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Describes the importance of industrial research in satisfying consumer needs and meeting competition. Shows through animation the large expenditure of time and money that has gone into the development of nylon, as well as into unsuccessful attempts to develop new products.
The film portrays alcoholism as a mental health problem and as an illness that can respond to treatment. Demonstrates that the causes of this illness are imbedded personality difficulties often relating back to the early formative years of the victim’s childhood. The film discusses different forms of alcoholism and the different treatment required for each type. The role of Alcoholics Anonymous is covered and a plea made for increased public facilities for the treatment of alcoholics.
Dramatizes the story of Tommy Randall, who has been caught stealing at school, and who is sent to a child guidance clinic rather than being of an emotional problem. Traces the disturbance, through a portrayal of his family lie, to its source. Shows how Tommy's mother learns to understand him and how Tommy himself becomes adjusted through the work of the clinicians.
Shows several youngsters finding shelter upon hearing an air raid alert. Then portrays Ted and Sue, at home when the alert sounds, taking the necessary precautions against an atomic bomb. They cover windows, check the kitchen for fires, and go to the basement to wait for instructions over the battery radio. Next pictures what to do in case of a bombing without warning, as demonstrated by Ted and Sue. They are commended by the warden for their good work.
Shows a group of junior high boys and girls playing beat ball. Demonstrates division into teams, throwing, running, and putting the runner out. Introduces several variations of the original game.
African safari hunters use pits and nets to capture lions, tigers, and other ferocious beasts of the jungle, placing them in cages for transportation to circuses to be "trained" for public entertainment.
A fairy tale character uses magic to help children learn good habits. She shows them how to clean and manicure fingernails, how to trim toenails, and how to shampoo and brush the hair. She lets them see some common diseases of the hair, and through animated drawings shows the structure of hair and nails and explains why their care is important.
Presents the case histories of three county-wide recreation programs in Indiana as observed by an interested group. Outlines the various arrangements of financing a recreation program, shows the many reasons why trained leadership is necessary, discusses the benefits of organized recreation to the people participating and to the community as a whole, and pictures a wide variety of activities for all ages, interests, and seasons.
Traces the development of the Good Neighbor Policy, the Rio Treaty against aggression, and the Organization of American States set up at Bogota. Describes the importance to the Western Hemisphere of NATO and the U.N. military action in Korea. Stresses the economic interdependence of the American countries and the responsibility of the United States in the Western Hemisphere.
Documents some of the characteristics of Britain from which the Festival of Britain drew its inspiration. Presents a kaleidoscopic view of Britain and her people, emphasizing how the deeply rooted traditions are constantly being adapted to meet the changing circumstances of the twentieth-century life. Many of the scenes are from Greenwich, England.
Presents several artists' works in the schools of sensualism, intellectualism, and emotionalism and describes the characteristics of Renoir's, Seurat's, and Picasso's styles of painting as representative of these respective schools. Shows Picasso and Renoir at work in their later life.
Documents Maier's thesis that frustration leads to fixation and other bizarre symptoms. Shows a modified Lashley jumping apparatus and describes the process of teaching rats to jump. Portrays the successful solution of a soluble problem, and typical frustration responses to insoluble problems: refusal, escape, and stereotyped choice. Frustrated animals finally assigned to soluble problems persist in fixations in spite of open correct doors, and although walking trials demonstrated that they know the correct choice. Includes demonstrations of catatonic and neurotic behavior.
Sixth in the "Are You Ready for Service?" series. Shows the emotional stresses that must be faced in military service because of homesickness, having to take orders and responsibilities, and having to learn to kill. Advises young men to prepare for the new experiences by taking school assignments as orders, doing jobs well without arguing, taking temporary jobs away from home, and going to church.
Seventh in the "Are You Ready for Service?" series. Compares the experiences and moral behavior of two young men in the Navy. One was prepared for necessary decisions, while the other had no clear picture of himself. The latter becomes one of a group of irresponsible men, eventually becomes disgusted, seeks the help of a steadier acquaintance, and straightens out his problems. Recommends that young men get ready to make any decisions they might meet in new surroundings.
Fifth in the "Are You Ready for Service?" series. Illustrates the great demands on physical strength and endurance in the service, and recommends that young men in high school consider how much time they have to get ready. Suggests a complete physical examination, having defects remedied if possible, taking tests of physical performance, and planning toward physical fitness with a program of activities.
Illustrates the procedure of administering the Rorschach ink-blot psychological test through a sample interview between a subject and an examiner. Shows the ink-blot first in its true form, then structures the pattern through animation to fit the concept as seen by the subject. Concludes with review questions concerning the administration of such a test.
"Over 15,000 basketball fans have traveled from all over the Hoosier state to witness the final game of the 40th annual Indiana High School Basketball tournament series." This compilation shows clips from each of the games of the final four teams at the 1951 IHSAA basketball finals with commentary. Includes footage of the crowd and cheerleaders during the games.
First semi-final game: Crispus Attucks, an all-black team from Indianapolis vs. F.J. Reitz (called "Evansville Reitz" by IHSAA), an all-white team from Evansville. Public schools in Indiana were not integrated until the 1960's. Final score: Reitz (66), Crispus Attucks (59).
Second semi-final game: Lafayette Jefferson vs. Muncie Central. Final score: Lafayette Jefferson (41), Muncie Central (51).
Final game: Reitz vs. Muncie Central. Final score: Muncie Central (60), Reitz (58).
Concludes with awards presentation for the season.
