphs used in the Japanese textbooks. (CMK)

Maintains that viewing and studying old photographs can acquaint young students with the skills of historical inquiry and help them conceptualize local and family history. Includes teaching tips, in-class activities, and suggested guest speakers. (MJP)

Presents a teaching experience with high school students in geometry class using hand signals that reinforce meaning of geometric concepts. (KHR)

Focuses on the British feature film, "Kes," and the British television series, "Grange Hill," as means of public education, ideology, and aesthetic subject matter. Concludes that these two mediums serve to remind us of the possibilities of film and television in promoting education growth and awareness in a public context. (MER)

Illustrates how to teach U.S. history through the use of original documents such as Charles Nickerson's cartoon, "Images of the Fifties from Disneyland to Suez." States that the original artwork for this cartoon, which portrays the Eisenhower years, is in the Dwight D. Eisenhower Library in Abilene, Kansas. Provides a pretest, teaching…

Examines secondary school students' ability to interpret representations of three-dimensional objects including prototypes of component, perspective drawings, orthogonal views, descriptions by coordinates, verbal descriptions, and verbal quasi-descriptions. Students were given four identical wooden cubes and asked to construct the objects. Reports…