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Indicates that we need education that deliberately tries to cultivate the following three freedoms: "freedom from"--the condition of being free from constraint; "freedom of"--freedom of thought, of religion, of speech, and of press; and "freedom to"--the opportunity to make choices and to act on those choices. Featured personality, R. Freeman Butts, is a William F. Russell Professor in the Foundation of Education at Teachers College, Columbia University.
States that educational conservatives look for guidance to wise men as Edmund Burke, Samuel Taylor Coleridge, and John Henry Newman in England, and Irving Babbit and Paul E. More in America. The cultural conservative contends that liberal education necessarily is traditional, and that it is intended to conserve the heritage of our civilization. Featured personality is Russell Kirk, research professor of political science at C. W. Post College, Long Island University.
States that reconstructionism is, above all, a goal-centered, future-oriented philosophy of education. It is one of the fundamental assumptions of reconstructionists that education has unprecedented tasks that would not exist in a more normal, less revolutionary, or less dangerous time. Featured personality is Theodore Brameld, professor of educational philosophy at Boston University.
The two essential elements of life adjustments education: 1)to help develop the skills, knowledge and attitudes for dealing with immediate situations of everyday life; 2) to develop an understanding of persistent aspects of situations recurring through life. Features Professor Florence Stratemeyer of Teachers College, Columbia University. Kinescope.
The quotation from George E. Partridge's Genetic Philosophy of Education, "All education is moral, for the end of all teaching is to complete the moral growth of the child, and to impart to him the moral ideals of the race," provides the theme for this program. Suggests that the key to strong character is to define for young people what is the right thing to do and to challenge them to build moral and spiritual strength with a positive approach. Featured personality is Ernest M. Ligon, professor of psychology at Union College in Schenectady, New York.
Emphasizes the fact that our national strength depends more on high level of educational achievement than on any other factor. Indicates that we must come to realize this, and that we must be willing to spend a larger proportion of our national income on education, provide an educational challenge for our young people, and discover the best talent and see to it that this talent is developed to the highest possible degree. Featured personality is Harold W. Stokes, president of Queens College in New York City.
Those who believe in education for psychological maturity draw heavily on the insights of modern depth psychology – stemming from Freud, Jung, Adler, Sullivan, and others – about how the human mind develops and why people behave as they do. A quote from one of Dr. Jersild’s book, When Teachers Face Themselves, sets the tone of this program: “Education should help children and adults to know themselves and to develop healthy attitudes of self-acceptance.” Dr. Jersild proposes that efforts to promote self-understanding should be incorporated into the nation’s total educational program. He also answers objections and comments upon a filmed illustration.
In what sense can Americans be equal? Not in looks, or in talents, but in opportunity, decide Dr. Wriston, Mr. Canham, and Martin S. Ochs, editor of the Chattanooga Times. Equality of opportunity, they state, is essential in a democracy. Turning in more detail to the system of democracy in this country, the three panelists discuss possible reforms within the operations of the Congress, the executive branch of the federal government, and the state governments. Among their suggestions are the consolidation of urban areas and school districts, the reform of self-limiting tax laws, the reform of election districts, and a re-examination of existing corporate law.
Discusses architecture as a clue to cultural change. Shows how, in the early 1900s, architects sought inspiration in traditional European styles, and a melange of modified Greek Revival, Italian Renaissance, Norman manor, and Tudor half-timber homes sprang up. Indicates that although earlier innovators Henry H. Richardson and Louis Sullivan had proposed a fresh approach to domestic architecture, it was not until the impact of Frank Lloyd Wright that public opinion shifted. Paralleling this movement toward "organic" architecture, the Bauhaus school of "functional," "abstract," and "international" styles began to flourish. Points out that in modern architecture we can detect the combined influences of these original thinkers in the emphasis on functional simplicity and the ingenious use of natural materials.
Presents some of the steps and procedures involved in conducting controlled breeding experiments and shows the results of some genetic crosses. Introduces three important areas of genetic research. Illustrates bombardment of fruit flies with X-ray and shows some of the obvious mutations produced in these fruit flies. Pictures a schematic model of the DNA molecule and presents questions concerning its structure, organization, and duplication. Uses animation to picture basic discoveries of inheritance.
Do you like to live in a city? Or would you prefer to move to the suburbs and escape slums, juvenile delinquency traffic jams? Many people are moving to suburbs, and urban areas are growing until, on the east coast, there is in effect one continuous urban areas stretching from Washington, DC to Boston, Massachusetts. What can be done to reclaim the slums? How can industry be attracted back to an area it has deserted? The story of the development of the East Liberty area of Pittsburgh is told in detail, showing how effective private citizens can be if they wish. Once again other information on the solution offered by different groups and communities is made available –though much of the material in this program echoes comments and data from the previous program. But this, again, is an effective plea for the citizens’ concern for his community.
Makes the assumption that the heroes of a society embody its ideals and aspirations, and shows that we can learn a great deal about American values by exploring some of the hero types of the past sixty years. Describes the adulation of matinee idols, from Valentino to Sinatra; of doers of big deeds, from Lindbergh to Shepard; of preeminent political figures, from Lincoln to Churchill. Shows that today, in a sophisticated age of psychological analysis, the fictional romantic "hero" stereotype is fast disappearing, but claims that we are still apt to confuse the celebrity with the hero, the manufactured myth with reality.
Describes the images evoked upon mention of the 1920s: jazz, champagne baths, John Held flappers, gang killings--in short, an era of rampant, glamorous decadence. Shows that the frantic thrill-searching of the "lost generation" takes on a somewhat different flavor when described by the pens of Hemingway, Fitzgerald, and other Left Bank expatriates. Describes the small town, its traditions and manners still relatively untouched as presenting still another picture of the decade. Shows that each of these represents an alternate truth about the times and points out that it is only when we view history from many vantage points that we are able to achieve an undistorted, objective account and gain a perspective that avoids the pitfalls of our cherished stereotypes.
Visits Mesa Verde National Park in Southwestern Colorado. Discusses the work of archaeologists and how they uncover ancient Indian cities. Shows an Indian burial ground, homes of early cliff dwellers, and workers excavating, mapping, and recording their discoveries. Explains how their work provides knowledge of early Indians.
Discusses the international aims of the Communist Party and methods used to achieve these aims. Portrays Lenin's establishment of the Third International. Also reenacts the development of the ideas of a Communist hierarchy and of the justification of the use of illegal apparatuses for seizing control. Explains Communist maneuvers during the second half of the 1920's and in the 1930's, the Popular Front and the activities during the Spanish Civil War. Concludes with a description of the policies after 1947 and the ultimate aims of the Communist Party.
Demonstrates use of standard error, comparison of scores with test norms in interpretation of test scores, and use of percentile bands rather than points. | Presents a lecture by Dr. Scarvia B. Anderson, who demonstrates two important principles of test interpretation--(1) any test score is only an estimate of a student's ability, and (2) percentages are meaningful only if the characteristics of the group on which norms are based are known. Golf pro Ernie Pognotta helps to show similarities in basic principles of measurement in golf and in test scores. Dr. Anderson emphasizes that meaning comes from comparison in interpreting test scores.
Explains that the Jewish view of education is based on the Jewish view of man. Man may be limited and small, but he can grow toward God because something in him corresponds to God. Answers objections and comments on a Friday night scene in a Jewish home. Featured personality is Eugene B. Borowitz, national director for the Union of American Hebrew Congregations.
Discuses virus diseases. Reviews the known viral diseases and the development of vaccination. Explains how a polio virus attacks a cell. Analyzes the activity of viruses, which cause cancer in animal cells. Demonstrates how virus cultures can be grown and used for inoculation. Concludes by discussing cures for viral diseases.
The turmoil of the first month after Lenin’s description of Kerensky form the basis of this program: the disruption caused by the lack of a trained civil service, the civil war being waged by the Kerensky adherents, the threat of Germany, the workers’ strikes, and so on. Once an armistice was signed with Germany, Lenin and his associates were able to turn their attention to consolidating their position. After the Bolsheviks (henceforth called the Communist Party) had seized the national Assembly and locked the doors to keep the opposing delegates out, Lenin’s positon was firmly established. An interesting sequence involves Mr. Sworakowski’s reminiscences of the events surrounding the armistice. He himself witnessed many of the events of this period, and his account is moving and informative.
Provides a kaleidoscopic preview of Communist history. Explains the basis for the series and establishes documentary sources. Uses reenactments to show the collaboration on the Communist Manifesto by Marx and Engels, the development of Marxism, and the founding of the First International. Discusses the fallacy in Marx's premise and concludes by introducing Vladimir Ilyich Ulyanov, later known as Lenin.
Visits the national monument of Canyon de Chelly in Arizona. Describes the life of the Navajo Indians living in the canyon. Shows the ancient ruins of early Indian cliff dwellers. Tells how the Indians farm, raise sheep, cook, and build their homes. Concludes with scenes of a trading post and Indian rodeo. (KETC)
Fifteen million families’ move each year – and three-fourths of them merely change addresses within the same county. They move because they want a better place to live; they need not only houses or shops or schools but also police, fire protection, sanitation, and many other services that can only be provided by a community. And there are more and more people moving – more and more homes built on what is, after all, only a limited amount of land. This land must be used wisely: a planning engineer, similar to ones called in by communities across the country, describes the problems that a community must deal with when its population increases five-fold in a few years, and mentions some of the steps that are taken to provide for future planning and development. Most important are the procedures taken to stop and reverse the tendency for some areas to turn into slums; the program concludes with a short outline of Federal plans for urban redevelopment, and a plea to the viewer to take more active interest in his city.
Presents a discussion on America's position in the modern world. Covers such topics as foreign aid plans, internal restrictions on the operation of our foreign policy, and the operations of the United Nations.
Visits Carlsbad Caverns National Park near Carlsbad, New Mexico. Describes the discovery of the caverns by early settlers who observed a huge formation of bats leaving the entrance. Shows and explains how the huge caverns were formed over thousands of years of time. Provides close-ups of stalagmites, stalagtites, and limestone draperies.
Dr. Tillich first deals with the puzzling question of how to deal with doubt in young people. It is important, he explains, to present religious symbols in as clear and persuasive a form as possible, without dictating what the child or young person should believe. Doubt can appear in later life, too, and is often a product of an inability to face life or to escape the pressures of conformity. The second part of the program consists of a variety of comments by Dr. Tillich about the value of art and of modern art in particular, his recollections of his father, and his early decision to devote his life to philosophy and theology. At the end of the program and to conclude the series, Dr. Tillich explains his belief that man must be concerned with the “ultimate” wherever it appears, that he must make an effort to understand his life in terms of that which transcends life, in terms of eternity.
Religion, comments Dr. Tillich at the start of the program, is primarily interested in finding answers to such questions as: “What is being?’ “What is the relation of life to eternity?” “What is the meaning of life?” After commenting on the role of religion, Dr. Tillich discusses the relations of a moral law to the teachings of religion. The first principle of all moral action is love, he says. Not sentimental love but the love which unites what has been separated. Our ability to love properly is what motivates all our moral actions. This ability is called grace. A church is organized to house grace, but a church is far more than a physical or temporal structure or organization. At the end of the program, Dr. Tillich discusses the different ways of understanding Jesus Christ and the language of religion.
This program provides the viewer with some highly interesting comparisons between psychology – in particular, Freudian psychology – and Tillich’s interpretation of man’s nature. The major point developed is the difference between Freud’s and Tillich’s definitions of anxiety. Freud, says Tillich, believed that anxiety can be eradicated, whereas I (Tillich) believe anxiety is an inescapable part of man’s nature. Although psychoanalysis is helpful to a man seeking to understand his own personality, it does not help him to come closer to an understanding of the nature of God. This latter is rather the province of religion, and man’s understanding of God is a direct result of his having faith. As the conversations ends, Dr. Tillich explains that many mental illnesses are caused by uncertainty about the meaning of life. To understand one’s existence, he says, one must have faith. This, in turn, is achieved by constant inquiry, doubt and anxiety about one’s basic beliefs.
Describes the Japanese national character as a paradoxical complex of restraint and passion, arrogance and servility, pride in being Japanese and apology for being Japanese. Explains that Japan, more than any other nation has wavered between such contradictory attitudes and qualities. Discusses the concept of "force" and what it means to Japanese to be part of a group.
Shows how Indiana University is playing an important role in extending man's understanding of himself and the universe through its various schools, which serve to develop the wide variety of interests and abilities of students. Depicts the development of a close personal relationship between instructor and student through the advisory system. The libraries, museums, new classrooms, and specialized facilities, such as the language laboratory are viewed. Glimpses of student government, student teaching, the university theater, and campus newspaper demonstrate the university's attempt to provide activities to meet a variety of interests. Also shown are the cultural and recreational opportunities, the university's placement service, and the alumni activities. Closes with campus scenes familiar to all I.U. students.
Records a discussion of photography as a profession by Ansel Adams and Milton Halberstadt, an outstanding commercial photographer in San Francisco. Adams is shown applying his imagination and techniques to industrial photography, advertising photography, and portrait photography.
The idea that the Bible can be read purely as literature is not new, but it receives much support from Dr. Boyd’s sensitive and moving interpretations and discussions. This is particularly evident in this program, which analyzes one of the most inspired of David’s psalms. Dr. Boyd explores the relation of the psalm’s view of God to others expressed elsewhere in the Bible, the influences that shaped the construction of this poem of praise, and the emotions that inspired it.
Shows that ratio expresses a relationship between two numbers. Points out that equal ratios form a proportion, which may be used in solving problems, stressing that the units must be the same in finding ratios between two numbers.
Richard Rodgers was brought up in a passionately musical family. His mother was brilliant pianist; his father, a doctor, sang. They would sing and play the comic operas of the day. He was weaned on “The Merry Widow” and “Chocolate Soldier.” “These are the happy memories of childhood.” When he was sixteen years old, he met 23-year-old Lorenz Hart, who proceeded to explain his theory of lyric writing. Rodgers was proud that the age of sixteen he understood Hart. Rodgers played a couple of tunes for him and that was the beginning of a 24-year partnership. Nothing has ever been more gratifying than his first success to its fullest ... loved every minute of it. Everything that’s come along since, I’ve loved. I roll success around in my mouth like a piece of candy.” He hates failure –but thinks it’s the result of being alive –and readily admits to several: “Chee Chee,” “Pipe Dream,” and “Higher and Higher.” “I love it when it’s good and I hate it when it’s bad,” he says. Another Rodgerism: “In writing for people, there are two facets –one is emotional, the other is intellectual.”
A reminiscence about Lorenz Hart is naturally followed by Rodgers’ personal and professional transition in Oscar Hammerstein II. One big difference: Oscar was interested in what to say, Larry in how to say it. The first thing Rodgers and Hammerstein ever did, “Oklahoma!,” turned out to be one of the greatest American musical theatre hits. But there was nothing about “Oklahoma!,” to suggest success. The original play was a flop … the producers announced it was their last show, they were so sure it would die … Hammerstein had had eleven years of failures … the director couldn’t get a job before they hired him … the choreographer had only one other show to her credit. Rodgers and Hammerstein declared they wouldn’t touch “My Fair Lady,” as they didn’t have the courage to tamper with GB Shaw. When they decided to do “Carousel,” based on Molnar’s “Liliom,” they dared to change the ending. At an early run-through, they learned the author was in the theatre and were thoroughly intimidated by his presence. But they were relived at his enthusiastic response and particularly at his approval of the ending. In this program there is a moment of great poignancy as Oscar Hammerstein is shown reciting “Surrey with the Fringe on top,” a song which always makes Rodgers cry because of its sentimental simplicity. More Rodgers philosophy: “Somehow or other, we find what we need – in marriage, work, friends and music.
Richard Rodgers talks about his collaborators, Lorenz Hart and Oscar Hammerstein, and the difference in the relationship he had with these two men as compared to that of Gilbert and Sullivan “who loathed each other.” Hart was “way out,” says Mr. Rodgers, whereas Hammerstein was more down to earth. In the Rodgers and Hammerstein team, Rodgers acquired the reputation of the businessman – the man who transacted the deal, took care of the finances, and knew how to count. Rodgers pooh-poohs this with “I don’t know the salary of one person who works for me. I have a business office and people who take care of that end. I don’t want to be known as a good business man. I like the reputation of writing good music, if I do.” When Hammerstein realized that his days were numbered, he told Rodgers to get a young person to work with. “A young person will give you energy, new ideas, direction; you will give somebody young experience,” he said. When 20th Century Fox wanted to remake “State Fair,” they asked Rodgers and Hammerstein for three songs to add to the old score. When it became obvious that Oscar could never do it, Rodgers decided to undertake both music and lyrics, for the first time in his life. The songs were accepted, and he says, “I never had more fun working my life. I’m on a new road whether it’s with another collaborator or alone.”
Uses the voice of a young girl, killed in the eruption of Mt. Vesuvius, to narrate a tour through the ruins of Pompeii as she relives her past experiences and hears again the sounds which echoed through the city's streets. Shows the uncovered ruins of the bakery, the wine shop, gardens, temples, homes of the rich and the poor, the theatre, and the gladiatorial arena. Briefly mentions the girl's love for a young boy of Christian faith and the resultant conflict with her pagan religion.
Visits Yellowstone National Park to explain the story of American buffalo and its destruction. Shows the Yellowstone herd and then explains the methods used by the Indians to capture the buffalo. Tells why the white man, after the Civil War, destroyed the buffalo herds. Illustrates with film footage, dioramas, and photographs.
Defines leadership as a set of group functions and a good leader as one who helps the group to accomplish its goals. Defines and shows examples of self-serving functions, task functions, and group building functions. Points out that these functions are necessary to effective leadership.
Dr. Wriston is joined by August Heckscher, president of the Twentieth century Fund, and William P. Bundy, Assistant Secretary of Defense and coordinator of the President’s Commission on National Goals, for a discussion of a national plan for the arts and sciences. The chief question is that of finding support, particularly for the arts. Should artist be given subsidies? Why are there so few artists in a society that contains such a high proportion of men and women truly appreciative of the arts? The three panelists describe the kinds of education that can develop artistic or scientific abilities, and also comment on the role of women in the arts and sciences. They conclude by agreeing that much can be done to stimulate creative effort through private investment, universities and perhaps government support.
Dr. Bernard Boyd, University of North Carolina, discusses the Book of Hosea from the Bible. Analyzes the relationship of Hosea and his wife Gomer as a metaphor for God and the faithless people.
An enthusiastic discussion from Dr. Bernard Boyd, University of North Carolina, on the Book of Nahum from the Bible. Presents the text as historically oriented writings dealing with the human experience in those times.
Defines "classical realism," putting special emphasis on definitions of each of the two words. Explains the theory's basis in the 'natural law' and the theory's application to modern educational problems. Answers objections and comments on a filmed physics class discussion in which the teacher uses the classical realist approach. Featured personality is Harry S. Broudy, professor of education at the University of Illinois.
Reviews the progress of the Communist Party in Japan from pre-war days to the present. Includes film footage showing the release from prison of leading communist leaders just after World War II. Discusses the high degree of trained leadership, the party and the party's influence in politics.
Lucille Ball, Henry Fonda, Mort Sahl, Leland Hayward, A.J. Russell, Marshall Jamison, Franklin Schaffner
Summary:
The Good Years is based on the book written by Walter Lord which is about the time period from 1900 to the first World War. The show stars Lucile Ball, Henry Fonda, Mort Sahl and provides a historical documentary of the beginning of the 20th century. In addition to the narration, musical numbers and sketches are performed that highlight different parts of this time period.
Covers the period between Lenin's seizure of power and his death in 1924. Analyzes Lenin's peace treaty with Germany. Describes the reasons for the opposition to it which brought Russia to the verge of another civil war. Explains how chaos was prevented by the intervention of Herbert Hoover's American Relief Association. Shows the gradual steps in Stalin's rise to power, newsreel footage of the death and burial of Lenin, leaving the future government of Russia to the conflict between Trotsky and Stalin.
Discusses the Khrushchev era and interprets the policies of his regime. Provides details of Khrushchev's ascension to power and describes the differences between him and Stalin. Features special guest Merrill Spalding, research associate at the Hoover Institution and former professor of Russian history at Stanford University.
Depicts Ansel Adams and Beaumont Newhall, director of Eastman House in Rochester, New York, as they analyze the photographs of such distinguished artists as Edward Weston, Cartier-Bresson, Edward Steichen, Alfred Stieglitz, and others. Mr. Adams explains the development of his own philosophy of photo-poetry and how it has influenced his work.
Examines the movies of the twentieth century for clues to the changes and constancies in American taste. Indicates that by the 20s the sentimental melodrama had given way to a new wave of frenetic frivolity, and the need for a code of self-censorship became apparent. Describes the recent sporadic efforts of independent movie producers which have resulted in a liberalization of the code. Points out that there have been some distinguished films despite a motion picture industry that continues to search for the lowest common denominator of taste.
Features significant excerpts from the preceding 12 programs and lists the many myths of communism. These include (1) freedom for the working man, (2) communism as a genuine expression of the desire of subject peoples, (3) the dictatorship of the proletariat which became dictatorship over the proletariat, (4) Stalin and Lenin as heroes of the proletariat, and (5) communism as an independent political philosophy.
Immediately after the overthrow of the Czar in 1917 the Kerensky government was formed, the short-lived and only democratic national government Russia has ever known. Dr. Sworakowski provides a detailed and carefully analyzed description of the reasons why Kerensky’s government fell so quickly. He also reads a letter from an eye-witness of the overthrow. Again, dramatic episodes alternate with commentary and narration over photographs and documents, as a picture of Lenin’s strategy and attack in the November Revolution is built up.
Two hundred years ago Samuel Johnson wrote: “When a man is tired of London he is tired of life; for there is in London all that life can afford.” People move into cities because there they can find the widest possible variety of choice of occupation or distraction, of friends, goods and services. They can be cheated, however, by slums, traffic congestion, water or air pollution, poor housing, crime, and the myriad of other problems that confront a large city with a varied population. But they can also be satisfied, if they are willing to devote time and attention to these problems. Now, more than ever before, we have the resources, the wealth, the knowledge and the techniques to solve our urban problems. It is up to us to decide whether or not we want to do this. The program and the series concludes with some comments on urban development by Branch Rickey, Governor David Lawrence of Pennsylvania, and Richard K. Mellon, one of the leading men in the redevelopment of Pittsburgh.
Discusses the question, "Is science good or bad for man?" Presents a banquet in honor of a famed scientist at which his lifelong friend delivers an accolage to science in general and a tribute to the distinguished guest. Rising to deliver his remarks, the scientist expresses his deep fears that science may well lead to the decline of civilization. The scientist's fears are symbolically illustrated by nightmare-like scenes in which he despairs of scientific truth and man's inability to ever catch up with his own technological progress. Later, the scientist seizes upon the idea of the use of science for the benefit of man. His hopes are visualized in optimistic, dreamlike scenes.
Cities are growing at an explosive rate; more and more people come to cities to liv, to work, to raise their families where there are the greatest number of opportunities for jobs, education, and recreation. But these thousands of new inhabitants do not only increasethe population of the city; they also magnify the problems that any group of people face when they live together in large numbers. Where to live? How to move about? How to govern themselves and guide the development of the community in which they live? The first program of METROPLEX sets the stage for the others, explaining why people are attracted to the city, and what difficulties they and the community face when they move there. Photographs, film clips, diagrams, and sketches are used to good effect to make the picture clear.
Deals with the prelude to and the events of the Revolution of 1917. Discusses the relations between Lenin and the German government. Presents re-enactments of Lenin's return to Russia from Germany, his activities immediately upon his return, and the efforts to form his "dictatorship of the proletariat."
Dr. Wriston and Erwin D. Canham, editor of the Christian Science Monitor, explore the reasons for the President’s Commission on National Goals. They quickly make the point that Americans set their own goals and that the Commission does not intend to impose its conclusions on the public. The report goals for Americans is designed to be a handbook for thoughtful citizens, to focus their attention and discussion on topics of importance, and to give them the facts to reach their own conclusions. Leadership in America, Dr. Wriston and Mr. Canham point out, resides in many places – in the Presidency, in local government, in pressure groups, and in the individual. The goals mentioned in the course of this program are suggestions stemming from current public opinion, and are designed to help Americans give their country a forward direction in the coming years.
Presents the development of Communism from 1904-1914. Uses commentary, dramatic reenactments, and photographs of the situation in Czarist Russia and the conditions which permitted the growth of the Bolshevik party. Portrays Lenin's exile scene to the abortive revolt of 1905, resulting in the emergence of Trotsky. Concludes by describing the fund-raising techniques of the party and an introduction to the young Joseph Stalin.
Presents an analysis of nucleic acid. Uses a large model of the tobacco mosaic virus to explain its structure. Demonstrates how a virus can be reconstituted from nucleic acid and protein molecules. Discusses the recent discovery of the alteration of nucleic acid to form mutations of the original virus. Concludes with a theory which may account for the way in which genetic information is stored in nucleic acid and then translated into a specific protein structure.
What it means to live in a contemporary Japanese village is shown through film shot especially for this series in Nijike, 430 miles from Tokyo. A housewife appears in the film sequences, but the voice heard in the narration is that of Miss Kimie Tojo, daughter of the late Premier Tojo. Professor Ward, host for the program, points out that the village has often been considered the backbone of traditional Japan. His guest, Richard K. Beardsley, Professor of Anthropology at the University of Michigan, concurs. It is the land, (Professor Beardsley says), the importance of working the land, of keeping it going, of keeping it in the family, that strongly enforces traditional ways in Japanese villages. These traditional ways stress cooperation on a family and on a community level, and the subordination of each person to the collective good. Holding and working the land is a way of life, not a business. Yet the modern world has made its impression on village life. A century ago the village had little connection with the outside world. Now, as a result of central government supervision, police and military conscription, economic changes brought about when the villagers began to raise crops for outside sale, a national system of schools, and the introduction of electricity and radios, this insular picture has altered. But because of the basic social conditions and the primary concern for working the land, changes occur slowly. In their own villages, younger men are gaining control because they understand machinery and marketing best. A real social transformation is taking place, but quietly, without violence, without setting life off balance. The families scrape a living from two acres of land and stay, for the most part, buried within the household and the community. They find satisfaction from living collectively. Their way of life has for generations fitted their nature and their circumstances; yet it seems flexible enough to make room for the new.
This NBC film shows how a community organization in New York City has helped to diffuse a violent atmosphere. It also demonstrates consumer (tenant) protection by the use of legal-aid and rent strikes.
Paul Niven, Stewart Udall, Michael J. Marlow, Bill Linden
Summary:
In this interview Secretary of the Interior, Stewart Udall, discussed issues relating to his role as Secretary of the Interior. He shared his desire to implement conservation policies in the Eastern United States since previous conservation efforts had been concentrated in western states. He also addressed the Republicans’ complaints that the Kennedy administration favored public power over private power. Another topic Udall addressed was the Department of Interior relationship with Native Americans during his administration.
Cities are growing, and people have to move about in them. How they do this can have a considerable effect on the development of the city itself. Many –perhaps most –of the inhabitants of a city own cars, and the temptation to use them is easy to understand. But often a private car is not the best way to get from here to there in a city; public transportation –buses, subways, streetcars, even helicopters for longer distance –is often the best way to move people. Yet too often even so simple a matter as intra-urban transportation resembles a jigsaw puzzle. Groups have grown up to handle different parts of the problem, with the results that these units may overlap, or do not cover the whole problem. The older geographical areas which they were established to serve are new sections within a larger unit, but the original group still exist while the transportation problems become more and more complicated, and increasingly in need of overall planning. Once again the program concludes with a plea to the citizen to learn more about the problems of urban transportation, and to help his community to resolve some of them.
Professor Joel Climenhaga interviews New Zealand poet, Allen Curnow. Includes a discussion of Curnow's poetry, which reveals the character, history, and folklore of New Zealand. Presents his views on the role of the problems involved in writing in and about a new country.
Literary critic and lecturer on South African affairs, John Barkham interviews the distinguished South African author, Nadine Gordimer. Deals with subjects ranging from the effect of South Africa on the author's work and her attitude towards racial problems to her opinions of C.P. Snow. Reveals her opinions of America, of herself, and of her writing. Presents her advice for the beginning writer.
Senator Henry Jackson and British MP Denis Healey have a transatlantic debate over if there should be a continuous airborne alert system in case of a Soviet Union attack. Jackson argues in favor of a continuous airborne system while Healey argues against.
Discusses methods of controlling nuclear testing. Outlines the obligation of the United States in assuming leadership in the control of such testing. Points out possible effects of continued tests. Makes suggestions concerning what can be done by various groups to diminish the dangers posed by continued testing of nuclear weapons. Features Norman Cousins, editor of the Saturday Review.
Dance is a universal experience, and Miss Myers introduces the series with paintings, sculptures and film clips showing ethnic dances throughout history and the world. Following this, she presents the three major forms of dance – ethnic, ballet, and modern. To illustrate these, the Ximenez-Vargas Company performs two European ethnic dances. They are followed by Melissa Hayden and Jacques D’Amboise, who execute a 17th century court dance, the predecessor of pure classical ballet which is represented by the pas de deux from The Nutcracker Suite. As the French court and manners of the 17th century affected later ballet, so today’s social developments and conditions affect modern dance. Daniel Negrin performs an illustrative dance satire to introduce the audience to forms of the modern dance.
Shows how various viruses fit between the largest non-living molecule and the smallest unit of life. Uses models to explain the organization of various kinds of molecules and viruses. Reviews the first experiment in which a virus was isolated, purified, and crystallized. Concludes with a discussion on the importance of viruses in the understanding of all living matter.
What is Parkinson’s Law? “Work expands to fill the time available for its completion.” This law, and its ramifications, were first set out in the London Economist in 1956, after Professor Parkinson had developed them during his work in the Royal Air Force and a tour of duty in the South Pacific. He explains their application to civil service work, to the operations of administrative agencies, to the establishment of a university, and to the competition between industries.
What have been the results of the publication of Parkinson’s Law? Although it has prompted other critics to take new looks at the organizations which speckle out society, says Professor Parkinson, too many corporations, universities, and so on still seem to be operating under this law. Professor Parkinson turns his analysis on the social scientists, on the cocktail party, and on American motorized traffic, to conclude his examination of the basic principles of his Law.
Does geography make a difference in political thought? Dr. Parkinson discusses his book Evolution of Political Thought, and suggests that geography, and geographical isolation, do make a difference in political thought and practice. He traces the cycle which goes from a primitive paternal structure through a monarchy to an aristocracy, then to a dictatorship, then back to monarchy. Although he sees this as a fairly consistent pattern, Professor Parkinson does not believe that this is, in effect, historical determinism. Men can change his destiny, he says, and the experiments in democracy, although they have not been going long enough to suggest a definite trend, prove man’s freedom of choice. In fitting the Soviet Union into this pattern, Professor Parkinson remarks that it could be called a technological monarchy.
Raffles Professor of History C. Northcote Parkinson, University of Pittsburgh professor Joseph J. Zasloff, and member of the organizing committee for the 1958 International Systems Meeting Robert Lee discuss the significance of modern Asia.
Discusses the theory of political campaigns, and simulates, with actors, a committee outlining the campaign strategy for a candidate. Covers such issues as the techniques to be used, to whom they will appeal, and financing the campaign. Gives a general summary and evaluation of party campaigns and strategies. (University of Michigan Television) Kinescope.
Discusses the history of Arab Nationalism, Arab Nationalistic competition, and Republican versus Monarchical Nationalism. Surveys the use of Nasser in Egypt. Explains the role of anti-colonialism and anti Zionism in the nationalistic rise of the Arab World. Illustrates with film clips, pictures, and maps.
Surveys the rise of nationalism in China and India. Explains the role of Western influence in their struggles. Discusses the reactions of China and India to the impact of the West and the divergent roads traveled to nationalism.
What problems are posed by the underdeveloped countries to the rest of the world? Mr. Malik begins by describing the standard of living, and what independence from colonial status has meant for these countries. Many of these must accept economic aid, raising the question of how they can accept it and remain independent. Mr. Malik believes that there are fundamental principles which must be common to all nations, whatever their social or political structure may be. These principles could in part be contributed by countries giving aid. Both the new and the established countries recognize the need for economic groupings similar to the OEEC, or the European Coal and Steel Community, although small nations are handicapped in participating by a lack of experience and of funds, a disproportionately large portion of which is devoted to the maintenance of an army. This, concludes Mr. Malik, is one reason why development is slower than it could be.
What is the position of the Near Eastern countries today? Dr. Malik introduces the topic by describing why he feels education is so essential to their development. Theoretical values and general policies must be developed before specific problems can be attacked, such as the problems which Islam will have in adjusting to the modern world. It is no longer possible to return to pure Islam, free from the influences of the West, he believes. The Arab nations are anxious to become substantial, self-respecting members of the world community. They look for a leader who will give them direction and guidance without forcing them away from their traditional values. Of the revolutions which have upset the Arab world since the end World War II, Dr. Malik says these are usually due to circumstances which have become intolerable. At the end of the program, Dr. Malik presents a plea for understanding and toleration of the Arab community, as it attempts to establish itself in the modern world.
Charles Malik, President of the General Assembly of the United Nations and ambassador from Lebanon discusses criticism and truth in world diplomacy. He is joined by Dr. Richard Cottam, Department of Political Science, University of Pittsburgh, and Mr. T.F.X. Higgins, Executive Director of the Foreign Policy Association of Pittsburgh.
Deals with the complexities that result from increased traffic conditions such as turns, clearing intersections, choosing proper lanes, and pedestrian problems. Explains the effectiveness of courtesy in relation to positive and negative situations. Covers the restrictions and requirements of parking. (Cincinnati Public Schools and WCET) Kinescope.
The strict rules of classical ballet have been developed over the past five hundred years, and in this program Miss Myers demonstrates some of the basic principles, and the final applications of the traditions of this type of dance. Prints, drawings and photographs display the development of the traditions, and the three young students of the ballet demonstrate the essential positions and steps which every student must know. Maria Tallchief and Andre Eglevsky perform the pas de deux from “Swan Lake” and “Sylvia.” In addition, the opening of the program is a film clip of the corps de ballet of the Bolshoi Company dancing a scene from “Swan Lake.”
Discusses the use of the dance as a social commentary and relates it to the critical statements of artists in other fields. Presents a performance of "Caprichos" based on Goya's etchings of man's weaknesses. In contrast, an excerpt from Paeon is performed. Features choreographer Herbert Ross and his troupe.
Reviews defensive driving and the importance of perception. Defines defensive action. Discusses loss in perception, comprehensive viewing vs. acute viewing, scanning, the need to make sure the other driver sees you, distractions, the importance of developing seeing habits, highway design and high accident locations. Concludes with review questions. (Cincinnati Public Schools and WCET) Kinescope.
Discusses the element of chance and the philosophy of defensive driving. Emphasizes that obeying the law is not enough--it is important to uses our sense of perception. Defines what is meant by the word perception. Concludes with review questions. (Cincinnati Public Schools and WCET) Kinescope.
Richard F. Brown, Jean S. Boggs, Lester Novros, Russell J. Smith, Paul Levine, Richard Herber, Richard MacCann, Walter Ducloux, Herbert Farmer, Ted Comillion, Kenneth Miura, Daniel Wiegand, James Hopkins, David Johnson, Richard Dyer MacCann, University of Southern California, Department of Cinema
Summary:
An exhibition of more than 100 works of Degas--drawings, paintings, and sculpture--at the Los Angeles County Museum, emphasizing his three favorite subjects: horses and jockeys, portraits, and ballet dancers. Explains that Degas was an artist who saw with his intellect as much as he saw with his eyes and his feelings and captured the beauty and uniqueness of a moment of movement.
Dr. Wriston is interviewed by Edward Green, executive assistant to the President on the Westinghouse Air Brake Corporation, and Dr. Joseph Zasloff, professor of political science at the University of Pittsburgh. Dr. Wriston discusses his life-long interest in the State Department. His interest grew while he was a graduate student at Harvard. He traces the State Department from the time of George Washington to the present. He claims the department had little serious responsibility before World War I, that in past years the Foreign Service was a corps of independently wealthy elite, and that now the United States had an extraordinarily well-trained foreign service. However, according to Dr. Wriston, the idea of a Foreign Service Institute to train diplomats as thoroughly as the military academies train military man, is a good one which has been poorly executed.
On his PLATFORM programs, Dr. Thomas A. Dooley speaks his mind on the image of America in Southeast Asia. He calls for a renewal of the traditional American approach to under-developed countries --the approach through American individuals and voluntary organizations rather than heavy reliance on government agencies. “The most powerful tool we have is the human personality. Education is the most important thing we have to offer to Asia, and people are the only ones who can bring education. Books and propaganda leaflets cannot do it. The tremendous value that I wish more people in Washington would realize is the value of the individual person. If we would just flood these countries with individual young American men and women we could accomplish a great deal. We need people who will live and work with these people in their villages.” Dr. Dooley points out that the Communists realize that the future of Asia lies in the villages. They are making an intensive effort through local people to identify America with the hated French colonialism. He says the Communists attack the spirit of America and we too often counter with mere boasting about our material achievements. Dr. Dooley also discusses the “Great White Fleet” which he feels is going to cause more harm than good. He believes the term “Great White Fleet” is an unfortunate one since it fails to recognize the Asian distrust of the white man and hatred of colonialism. Fleets were instruments of imperialism in the past and a great aircraft carrier in a harbor of Asia or Africa even if it is loaded with medicine conveys another meaning to the people. His major criticism of the “Great White Fleet” is, however, that it is not a “grass roots” program designed to be an integral long-range part of the underdeveloped countries.
Discusses the benefits and problems involved in using tranquilizing drugs with the mentally ill. Shows how drug therapy is being utilized. Includes views of a tour through a research laboratory where work is conducted on the effects of drugs. Features Dr. Douglas Goldman.
The program -- and the series -- is introduced by explanation of the cage in the title of the series. The cage symbolizes the restraints, chains, cells and prisons in which the mentally ill were kept by societies ignorant and afraid of the true nature of insanity. It also represents the progress man has made in freeing the mentally ill from these restraints as more has been learned about this problem. This program outlines the history of the treatment of insanity from earliest times through the end of the middle ages. The narrator, Mr. Stephen Palmer, describes some of the misapprehensions about insanity, some of the ways the ancient Greeks and Romans treated it, and what happened to classical thought on the subject after the fall of the Roman Empire. The influence of the rise of the Roman Catholic Church, the belief in angels, devils and magic, the methods used by the Holy Inquisition to cure madness are presented in the narration: pictures, statues, and old engravings are all used.
Explores the significance of ethnic dance in the field of formal dance. Presents a variety of West Indian dances. Explains their derivations and movements. Includes Bele, a West Indian adaptation of the minuet; Yanvallou, a voodoo dance; and Banda, a Haitian dance about death. Features Geoffrey Holder and Carmen de Lavallade.
Dr. Clinchy discusses the problems involved in educating individuals for tolerance, including such questions as: Where do you meet strangers? What good may come out of a meeting of strangers, if such a meeting may provide conflict? Is conflict itself a good thing? Should individuality or homogeneity be encouraged in a society? What place does education have in preparing people for toleration? Can you condition people’s emotions? Dr. Clinchy makes the point that one essential for toleration is the assumption of responsibility. Toleration is not, and should not be, synonymous with indifference, and individuals must work actively to eradicate old prejudices and mistrusts, he concludes.
Traces the history of imperialism from the 15th Century to the present, Explains the reasons which lead to empire building by nation states. Discusses the geographical, economic, and political changes brought about by colonialism.
Dramatizes a situation in which four persons, faced with possible death, reexamine their personal philosophies. An intellectual whose god is pure reason begins to realize his basic loneliness. An American businessman who must rely on cold organization reveals himself as warmly human. His wife turns from agreement with the intellectual's original view to agreement with her husband's new attitude. A German guide, a former Nazi who has lost the collective, totalitarian world he understands, leaves apparently to seek death in the mountains.
Illustrates abnormalities in gait caused by pain, structural defects and deformities, neuromuscular disorders, and a combination of these causes. Details technical symptoms of the gait and posture resulting from poliomyelitis, spastic paralysis, hypotrolic muscular dystrophy, distonia musculora, and dislocation of the hip, indicating the results of the Trendenburg, flexion, and other tests. Presents Dr. William T. Green of Harvard Medical School providing the narration for the examples and conducting the physical examination for each case stressing that careful observation of the gait is one of the key factors in diagnosis.
Presents an analysis of the structure of viruses and how they are studied. Shows and explains how an electron microscope works. Uses film clips of experiments to demonstrate the cultivation, isolation, and purification of viruses. Concludes with a discussion of the differences between viruses.
Explains the basic principles of gravitational attraction that relate to the earth, and other planets, and the sun. Relates these principles to flights of rockets and artificial satellites and includes the experiments on weightlessness that is encountered by astronauts. Gives a number of practical examples from everyday life and explains the role of gravity in these situations. Concludes with three questions for children to solve.
This program presents rare film clips of outstanding dancers: Anna Pavlova, Irene and Vernon Castle, and Argentinita, as well as performances by Alexandra Danilova and Frederick Franklin, to illustrate the importance of the dancer as the creator of a dance. Two sets of distinguished dancers perform the same roles from the balled “Le Beau Danube” to show how individual interpretation can vary the effect of the same choreography. Dance critic Walter Terry joins Miss Myers to discuss the importance of an interplay between choreographer and performer.
Shows the simple forms of plant life that appear upon retreat of the glaciers and the role of these plants in preparing the earth's surface for other plant and animal life. "Forests" of the high Arctic are shown to be only inches high though many years old. The struggle for life existing among plant forms and animal forms in this harsh environment is depicted as the variety of species in the region are surveyed.
Shows the simple forms of plant life that appear upon retreat of the glaciers and the role of these plants in preparing the earth's surface for other plant and animal life. "Forests" of the high Arctic are shown to be only inches high though many years old. The struggle for life existing among plant forms and animal forms in this harsh environment is depicted as the variety of species in the region are surveyed.