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Topic of discussion on this program is the actual organization of the major parties. Our lecturer considers the national characteristics of parties as opposed to the idea that each of them is a conglomeration of local political machines. He concludes with a look at the role the private citizen can and does play in party organization.
The French horn, capable of producing melody, and the piano, a percussion instrument able to produce symphonic effects, are instruments which contrast with each other and blend exquisitely. To illustrate this musical partnership the program features John Barrows, French horn, and Vera Brodsky, piano. This film deals with the blending and contrasting of voices in composition and Mr. Barrows points out how composers have capitalized on this partnership.
Discusses the performance of necessary functions by our political parties. Explains why we have the two-party system. Mentions party factions and splinter groups. (KETC) Kinescope.
Shows in detail how the body parts of various animals are related to their eating habits. Includes such examples as the cirri of barnacles, the mouth parts and legs of crayfish, the teeth of lions and cows, the tongues of butterflies, the noses of hogs, the beaks of birds and the paws of squirrels.
Uses demonstrations to illustrate how scientists arrive at facts. Explains how and why scientists often give the impression of being to sure of their knowledge of the universe. Discusses the importance of numerical statements in science and how physical law is derived. Features Dr. Phillipe LeCorbeiller, Professor of applied Physics, Harvard University.
Discussion on this program centers around the ways of piracy in the ancient world of 1000 BC. Professor Lionel I. Casson from the Classics Department of Washington Square College of New York University presents readings from Homer’s “Iliad” and “Odyssey” which illustrate that both Odysseus and Menelaus were pirates.
The conversation in this program centers around Larkin’s book as something new –an attempt to trace the history of American ideas through America’s architecture, painting and sculpture. In recent years, our conversationalists point out historians have been increasingly interested in looking over the American past to discover the origin and development of a climate of ideas that makes the United States unique. But this is the first time such an attempt has been made on such a large scale by a man whose training and background are in the arts.
Shows a mother with her child in the doctor's office where the baby is examined and mother and doctor discuss feeding, use of vitamins, and general progress of the infant. Discuss the concept of child care that emphasizes guidance and prevention of problems rather than treatment of disease only.
Discusses Benjamin Franklin by Carl Van Doren. Examines the biographical method used and contrasts this with an earlier biography of Franklin. Points out Franklin's stature as philosopher and "man of the world." Indicates the apparent failure of this biography to give an appreciation of his stature. (Syracuse University)
Explains how early sign and sound writing were written and read. Shows examples of cuneiform writing from the ancient lands between the Tigris and Euphrates rivers. Demonstrates techniques used in writing on clay tablets. (USC)
Outlines the discovery of the first six elements beyond uranium. Describes the discovery of neptunium and demonstrates the significant experiment showing that plutonium undergoes fission with slow neutrons. Discusses the modification of the Periodic Table resulting from the discovery of these new elements. Indicates the importance of some of the new elements by demonstrating a chain reaction and explaining the operation of an atomic power plant.
Surveys the secondary school curriculum and explains that its development has been influenced by the democratic doctrine of providing education for all children, by social and economic presures, and by increased awareness of the changing needs of young people. Explains the interest of schools in the physical fitness of students, shows how young people are trained for the duties of citizenship and family living, and assisted in selecting the preparing for a vocation.
Explains the meaning of style in art, enumerates some of the qualities of style, and gives reasons why styles change. Compares medieval, 18th century, and 20th century art styles by showing works characteristic of these periods; points out similar differences in style in the literature of each period. Features Dr. Malcolm H. Preston, chairman of the Fine Arts Department of Hofstra College.
Discusses the influence of the president in picking vice-presidential nominees and the difficulties in getting able men to accept this nomination. Points out that candidates are most often selected to "balance the ticket" from the standpoint of geography as well as points of view on pertinent issues. Considers the "whys" behind the nomination of seven vice presidents who eventually became president.
Depicts the events and conditions leading to the writing of the U.S. Constitution, the formulation of the Great Compromise between the small and large states, the struggle for ratification, and the addition of the Bill of Rights. For junior high, high school, and college students. Pictures some of the historical background of the struggle by the colonies for independence and of the signing of the Constitution. Includes Shay's rebellion against the tariff, the weaknesses of the Articles of Confederation, and the disagreements among states. Shows how the misunderstanding between large and small states led to the establishment of a House and a Senate.
Describes convention management in relation to the four committees of all political conventions. Explains the seating of these four committees--rules, platform, credentials, and permanent organization. Shows a film on the fight between Taft and Eisenhower delegates in the credential committee of 1952.
Discusses the sequence of events that takes place when the national political convention is underway. Includes consideration of the role of the contemporary chairman, the "keynoter", general speeches presented as time fillers, reports from the four main committees, role call for nominations, nominating and seconding speeches, and demonstrations for the candidates. Presents films of the departure of Alabama and Mississippi delegates in 1948 and the nomination of Franklin Roosevelt in 1940. (Dynamic Films) Film.
Presents members of the New York Herald Tribune World Forum and forum director Helen Hiett Waller. Reveals that the Indian and the Yugoslav forum members oppose any type of international military pact, while Norwegian delegate defend the North Atlantic Treaty organization. The Iranian delegate appraises the pros and cons of the argument.
Uses simple animation and photomicrography to explore the process that makes a person grow, explaining how food is digested in the mouth, stomach, intestine ; how the digested food is carried by the blood from the intestine to the cells of body ; and how food allows cells to grow and divide, causing growth. Educational consultants, Herman Schneider, Nina Schneider. Correlated with "Heath Elementary Science" by Herman & Nina Schneider.
Discusses expressionism as an attempt of the artist to express himself, his emotions, in the way he chooses. Stresses the importance of line by which an artist may be identified when one looks at a painting. Points out the characteristic line of the artists Miench, Matisse, Duby, and Shahn and of the cartoonists Thurber and Steinberg. (WQED) Kinescope.
Explores some of the motivations which gave rise to primitivism and shows many works done by the primitives or having qualities of the primitive. Reviews the preceding eleven motion pictures of the LOOKING AT MODERN ART series, draws some general conclusions, and suggests avenues for further study of modern art. (WQED) Kinescope.
Demonstrates through animation, slow motion, and natural photography the positions and movements of "forward up six." Opens with a group of eight dancers performing the introduction to the dance. Shows each pair of dancers, identified by a number, demonstrating the different parts of the dance and how each step flows smoothly into the next. Animation is used to show how the dancers move between couples and around each partner to execute the "forward up six" part of the dance. Concludes with the performance of the dance to a record.
Follows the progression from electrons, protons, and neutrons to atoms, molecules, protein molecules, and nucleo-proteins to cells by means of diagrams, models, and drawings. Discusses the question, "Is their a life element?" (KUHT) Film.
Surveys the difficult year from five and one-half to six and one-half. Discusses physical development, points out the desirability of pre-school visit, and considers tests of readiness, hearing, and vision.
Forum delegates attempt to define Europeanism as contrasted to Americanism as they launch this challenging topic of discussion. Talk moves naturally into a consideration of a federated Europe and all five delegates agree on the desirability of a united Europe. In considering sacrifices of individual countries in an effort to achieve this unity, the German delegate points out the cynicism of his teachers about politics—the result of having to admit twice that what they had previously taught was false. Italian and French participants both comment on the lack of instruction in contemporary politics in their school systems.
Delegates from India, Korea, Norway and the United Kingdom thrash out the controversial question of U.N. membership for Red China in a lively discussion during this program. "Actually it is not a question of whether we like a country or its government. The fact is that it—the country—should be recognized," Norway says and the Korean delegate comes back with, "Nations that don’t love peace should not be admitted to the U.N." The conversation swings into a second heated discussion on the effectiveness of competition between the United States and Russia to aid underdeveloped countries.
Delegates from India, Korea, Norway and the United Kingdom thrash out the controversial question of U.N. membership for Red China in a lively discussion during this program. "Actually it is not a question of whether we like a country or its government. The fact is that it—the country—should be recognized," Norway says and the Korean delegate comes back with, "Nations that don’t love peace should not be admitted to the U.N." The conversation swings into a second heated discussion on the effectiveness of competition between the United States and Russia to aid underdeveloped countries.
Delegates representing Australia, Guatemala, Norway and Turkey compare their own schools with those they have come to know in America. Girls and boys split over the value of coeducation with the males in favor and the girls opposed. Says the Australian delegate, "Maybe girls are afraid to let boys find out how intelligent they are." The girls also think American girls are too clothes conscious and suggest uniforms for students. Other comments include envy of the American student's freedom to work part time, lack of respect for the teacher, appreciation of the modern equipment in American schools and surprise at the American custom of "going steady."
Shows how the early American need for transportation started the use of waterways to move people and goods and, where natural barriers existed, canals were built. Depicts the growth of the waterways until the invention of the steam engine and development of railroads threatened their usefulness. Points out that the waterways regain their importance by being able to transport large amounts of imperishable goods. Follows a flatboat from Pittsburgh, Pennsylvania, to Brownsville, Texas, as it drops off and picks up barges along the way and shows the utilization of radar, radio telephone, and locks in providing safe transportation.
Discusses art and artists most influenced by the mechanization of the Industrial Revolution, with emphasis on the work of Leger. Illustrates reflex action in animals and humans. (WGBH-TV) Kinescope.
Is fear the main element preventing war at the present time? Is fear an adequate basis on which to build a lasting peace? Is the UN the answer? These are some of the thought-provoking questions which four forum delegates consider in this second program. The teen agers compare their own war experiences, which range from the Italian invasion of Ethiopia to the German occupation of Norway. An ironic coincidence is revealed as the Australian delegate tells how her father was held prisoner in Germany and the German student, in turn, relates his father's imprisonment in Australia.
The tension between Arabs and Jews in the Middle East is expressed in very personal terms as delegates from Israel, Jordan and Lebanon discuss how the political situation affects their own lives. The young delegate from Israel explains that even the women and girls in her country must know how to handle a gun in case of a full-scale outbreak of hostility between the one and a half million Jews and forty-five million Arabs. However, the unrehearsed discussion also brings out the many problems which Israel and the Arab countries must face in common such as illiteracy, low standards of living and lack of water. The young people express fear of another devastating war arising out of the still tense situation.
With frankness and sincerity, the young delegates describe their initial picture of America and the American way of life. They offer opinions formed before arriving in this country for the forum. The Italian delegate criticizes America's "Reader's Digest" mind and the Malayan girl speaks of her disappointment at seeing no flowers or green trees or birds and of her discomfort in the January cold. Drawing upon his knowledge of US soldiers stationed in his country, the Korean describes his impression of America. Although this program does not have the pace and spontaneity of the remainder of the series, the students offer some penetrating criticism of American folkways.
Of the five delegates represented here, four are from these areas—India, Mexico, the Gold Coast, and the Philippines—while the fifth is the French delegate. Important development activities in the four countries are listed as mass education, village development programs, industrialization and improved agriculture. Delegates also discuss the direct effect of recent important changes in their countries on their own lives. These include independence and free elections in India; World War II and the post-war victory over the Huks in the Philippines: the breaking up of tribal systems and the growing demand for independence in the Gold Coast, and the expropriation of US oil holdings in Mexico.
Introduces and outlines the twelve-program series AT HOME WITH YOUR CHILD. Discusses the baby's need for space in the home and suggests and shows furnishings for the nursery area. Describes some of the uses of various pieces of equipment in the nursery. (WQED)
Presents a number of family situations to show that behavior of a child depends on his age and how the development of an individual's personality is affected by many family factors. Portrays examples of children as their behavior is influenced by such factors as the age of the child, illness of a parent, proximity of ages between children, native differences, and attitude of grandparents.
Distinguishes between statements of inference and statements of fact and discusses the consequences of confusing the two. Illustrates the manner in which most people make declarative statements that are mistakenly assumed to be statements of fact. Shows how behavior is affected when people tend to misunderstand each other and fail to assess situations realistically.
Considers the consequences of the "disease of allness", an attitude present in the person who implies or believes that what he knows or says about a thing is all that can be said. When "allness" exists, learning is hindered, and tension is likely to develop in human relations. The world of change in which we live makes it impossible to say all there is to say about anything. Failure to recognize this leads to bigotry. (WOI-TV) Kinescope.
Considers the differences between a good and a bad observer and relates these differences to talking sense. Points out that the use of conclusions based on observation of similarities alone results in a limitation of our awareness of the world, while the use of conclusions grounded on observation that also considers differences is a mark of the mature mind.
Reviews the development of American agriculture, an explains the services of the U. S. Dept. of Agriculture and the cooperative assistance rendered by land-grant colleges and univeristies, by State agencies, and by American industry.
Uses a dramatized, "on-the-scene" news type of interviewing and documentary reporting to present the story of the events leading up to the "Boston Massacre." Presents some of the opinions of the day concerning British taxation without representation and other pertinent issues.
Introduces the Republican Party record on particular political issues and outlines its stand on such issues as agriculture, foreign policy, civil rights, and natural resources.
Shows the raising and harvesting of a crop of wheat by a family in Kansas. Pictures plowing, harrowing, and planting in the late summer along with a variety of activities in which the wheat farmer engages. Dramatizes the struggle to get the crop in before an impending hail storm and reveals the risks involved in wheat farming.
Shows and discusses some of the works of Rouault and explains how they are expressive of the artist himself. Tells of Rouault's Celtic background, his temperament, his interests, and of the influence of other painters in his works. (WQED) Kinescope.
The wealth of our country conveys a responsibility to help less fortunate nations by exporting both goods and technological discoveries, Dr. Sumner says. He describes the stage of technological development in Asiatic countries and other less fortunate nations and suggests ways in which our country can help them advance.
Shows laboratory scenes of the complete manufacturing process and testing of the Salk vaccine at the Eli Lilly plant. Concludes with statistics on the success of polio vaccine in a 1955 test of children and urges immediate vaccination of all children.
Pictures some of the traditions, religion, family life, and education which are the world of Juan Jose who lives in the Spanish coastal village of Mijas. Shows the daily activities of the village people--planting crops, making bread, plaiting ropes, weaving sandals, making paper, and fashioning paper sacks. Depicts children enjoying dancing and playing football using the bladder of a pig for a ball. Explains that the family, faith, pleasantries, and work are the important bases of Spanish life.
Explains that Wellmet House attempts to rehabilitate the mentally ill not by gaining conforming behavior but by helping them relate to other people in natural and unstructured ways. Points out that half of the residents are mentally ill and the other half are college students from nearby universities who staff Wellmet House. Emphasizes the need for each patient to find individual expression. Shows patients and staff at dinner, parties, the local pub, and a house meeting.
The following topics are discussed: Are the Russian people friendly? Are they afraid of their own government? Are they afraid of the American government? Is there a revival of religion in Russia? How do Russians living standards compare with American living standards? It is agreed by all that it would be helpful to the interests of American foreign policy if more Russians could visit this country and see for themselves who we are and how we live.