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Shows graphically that people live longer now because of modern medical developments. Discusses the problem of how these people should be supported by pension plans such as social security. Explains that many are unemployed when they are still able to work, and show how older people adjust to their particular place in life.
Traces the history of motion pictures from its early, one-minute format which astounded its audiences, to the elaborate productions of the l940s. Includes film footage of such early motion picture stars as: Mary Pickford, Lionel Barrymore, Mack Sennett, Charlie Chaplin, Rudolph Valentino, Greta Garbo, and Al Jolson. Highlights such classic motion pictures as The Jazz Singer, Birth of a Nation, Robin Hood, All Quiet on the Western Front, and Zola.
Shows the doctor diagnosing Mrs. Conrad's illness as gallstones, and follows her to the hospital, where every phase of her care is discussed. Presents the preparation for the operation, the steps in convalescence, and Mrs. Conrad's return home. Emphasizes X-ray photographs, proper diet, and the work of the anesthetist.
A picture of the progressive school system at work; some familiar arguments for and against it. A contrast between learning by memory drill and the new method of learning through individual projects. Many schools are carrying out Mann's belief that one can best be prepared for a happy life through education.
Depicts the value to be derived by all from effective public relations between business, labor, government, and the people. The role of public relations personnel is shown, as is the type of course presently being offered in this field. Examples of effective public relations are given.
Describes the political, economic, and social problems of Malaya and the fight against communist infiltration. Portrays the life of a rubber plantation owner as he combats communist guerrilla activities and falling rubber prices. Pictures life in Kuala Lumpur, and describes the conflict between the Chinese and the Malayans. Shows the efforts of Commissioner Templar to resettle Chinese squatters away from jungle fringes and to encourage resistance against the communists. Mentions the British desire to give the natives greater responsibility in government and pictures briefly tin mining in Malaya.
Reviews the rise of Hitler to power, his broken promises, the invasion of Germany's neighbors, Germany's eventual defeat, and the Allied occupation of Germany, with its many problems which are aggravated by rigid zoning of the territory.
Uses frequent flashbacks to measure the progress of and document the work of the Illinois Agriculture Association School Committee, the Illinois State legislature, and the citizens of Woodford County, Illinois, in consolidating rural schools and establishing a district unit. Personifies in Steve Riley and Della May Scaggs some of the most flagrant inequalities of educational opportunity.
Describes the economic, religious, and social characteristics of life in Bangkok, Thailand. Includes views of the temples, the old Palace of Kings, the King and the Queen at a state function, the floating river market, the busy streets, the celebration of the Buddhist New Year, and a traditional Thai funeral. Describes the attachment of the Thai people to ancient traditions as well as their love for modern comforts. Highlights the cooperation of the American and European businessmen with the Siamese in developing local industry and describes the country as the "rice bowl of Asia."
Shows some of the ways in which the two-way radio can be used, especially in civilian defense. A simulated raid on Syracuse, New York, shows how fire-fighting equipment, police, ambulance service, and construction equipment could be called and coordinated from a central control office by means of the two-way radio.
Gives a pictorial exposition of the relationship of England to her colonies, protectorates, and mandates and highlights the outstanding characteristics of the free and self-governing dominions; then presents an analysis of the British people. Depicts England's struggle to restore herself to strength and prosperity immediately following World War II.
Shows how Springfield, Massachusetts, offers an inspiring plan to other communities for combating racial and religious intolerance, and shows how any school and any town can deal with the causes of this injustice.
Shows the findings of Dr. Arnold Gesell, at the Yale University Clinic, concerning the mental and physical growth of children. Consists of candid-camera shots photographed through a one-way vision dome.
Establishes the frame of reference for the remaining programs in the series. Explains that individual differences in children occur in physical, mental, and emotional growth and development. Describes and illustrates the special and dynamic problems of the exceptional child. Features Dr. William H. Cruickshank, director of education for Exceptional Children, Syracuse University. (Syracuse University) Kinescope and film.
Remembering what he was like as a boy, David wistfully recalls the crush he had on his teacher, Miss Simpson. "I thought she was the prettiest lady in the world." His fantasies come back to him-how he would prove himself a hero in her eyes by winning races and saving her from a mugger. There were furtive phone calls and bicycle rides past her house, even a ruse about selling raffle tickets. As a nine-year-old, David dreams that Miss Simpson has fallen in love with him, but when he confesses his feelings to his best friend, he learns that she is engaged. His classmates tease him on the playground, until he works up the courage to ask her if she likes him more than anyone else in the class. He catches her at the wrong moment after school when she is hurrying to finish up her work. She tells him rather curtly that no, she likes all of her students just the same. But David hears only that he has been rejected and goes away hurt. From then on his conduct changes radically: he picks fights when he is teased and "stops being good and starts causing trouble" to win Miss Simpson's attention. One day after school he rushes into the empty classroom and begins to gash "I hate you" on her desk. The principal catches him in the act, and afterwards in the school office, Miss Simpson tries to help him gain a greater understanding of what they both have experienced.
The world of Donna Pugh is different, but not strange. Because she is blind, Donna bas to learn to be herself as well as she can in spite of being unable to do some things that sighted children take for granted. Although she must often struggle to get things done, Donna has accepted her disability and come to live with it so that she can cope with the world on her own terms. This documentary examines various aspects of Donna's life-her work in school, friendships, singing in a choir, gardening, cooking, bicycle-riding, household chores. Whether it's playing on swings or playing word games, whatever she sets out to do reveals her willingness to risk herself in some way. As she reaches out to grasp more experiences, Donna is able to enlarge her world, because she knows that she has to expect more of herself. Donna's parents, her principal, and her special education teacher talk about the dimensions of her world and relate her process of adjustment to the Jives of other blind and sighted children. By working out her own means of coping with her life, Donna is learning to accept herself and to achieve a sense of dignity and self-worth - much in the same way that other children must learn to do.
Episode 3 from the Agency for Instructional Television series The Heart of Teaching. Dramatizations are designed to help teachers deal with problems - frustration, anger, isolation, change and pressure. This episode considers frustrations teachers feel when they are unable to reach certain students and shows a few ways teachers may deal with those frustrations.
Adrian is a new boy in the school, and an outstanding student. Frankie, who is not good at school work, increasingly resents him, and as Adrian returns to his desk after starring in a math quiz, Frankie suddenly trips him. The teacher startles Frankie by asking him a question, and his fumbling response brings
derisive laughter from the class. But it's Adrian whom Frankie singles out as the one who is mocking him.
At recess as Adrian wanders shyly around the playground, Frankie sneaks up on him and pins him from behind. Before anything can happen, the bell rings, and Frankie, forced to let him go, snarls, "Just wait until after school." Throughout the day Frankie continues to taunt him while Adrian tries to find an ally.
At the end of the day as the students are being dismissed, Frankie plants himself beside the front door of the school to catch Adrian on his way out. But Adrian sees him there and dashes out a side door. The chase is now on, and Adrian heads for the downtown section, hoping to find someone to protect him, but instead loses his way. When Frankie catches up with him, Adrian tries to persuade him to talk out their differences, finally offering him a quarter if he will leave him alone. Frankie is in no mood to be reasonable and keeps after him, trying all the harder to pick a fight. Frankie pursues him to the edge of town, where Adrian spies an abandoned farm and runs for the barn to hide in the loft. As Frankie closes in on him, taunting him to come down and fight, Adrian looks around in panic and sees several old tools, which he imagines using as weapons. As Frankie starts up the ladder after him, Adrian jumps down and circles around below him. Impulsively, he knocks over the ladder with Frankie on it, and the boy falls hard to the ground. As be writhes in pain, pleading for mercy, Adrian gloats, "I could really hurt you now ... I could leave you here all alone." Adrian starts to speak again, but the words catch in his throat.
