1641. Words that don't inform (28:58)

Date:
1959
Summary:
Discusses the use of pre-symbolic language in furthering communication. Defines and illustrates the function of social language. Shows how social conversation enlarges the possibility of friendship and communication.

1642. Work (29:32)

Date:
1956
Summary:
Shows how to choose a job by first knowing one's self as revealed by performance in intelligence, aptitude, and personality tests, by learning the characteristics of different jobs, and by fitting these two together. Illustrates these steps by following a series of counseling sessions between a counselor and a counselee. (KOMU-TV) Kinescope.

1643. Working Dogs (15:04)

Date:
1959
Summary:
Bash Kennett tells some unusual anecdotes about dogs in our history and then visits various places to watch today’s sheep herding dog, a retriever and a pointer. She visits a dog who can spell. Songs include “Old Blue” and “Where, Oh Where Has My Little Dog Gone."

1644. Working with radiation (29:35)

Date:
1962
Summary:
When properly handled in the laboratory, radioactive materials constitute little danger. This program shows the precautions used in working with radiation as well as the research carried on at Argonne to gain more knowledge about handling radiation. “Hot Caves” (a cave is a radiation chamber) using mechanical slave manipulators, caves using the only electronic manipulators in the country, and giant caves using heavy duty manipulators illustrate the safety methods mentioned. Another demonstration outlines the method used to dispose of radioactive waste material. Guests are Stephen Lawroski, director of the Chemical Engineering Division and Coordinator of Engineering Research and Development, and Victor Munnecke, assistant director of the Chemical Engineering Division.

1645. World Enough and Time (29:49)

Date:
1956
Summary:
Discusses World Enough and Time by Robert Penn Warren. Outlines the plot, briefly sketches the characters, and appraises the literary form of this novel. Identifies and examines ides embodied in this work and indicates the author's serious concern with them. (Syracuse University) Kinescope.

1646. Writing forceful sentences : part 1 (28:54)

Date:
1955
Summary:
This is the first lesson on how to write a clear and forceful sentence, whether in a lyric poem or in a technical report. Examples of good sentences are read from Poe, Conrad, Lamb and others.

1647. Writing forceful sentences : part 2 (28:55)

Date:
1955
Summary:
Discusses five devices for putting power into sentences. Includes (1) arranging words in order of importance, (2) keeping the main idea in the main clause, (3) keeping the minor clause at the beginning, and the major clause at the end, (4) keeping the reader in suspense until the end, and (5) arranging words in an unnatural order. Examples of simple, powerful sentences are read.

1648. Yankee trader abroad (29:27)

Date:
1958
Summary:
Describes and compares the extent and variety of American business with other countries. Appraises the importance of imports to the American economy and of our exports to the economies of other countries. Explains the trade story through the use of blocks.

1649. You cannot know the unknowable (29:49)

Date:
1958
Summary:
Dr. Joel Hildebrand discusses the limits of predictability. Illustrates the nature of what is knowable and unknowable with the use of a swinging compound pendulum and an explanation of various properties of electrons. Points out how strict causality has been replaced with the concept of probability. (KQED) Film.

1650. You're the Judge Part 2 (28:45)

Date:
1955
Summary:
Reviews our use of labels to classify people when these labels actually refer to but one characteristic of a single person. Points out the way in which we tack many other ideas onto these labels and form stereotypes. This is illustrated when several people are brought before a group and the group is asked to make choices concerning their occupations from a list provided them.

1651. You're the Judge, Pt. I (30:02)

Date:
1955
Summary:
Discusses how prejudice might affect our actions, and points out that it is one of the most important of all the false impressions that occur within us. Demonstrates, with a group of students, how prejudice is promoted through "labels" which people attach to certain individuals or groups.

1652. You, the Beholder (29:38)

Date:
1957
Summary:
Discusses various levels of understanding of art in terms of visual, historical, and esthetics elements. Explains such terms as abstraction, cubism, futurism, and shows examples of each. Demonstrates the importance of the background of the viewers in his reaction to painting by analyzing the expressed likes and dislikes of five college teachers. (Hofstra College and WOR-TV) Kinescope.

1653. Your Child Goes to the Hospital (29:34)

Date:
1959
Summary:
Dr. Maria Piers discusses different ways parents can keep a child's fears of hospitals, doctors and nurses to a minimum. She talks about different coping methods for parents and children while a child goes through hospitalization.

1654. Your children's teeth (14:24)

Date:
1945
Summary:
Discusses the importance of prenatal care of mothers and the eating of proper foods in helping children to develop good teeth. The structure of teeth, the progress of tooth formation, and the process of decay are explained by means of diagrams.

1655. Your table manners (10:41)

Date:
1955
Summary:
Uses an attractive home situation to put across its message - that eating together is more fun when everyone remembers his table manners.

1656. More than a place to live (20:01)

Date:
1975
Main contributors:
Alfred R. Edyvean, Jr.
Summary:
A film describing sorority life at IU, the benefits of joining a sorority, their traditions, and the function of IU's Panhellenic Association. Shows how sorority life offers potential for personal development, exploration, and fulfillment of ideals in addition to lifelong bonding. The film also gives a glimpse into life in a Greek house as an alternative residence lifestyle. Highlights the important contributions Greek societies make to campus life, their role as leaders, and the high scholastic achievement of sorority members.

1657. Durer and the Renaissance (13:55)

Date:
1961
Main contributors:
Beatrice Farwell, Paul Falkenberg
Summary:
Discusses the life of Durer and the pivotal point he represented in connecting the artistic development of Italy and Northern Europe. Presents examples of his work that show his passage from the Middle Ages to the Renaissance. Develops the idea that through a study of his work the fusing of his Gothic inheritance and the organic Renaissance can be observed.

1658. David's case: an example (33:44)

Date:
1975
Main contributors:
Ben Strout (Photographer)
Summary:
Demonstrates the following procedural steps in reviewing problems between school officials and parents with regard to students: appointing the case conference committee, sharing information, initiation of individual educational plan, placement review, and revised program. Indicates that the appointment of the case conference committee is determined by the child's problems and shows the committee specialist sharing information pertaining to David's behavior patterns. Discusses a program that will remedy David's academic and social problems. | Intended audience: professional. Summary: Explains the five steps of the case conference procedure, and illustrates with a sample case. Accompanies Case Conference: a simulation and source book. [Summary from original catalog card.]

1659. Overview of ASSIST and the changing field of special education (13:31)

Date:
unknown/unknown
Main contributors:
Benjamin Strout (Cinematographer), George Hales (Director)
Summary:
2 shorts from the ASSIST series together on 1 reel, "Overview of ASSIST" and "The changing field of special education." Examines the important role of the associate instructor (AI) in a classroom situation with emphasis on AI skill development in the mainstreaming of mildly handicapped individuals. Suggests that the best way to assist these individuals is not through segregated training but rather through the mainstreaming approach, where the person is afforded a more normal classroom experience. Discusses two case histories and outlines a plan for remediation.

1660. Dr. Pinel unchains the insane (25:03)

Date:
1956
Main contributors:
Bernard Girard, James Fonda, Shirley Gordon, Michael Ross, Henry Corden, Lou Krugman, Gene Roth, William Hayden, Ernest Sarracino, Peter Brocco, Lewis Charles, Todd Hunter, Grant Holcomb, Walter Cronkite, Walter Blake, Sidney Van Keuren, Ed Fitzgerald, Budd Small, William Ferrari, Richard Dixon, Rudy Butler, Frank Webster, Joel Moss, Robert B. Harris, Jack P. Pierce, Carmen Dirigo, CBS Television, The National Association for Mental Health, Inc.
Summary:
Uses a dramatized, "on-the-scene" news type of interviewing and documentary reporting to present the story of how Dr. Pinel fought for improved treatment of the insane. Describes his principles that the insane were sick people and should be treated as such, not as wild beasts. Shows some of the opposition he received from officials and the townspeople when he unchained the insane.