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A study of student satisfaction levels in interactive televised courses (ITV) presents research that supports the view that students appear to be unable to separate their perceptions of the teacher's effectiveness from that of the technology and method of course delivery. When other variables are held constant, students rated the effectiveness of the professor's teaching lower when ITV was involved. The implications for professors and students are discussed, and suggestions are offered regarding effective use of ITV.nteractive televised courses (ITV) have been part of many college programs for more than a decade (Office of Technology Assessment 1989). During this time the technology used to deliver the instruction has changed significantly. Early ITV classes allowed, at best, oneway video with two-way audio. As technology has changed, there has been an emphasis on improving the communication between ITV professors and their students, or ITV students and their classmates at other sites. Today's interactive televised courses allow students and professors to see and hear each other through real time audio and video, even when the students are at multiple sites, hundreds of miles apart (Geary 1998). Embarking upon a new teaching medium such as interactive television can be a time of great excitement for a professor, but it is also a time of hesitation. Questions naturally arise as to what the effect on students will be, but equally important is determining the effect on the professor.In this article we explore the controversy surrounding how students perceive the effectiveness of ITV teaching. University administrators and faculty using ITV courses should be aware of differences in the way students perceive the instructor's abilities depending on whether the students are in traditional classes, at the host ITV site, or at a remote ITV site. In all of these the instructor is delivering the same material using the same techniques. In the case of host and remote sites the delivery is simultaneous. The only difference among the groups is the physical proximity to the professor and the technology employed.The most recent research supports the view that students appear to be unable to separate their perception of the teacher's effectiveness from their perception of the technology and method of delivery. When the other variables are held constant, students rate the effectiveness of the professor's teaching lower when ITV is involved.

This article is a review of an issue of Interchange containing six papers presented by members of the Sydney Christian Economists Group (SCEG). The SCEG describes itself as, “a fellowship of evangelical Christians concerned with understanding economic matters in the light of biblical theology and ethics.” The SCEG views its approach as “non‐technical, but at the same time soundly professional”. According to its convener, Kim Hawtrey, the Sydney group has been mainly composed of bank economists and postgraduate students. This is reflected in the applied nature of the progamme. These papers were all presented at a conference that the SCEG sponsored entitled “Ethics and Economics: An Exploration of Christian Belief in Economic Relationships”, conducted in March 1985.

In a very real sense, the title of this article is overwhelming. The volume of writing both scholarly and otherwise on this subject would deter anyone who seriously sought to assimilate it all. Despite the repeated Biblical appeal for unity among the Church members, there is perhaps no issue which more deeply divides the Christian Church today than economic policies which are advocated as being consistent with the teachings of both the New and the Old Testament.