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192 Sixty Years of 16mm Film Only when evaluative criteria and film evaluation practices and procedures result in our being able to select the right film for the right person at the right time, or the best film for the largest number at a given time, can we feel that we have reached the goal of effective film evaluation and selection. Toward this end universities and other edu- cational organizations will foster and conduct intensive and systematic research; an increasing number of individuals representing the vari- ous interests of the educator and the educand will become involved in film evaluation and selection; there will be increased interorganiza- tional and national cooperation in film evaluation and selection; a greater number of professionally trained full-time personnel will be employed in the field; there will be a greater number and variety of such projects as the Library of Congress Film Catalog Cards, H. W. Wilson's Educational Film Guide, and EFLA's film evaluation service; film evaluation will become more specific with additional special in- terest groups following the precedent of the American Association of Medical Colleges in developing special rating scales and techniques that will serve their particular purposes; and an increasing number of selected bibliographies of films will be prepared as they are now being prepared by such organizations as the National Institute of Mental Health and the National Education Association. Undoubtedly film evaluators and selectors—be they subject- matter experts, film specialists, teachers and leaders, or students—will continue to recognize the complexity of the problem and will strive to obtain the best possible films in terms of producing the most de- sirable type of behavior for the greatest number of individuals in our democratic society. Undoubtedly there will be great interaction among the individuals and groups of individuals which will result in an increased ability to analyze and define the explicit and implicit values in films. Undoubtedly, too, film evaluators and selectors will continue to ask Lasswell's classic questions: Who is saying what to whom with what effect?