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Explains how living things use energy provided by the Sun. Plants and animals alike rely on solar energy. Demonstrates how different kinds of energy are converted to different forms.
Explains how most of the energy on earth is derived from the sun. Points out that light and heat from the sun are forms of energy traveling at different wave lengths. Indicates the role of the sun in supplying water power and shows that energy from oil and coal can be traced back to the sun. | Animated and live-action sequences are used to explain the water cycle and to show how solar energy is transformed, transmitted through space, utilized by man and by plants, and stored for future use. Shows the work of scientists in converting the sun's energy into industrial power. Includes an exploratory visit to the sun by means of telescopic stop-motion photography.
Considers the question, "Will machines ever run man?" Concludes that although the computer is the machine most like man himself, it is not the machine but man who determines what is to be done.
Presents the story of the English settlements along the Atlantic seaboard--first in Virginia, then in New England, Maryland, and the Carolinas. Explains how England later consolidated her holdings by taking the middle area from the Dutch. (KETC) Kinescope.
Continues the discussion of episodic form from the preceding program, "Episodic Form: Part 1". Illustrates the use of episodic form in the funeral march and other independent pieces unrelated to minuets marches, and such clear-cut types. Presents examples from Chopin and Debussy to point out (1) the greater continuity achieved by connecting up the three main segments of episodic form (by links, cadence-avoidance, etc.) ; and (2) the new effects possibly by rewriting the third segment and sometimes modifying it.
Discusses episodic form and its use. of the principle of contrast. Illustrates the structural scheme of episodic form in which an opening binary or ternary segment is followed by a contrasting binary or ternary section, after which the first segment is repeated. Explains how the middle part exhibits the qualities of a foil or episode, having a new theme, a new character or "mood", and generally a new key or tonality.
Here, Dr. Jones defines the episodic principle as the simple rondo-form combining the two principles of repetition and contrast and illustrates the principle with a selection from Haydn. Concluding the series, he presents a selection from Beethoven’s “Quintet for Winds and Piano,” in which the repetitions between the contrasting episodes are varied.
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.
Maestro Dohnanyi and his guests discuss his early days as a composer. He plays two of his own selections: “Intermezzo, Opus No. 2” and “F Minor Rhapsody.”
Maestro Dohnanyi and his guests discuss his days as a composer in Vienna. He plays parts of “Winterigen,” “Humoresque,” and the entire “Minute” from his own composition “Suite, Opus No. 24.”
Dohnanyi and his guests discuss the compositions which the Maestro wrote in Budapest. The numbers he plays on this program are “Variations on Hungarian Folk Songs,” “Ruralia Hungarica,” and “Pastorale.”
Dr. Harbaugh describes the work of water, the most important agent at work in forming the finer features of the face of the Earth. He describes the hydrologic cycle: the round trip that water takes in evaporating from the ocean, precipitating on the land, and flowing back to the ocean. His guest is Ray K. Lindsey, associate professor of hydraulic engineering at Stanford University. Formerly a member of the faculty of the U.S. Department Graduate School and the University of California, he was a participant in the UNESCO Symposium on Hydrology in Ankara, Turkey (1952) and UN consultant to the Yugoslavian Hydro-matero-logical service. They discuss the mechanics of water: the way it can suspend materials and carry them along.
Discusses a well-known system for practicing pronunciation: articulation of consonants and enunciation of vowels. Emphasizes again more "parts" which are to be applied to "wholes." Shows how sounds are associated with a color code: blue for voiceless, red for voiced, and brown for nasal manner of articulation. Illustrates an early lesson at the "Presentation Stage" and introduces specific touch positions for color work.
Discusses shaping the pronunciation of vowels and consonants. Depicts the teacher helping the pupil combine voiced and nasal consonants with long vowels. Also presents more difficult sound combinations, including short vowels.
Demonstrates one pupil's accomplishment of the early goals of color work: pronunciation of vowel and consonant combinations. Depicts a pupil producing the majority of speech sounds on request, and imitating (shaping) some complex sounds: "SH", "R", "L", and "S". Discusses the application of "part" learning to the pronunciation of a new word, "talent," which the pupil sees in print.
Explains the contents of the Essentials of Good Speech. Discusses duration as an aspect of voice production and how it refers to the length of sound. Illustrates a lesson on duration at the "Presentation Stage" of Face A of the Speech Model. Shows the pupil learning a "part" (Duration) which will later be applied to a "whole" (word or words).
Presents a lesson at the "Imitation Stage" on duration, covering the "part" that will later be applied to a "whole" word or words. Depicts the shaping of the pupil's duration of vowels, using three levels of reinforcement.
Presents a lesson at the "Production Stage" on duration, an aspect of voice production. Depicts the pupil producing vowels of long or short duration on request. Points out how the knowledge and skill of the "part" learning of duration is then applied to the word "welcome." Demonstrates the use of verbal direction alone to help the pupil learn correct syllable duration in the word.
Discusses loudness as an aspect of voice production and how it refers to the relative strength of sounds. Emphasizes loudness as "part" learning which will be applied to a "whole" word or words. Shows an early lesson at the "Presentation Stage" of loudness, including a technique for handling inattention.
Presents a lesson at the "Imitation Stage" on loudness. Demonstrates how to help a pupil correctly imitate loud and soft vowels through the process of shaping only one ingredient at a time.
Demonstrates the production of vowels using requested loudness on first trials. Depicts the pupil applying her "part" learning, loudness, to get proper accent on the word "mama" through verbal request alone.
Presents a second lesson on pitch at the "Presentation Stage." Introduces hand signals used in association with extremes of pitch to help the pupil imitate extremes; these signals will be used later to cue her for correct pitch while she is talking.
Demonstrates the guiding of a pupil to consciously produce the desired pitch of vowels through reinforcement of his correct imitations. Depicts the teacher assessing the pupil's natural pitch for the vowels (ü), (ä), and (ē), in one case making the child conscious of his naturally high (ü).
Presents four lesson segments demonstrating advanced stages of pitch learning. Demonstrates, in the first segment, the production of vowels which move from low to high or high to low, and the production of combinations of loud, soft, high, and low-pitched vowels. Presents, in the second segment, the application of "part" learning of pitch to the correct general pitch by asking the pupil to lower his voice. Shows, in the final segment, the application of "part" learning of pitch to the intonation of the question, "Is it big?"
Discusses pitch as an aspect of voice production, and how it refers to the degree of highness or lowness of sound. Emphasizes pitch as a "part" which will be applied to "wholes." Presents a child's first lesson at the "Presentation Stage" of pitch, in which touch variations are introduced and explained.
Presents a pupil working at the "Imitation Stage" on pitch. Shows the pupil developing high vowels (ä) and (ē) from one naturally high vowel, (ü). Depicts a pupil being taught to sustain high vowels in moving in continuous voice from (ü) to (ä) and (ē).
Miss Pearson shows how paint is a medium: water color, poster paint, and oil. She illustrates how it works, how it mixes, textures and application. Examples of works of art in these paint media are shown.
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.
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.
Mr. Ormandy discusses, with his guests, the relationship of the musician to the audience, the influence of the conductor in determining the orchestral personality, and problems of choral conducting. He concludes with an explanation of the relationship of the soloist and the conductor.
Mr. Ormandy discusses, with his guests, the duties and responsibilities of the music director. Explains the problems of programming, personnel changes in the orchestra, keeping standards, placement of instruments, and the importance of the conductor. he also expresses his views concerning the relationships between the conductor and orchestra, and the duties of the music critic in America today.
Mr. Ormandy discusses working out musical interpretation and technical aspects, the evolution of conducting and its relationship to the development of the modern symphony orchestra, domination of the orchestra by the conductor, modern music, twelve-tone music, and the role of the music critic.
Mr. Ormandy discusses a serious musician’s views of rock and roll music, how to interest young people in good music, opera in English, how high orchestral performance standards are maintained, and whether electronic instruments are the basis of a new music.
The panel takes up the importance of the national convention in drafting a party platform and important intra-party conflicts which have developed over the drafting of such platforms at recent conventions. Along these same lines, the panel considers the procedure used to draft the platform and the question of whether the platform is drafted to represent the policy position of the candidate or for the candidate to stand on.
A panel here considers the advantages and disadvantages of the convention systems as it now operates. Speakers also discuss suggestions for improving the convention as a nominating device, alternatives methods for nominating a president and vice president, and the problems and advantages of these alternatives.
Evaporation is shown to be a cooling process. The degree of evaporation of water illustrates humidity. Evaporation of water and other liquids is shown. Alcohol and acetone evaporate more readily than water. Solids can evaporate. This is called sublimation. Illustrations are dry-ice and iodine.
Stresses that the obligation of each hospital corpsman in the Navy is to be cheerful and make each patient comfortable. Demonstrates an alcohol rub which will prevent pressure sores.
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.
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.
Demonstrates how various exercises and participation in athletics helped three adolescents to overcome particular difficulties common to many students. Points out the value of exercise for physical health, as an emotional release, and in building self-confidence and poise. Educational collaborator, Erwin F. Beyer
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.
Discusses the nature of perception and knowing. Illustrates how experiences involve a transaction between perceiver and the thing of event perceived. Demonstrates the "trapezoid window" illusion created by Adelbert Ames, Jr. Relates perception and knowing to communication. (KQED) Film.
Discusses human action and its causes. Compares voluntary and involuntary response. Uses a slow motion film clip to demonstrate the startle response. Concludes with a demonstration to show that voluntary effort has its causes. (WGBH-TV) Kinescope.
Discusses briefly the scope of psychology. Uses charts, models, and demonstrations to explain how the eye function. Illustrates size constancy and distance in perceptions. (WGBH-TV) Kinescope.
Presents a record of the successful experiments in resuscitating dead animals conducted at the Institute of Experimental Physiology and Therapy at Veronezh, U.S.S.R., by Dr. S. S. Bryukhonenko. The Institute makes use of apparatus called the "autojector" to carry out the functions of the heart and lungs, and years of pioneering in the technique of resuscitation are climaxed in the sequence showing reanimation of a dog that has been killed. Recommended for use only by individuals or groups professionally concerned with the advancement of science.
Compares the nervous systems of the hydra and earthworm with the complexity of the human nervous system. Details the physiology of the reflex arc and explains the activities of certain brain centers. Pictures laboratory experiments in which the encephalograph is used and explains its functions. Shows application of knowledge to actual techniques in brain surgery.
Describes constellations and how they got their names, nebulae and other star phenomena, the setting and rising of stars, and how the stars affected the making of the calendar. Includes animation and special cinema techniques.
Discusses methods used by composers to create variety in their musical sentence structure, or extend originally "regular'' phrases to longer proportions. Illustrates the following methods of extension: (1) cadence extension; (2) repetition, exact or sequential, in the body of the phrase; and (3) augmentation, or lengthening of note-values.
Presents an interview with exiled South African essayist and short story writer, Mphahlele, who discusses the advantages and disadvantages of a writer in exile. Reveals that he feels he has absorbed both the European and African traditional ways of life but shows he remains gloomy about creative writing in a divided society. Discusses the author's autobiography and the impact of emerging African literature.
Portrays some of the learning of both students and instructors at the Harvard Medical School. Presents discussions of an instructor's first lecture, the meaning of academic freedom, and the reasons why a teacher must also be a researcher. Demonstrates a bedside teaching situation, a clinical conference dealing with pathology, and a brain-cutting operation conference.
Portrays, by animation and photography of real and contrived situations, the forces that have created the present condition of the earth's surface. Presents the theory of the creation of the earth from cosmic dust, and pictures the turbulent processes that preceded the cooling of the surface. Illustrates the two opposing geologic forces--those that wear down and those that build up the earth's surface--and shows some of the results of these forces in the Painted Desert, the Petrified Forest, Grand Canyon, and Bryce Canyon.
Bash traces the development of drama and entertainment from the medieval days of acrobats at fairs, to the present. She demonstrates use of early puppets and marionettes, speaks of the troubadours and minstrels, and describes the pantomimes of the Harlequin and Columbines. The Lillian Patterson dancers assist in presenting the pictures through dance and acrobatics, and Bash ends the program by taking a very modern merry-go-round ride. Songs are “The Little Marionette” and “Jumping Jack.”
Presents a debate on the problem of radioactive fallout from nuclear tests and the advisability of nuclear disarmament. Debates such pertinent questions as : "Does radioactive fallout from nuclear tests present a formidable danger to present and future generations?", "Will nuclear disarmament affect national security?", "Is continued testing necessary to insure future development of nuclear power for peaceful uses?" Features Dr. Edward Teller, Professor of Chemistry, California Institute of Technology, and Dr. Linus Pauling, Professor of Chemistry, California Institute of Technology. (KQED) Kinescope.
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.
Discusses jealousy and fighting for attention among brothers and sisters. Tells what parents can do to overcome sibling rivalry. Answers questions concerning acceptance of only one brother and sister and not the others, treatment of siblings with respect to gifts, punishment, privileges, and loyalty of brothers and sisters for one another. (WTTW) Kinescope.
Advertisement for Lifesavers Fancy Fruits, the candy that doesn't taste like candy. Several people are shown comparing the taste of the candy to that of real fruit.
Demonstrates safe handling and storage of petroleum products on the farm and ranch; emphasizes danger of using kerosene, gasoline, cleaning fluids and other everyday items improperly.
Describes the farmers of the Andes as a primitive people without the benefits of technology, showing the tireless Incas who till the mountain soil at altitudes of 10,000 to 15,000 feet. Discusses the role of the llama, alpaca, and vicuña in providing meat, milk, and hides for these farmers; illustrates how corn and wheat are irrigated by ditches dug by ancient Incas; and shows views of the primitive methods used in threshing and winnowing.
Tells the story of farm life in early America. Explains how the farmer once raised his own animals and used them for the many things he needed. Visits a farm to see farm animals. (KQED) Kinescope.
Discusses rational and irrational fears with illustrations from real-life situations. Distinguishes between these two types of fears, and suggests ways of controlling them through a system of unlearning the original fear by gradually making it pleasant. (KOMO-TV) Kinescope.
A re-enactment of an actual case history, tracing the genetic development of a neurotic depression by examining the ideational content and emotional significance of a series of experiences in the life of one individual from infancy to adutlhood. For graduate students and specialists in psychiatry, psychoanalysis, clinical psychology, and psychiatric social work; medical students, patients in group therapy; lay audiences interested in the field of mental hygiene.
Pictures the marshy area in England which has been reclaimed for farming purposes. Explains the problems which the people face when the soil dries and shrinks from the foundations of buildings, when they prepare the land for farming, and when they build roads.
Fences tell a story about the way of life of the people who built them, the use to which the land was put and something of the personality of the builder. Bash Kennett tells of early fences and takes a tour through the countryside, showing how one can imagine the story of each farm or house from the fence which surrounds it. She tells the story of the early fence-viewer, whose chain measure was the basis of the measurement of today’s mile and city block. Songs include “The Bird Song” and “The Sow Who Got the Measles.”
