We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
slide will remain in use for many years to come, and for the simple reason that there are already thousands of standard diascopes now in daily use — a use keeping alive the demand and supply of the 3^" slide. But many owners are having their diascopes adapted for the smaller slide, an unfortunate but necessary expense which has to be borne if the owners are to take advantage of all the slide material now available.
The chief advantage of the film-strip and slide is "selectivity" — it can pin-point a subject and display it to a class for any length of time. The disadvantages, however, are numerous.
The advantages of cine film are manifold, and its achievements in furthering education are not to be denied. It is the only satisfactory medium for illustrating "movement," and can illustrate it either by animated drawings or by photographic reproduction.
It can be designed to appeal to our emotions, and so produce powerful impressions calculated to stimulate the memory — a Psychological phase in filmic education which calls for careful consideration by the planners. And teachers should note that the impressions made by films on a young child's mind not only depend on the subject matter, but also on the way in which the film is presented, and in some cases by whom presented. (A child who has just been punished by a teacher will probably not only dislike him, but his films as well ! )
If we think of the film as just another tool (and rightly so) we must also think of the teacher as the craftsman who must learn how to use it properly. He must know its limitations as well as its advantages, but should also know when and where to exchange this tool for another without interrupting the continuit}/ of a lesson.
As an example, the teacher may wish the class to look at page 279 in their history books, but instead of asking the whole class to find the desired page he simply places his own book (open at page 279) within the episcope. He then points to page 279 showing upon the screen — he hasn't stopped talking, and he still holds the attention of the class. Also, he has not wasted any time, which would have been the case had he to wait for the class to find the page themselves.
This example illustrates only what is possible — not what can be done. The drawback to such technique is obvious, for the use
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