AV Geeks 16mm Lunch 10-23-2023

for for for is is for all right that's enough um hi everybody I'm skip Alzheimer welcome to the a Geeks lunchtime streaming show where we watch old 16 mm films and uh we were out of town last week and uh did some amazing work in Whitesburg Kentucky uh Apple shop uh was the archive that was flooded and we went through the archive and I saw a high water mark that was 6 and 1/2 ft so basically all the audio visual materials uh were submerged except for the very very top shelf um so demoralizing but there uh we actually did a workshop on how to for they how they could clean some of their audio visual materials the film went to uh cutle lab which is a wonderful organization uh company based in Maryland near DC and they uh have a process for helping films that have been submerged uh to preserve them and um so they're working on that uh we are working on audio uh and spec Brothers is working on video so there's a combination of different things but we uh had a great time uh ate a lot of fried food there weren't a whole lot of dining options there was good food there but it was almost all fried it was uh it was not the healthiest for us uh and it wasn't the time of the year to have fresh fruit and vegetables so yeah anyways uh started off with a home movie uh because in some parts of the world this last weekend was home movie day uh and up coming up uh this next weekend is also uh potentially home movie day uh or you know any day could be home movie day so we showed some home movies uh I was I've seen the film that I showed but I've looked away at some point and did not when I we were scanning it I didn't see that there was a hippo and a bunny in the same pin pen uh in the petting zoo so I was kind of like whoa that's crazy uh anyways uh here's a film [Music] enjoy here's a beautiful new school there are plenty of toys to play with and plenty of children to play with too watch three of these children to see what they do Susan Michael and Irene are coming out to play they certainly can have a good time in a Playard like this but what's the matter with Susan and what's the matter with Irene blocks are for all to share aren't they going to play together Michael is angry you'd be angry wouldn't you if someone pushed you that way Michael wants to help Bill too Susan and Irene just haven't learned that sharing is fun well perhaps they think they'll have a better time playing alone certainly Michael could help them though wonder what they're trying to build why it it's like isn't it Susan and Irene are working very hard it takes lots of careful building to make the block stay up still more blocks are needed to make the sides wider and stronger when it's finished finished they'll probably want to run a train through it would you like to be a train going through a tunnel like theirs Susan's the first train oh too bad she's a little too big a train for the tunnel isn't she but the girls are going to build the tunnel up again perhaps if it's a little wider Susan may get through next time no it didn't work maybe Irene ought to try it she's smaller while the girls build up their tunnel once more let's see what Michael is doing look at Michael's train a train like that would really go through a tunnel wouldn't it well anyway there's lots of clay to work with that's fun too Michael presses it and squeezes it sometimes clay just feels good but Michael's not really thinking about the clay today he rolls it and rolls it and rolls it some more and all the time he's wishing he were playing with the girls in their blocks poor Michael he sometimes likes to play alone but other times it's more fun to play with children it's too bad the girls won't let Michael share their play you know what it feels like when your friends won't let you play with them Michael's unhappy he likes clay but he would really rather be over there with the blocks the tunnel and the girls Michael decides to play with the train again let's watch him wonder where his train is going oh over to the easel Michael wants to make a picture look at those big lines Michael likes to paint pictures while he paints we'll see how the girls are getting along they're building up their tunnel again so that Irene can try it this time you know Irene is so much smaller than Susan she might just be able to squeeze through careful now oh there it goes again it seems that the girls are both too big to be trains in that tunnel too bad they don't have a bigger block for that top piece but they're building it up once more and this time they have a better idea Irene knows how nice it would be to have Michael's train it could go through that tunnel quite easily well perhaps Michael will share it Irene is going to ask him how about that Michael would you play with the girls oh no Irene that's not fair you can't just grab Michael's train away from him you didn't share your blocks with him and so you can hardly expect him to let you take his train it would be nice to have Michael's train but he wants to go along with it you'd feel like Michael does wouldn't you what's Michael doing now do you think he's going to try to make a sand tunnel yes he's digging one all right we hope Michael will be able to make his sand tunnel and run his train through it let's see if he can say that's a shame the whole tunnel's caved in well if it won't work get won't work what should Michael do he'd still like to play with the girls and the blocks he's not happy and the girls aren't very happy either say where is Michael going is he going to talk to the girls what do you think he's saying what do you think the girls are saying well looks like they've all decided they can have more fun if they play and share together they gather up the train all three children help to carry the cars and go over to the blocks but first the train must be put together that's easy of course when there's more than one to do the job there it is and now the children will fix up the tunnel again everyone's helping it will be a stronger tunnel this time it won't cave in now Susan knows that it's often more fun to play and share together she looks happier doesn't she Michael is happy too he likes what he's doing now because he's playing with his friends and Irene knows too that it's more fun to play and share together she wants to Tunnel she can hardly wait all the children Susan Michael and Irene are having a good time they're playing together and sharing their toys it's fun to have friends to work and play with the school is a place where we find many friends just look at that train going through the tunnel everyone's having a good time because everyone helps to make it go do the children in your school and play together do they share their toys and take turns on them do [Music] [Music] you we showed that years ago uh on the on the show so I apologize for that I I try to be good about um searching excuse me our spreadsheet to see like what we have what we've done uh and that one didn't pop up for some reason but then it did pop up uh so there you go Google Sheets um anyways yeah some of you noticed that the title was was different and prepared and that was because uh that was missing a title so I tried to to recreate a title uh with the correct information on it um but some of you have eagle eyes and you noticed that um 1961 was a busy busy year for NASA let's see what they were up to [Music] enjoy late in October 1961 the first Saturn vehicle was successfully launched at Cape canabra 3 days later the office of man space flight was formed this film will show the steady progress that has occurred in manspace Flight in the months that have followed within a few weeks Chrysler prepared to produce Saturn S1 stages at Mishu Louisiana actual production was to start as soon as the research and development phase was completed at the Marshall space flight Center Midway through November 61 the rl10 liquid hydrogen liquid oxygen engine successfully performed in a preliminary flight rating test 9 days later NASA selected North American Aviation to design and build two units the command and service modules of the Apollo spacecraft that will be employed in the first exploration of the moon at the close of that month a spacecraft carrying a chimpanzee named enus made two orbits around the earth early in December NASA put its final approval on Project gmany a two-man spacecraft program specifically designed to provide experience in long-term weightlessness and rendevu procedures then on December 15th the Boeing industrial team was chosen to produce the giant first stage of the Saturn 5 at Mishu within days Engineers from Douglas aircraft began working on modification of the Saturn S4 stage for use in the third stage of Saturn 5 at this time the second stage was already under contract and the configuration of the Saturn 5 launch vehicle was firmly established the first stage was 5 f1s the second stage was 5 j2s and the third stage was 1 J2 on December 21 the office of man space flight held the first meeting of a management Council established to assure thorough coordination of all man space flight activities January of 1962 saw aerojet General start development work on the M1 this liquid hydrogen a liquid oxygen engine will be capable of developing 1,200,000 lb of thrust early in February NASA selected General Electric to supply equipment at Meritt Island Florida for integrated space vehicle checkout and to support NASA in its reliability assessment and integration analysis on February 20th Astronaut John Glenn went into orbit to circle the Earth three times two days later bellcom Incorporated was signed to provide overall systems engineering support for the man space flight program to improve inter agency Communications the Air Force established a liaison office with the office of manspace flight through the appointment of a deputy Commander Major General ritland before the end of the month a mockup of the gmany capsule was completed at the McDonald plant in St Louis also in March the NASA man spacecraft Center moved from Langley field Virginia to Houston Texas on the 25th of April the second Saturn was successfully launched this included an experimental test explosion of water filled tanks at high altitude at the end of the flight early in May the separate contracts to produce the major components of the Apollo guidance system were awarded to three companies AC spark plug rathon and kesman instrument will work with MIT in charge of systems development about the same time conver was chosen to design and manufacture Little Joe 2 a launch vehicle for Apollo spacecraft suborbital test flights May was also the month when astronaut Malcolm Scott Carpenter successfully made his three orbit flight around the earth before the end of May the F1 engine was fired at full thrust for the first time it happened at Edwards California moving into June the green Hut Construction Company contracted Ed to modify the Saturn test stand at the Marshall Center the modification provided two test positions shortly afterwards a computer center to service the Mishu operation was established at sidel Louisiana on July 11th space administrator James E Webb announced the decision to base the planning research development and procurement of its Space Program on a lunar orbit rendevu mode of flight to the Moon the vehicle was informally named the bug with this planning decision for lunar orbital Rondevu NASA authorized an improved launch vehicle the Saturn 1B and instituted studies of a Nova vehicle larger than previously contemplated a few days later it was announced that the new control center located at the man spacecraft Center in Houston Texas would be the primary Earth station for the control of manspace flight mission shortly after IBM was awarded a contract to develop and Supply the computer facility for the Mission Control Center on July 21st the design of the Saturn 5 launch complex was selected to include a vertical Assembly Building and an earth crawler to carry the 350 ft vehicle to the Launchpad in an erect position off the California coast the first fullscale model of Apollo spacecraft underwent a successful preliminary flotation test in August September 17 1962 a selection of nine new astronaut candidates was announced in Houston NASA approved plans for static and flight testing of the Apollo spacecraft propulsion and abort systems at the Whit Sands Missile Range in New Mexico late in September plans were approved for the development of a test facility in Mississippi which will be used for firing the large launch vehicle stages produced at the Mishu plant in New Orleans on October 3rd Walter shirro successfully orbited the Earth six times he made his Landing in the Pacific Ocean a few days later the Saturn S4 stage successfully completed its first full duration St I firing test a 7-minute run at Sacramento at this time teams from Hamilton standard and international latex were contracted for work on the development of space suits for Apollo space men within the week the J2 engine underwent a full duration 4minute static firing test at Rocket dine toward the end of the month a NASA test test pilot flew a paraglider over Edwards California it was a successful development test for the gemin recovery system at that same location three separate contractors began work on a complex of three stands for testing the big F1 rocket engine by the 7th of November Grumman was selected for development work on the lunar Excursion module of the Apollo spacecraft NASA announced its confirmation of lunar orbit run Vu as the selected mission mode for Apollo on November 9th the S1 first stage of the Saturn was test fired at a full thrust of 1.2 million pound previous firings have all been 1.3 million pounds but this was in preparation for the first two-stage flight to be launched in 1963 on November 14th astronaut Gordon Cooper was selected for a one-day orbital flight to take place this spring Alan B Shepard will be his backup within a few days the third test flight of Saturn succeeded this included a second high water explosion at the Marshall space flight center the Saturn 4 stage arrived for dynamic tests it had completed a 23-day voyage from the West Coast coming by way of the Panama Canal the Mississippi Ohio and tenee Rivers late in the month the first successful firing of a development engine for the Apollo spacecraft service module took place at the aerojet general plant in December NASA contracted with the Army Corps of Engineers to study the problems involved in constructing a base on the moon at the end of 1962 North American Aviation completed the fabrication of an Apollo Command Module it was delivered to Northrup for installation of the parachute Landing system and will be used in the first unmanned flight test with this background of accomplishment in the man space flight program NASA looks forward to 1963 as another period of continuing progress sorry [Laughter] [Music] sorry um yeah I was moving moving some stuff around uh anyways uh yeah was like basically like all they did is assign contracts to Giant uh corporations um which is the whole deal with NASA man NASA was always about the Aerospace corporations and developing uh this relationship with uh big big companies and it's that way today uh and that is a wonderful and a horrible thing all right so I got behind me a film scanner which you can't see because of how things are arranged over here there is the film scanner right there over my shoulder uh I got a film set up and that's not the name of the film this is called the sound of language real to film 2 enjoy [Music] w [Music] by 87 Imperial Service now leaving for Chicago San and hon All Aboard please flight 833 main ler service leading for Detroit Chicago Portland Seattle and Vancouver Excuse me yes uh where is it I find the plane to Chicago I beg your pardon where is the to Chicago may I see your ticket please here it is flight oh gate 17 is that the north gate or the South Gate gate 17 is north right through that door I have not understand you see where the man in the tan raincoat is standing uh the man with the tan cut go through that door down a Stairway until you come to a ramp Down The Stairway to a r that's right a ramp may I take the travel bag with me yes is the dinner served on the plane yes thank you very much you're very welcome the ticket agent and the passenger were able to communicate but with some difficulty what caused the difficulty it might be said because the passenger was speaking with a foreign accent but just what does a foreign accent mean mean one of the first things a person hears in a language is its tune the rise and fall of its Melody its intonation the diagrams and symbols used here are visual treatments of sound patterns not pictures of exact scientific sound values let's listen to parts of the conversation again where is the pl to Chicago an American speaker would say where is the plane to Chicago this is a different Melody where is the pl to Chicago the words of the French speaker begin on a fairly high pitch and gradually fall to a low pitch on the final syllable the words of the American speaker where is the plane to Chicago begin with a level or normal tone and remain level until the speaker reaches the syllable in the sentence which has the strongest stress Now The Melody of a language is important to its speakers a different Melody makes the language difficult to understand let's take another example is that the north gate or the South Gate an American would say is that the north gate or the South Gate notice that the speaker of English contrasts the word North and the word South the French speaker does not instead he stresses the word gate which is at the end of the sentence take the first sentence of the conversation excuse me the French speaker has a heavy stress on me an English speaker would normally say excuse me with a heavy stress on the cues of excuse in French syllables and words are relatively evenly stressed but at the end of every phrase the last syllable usually has heavier stress than any other syllable in English on the other hand the heaviest stress of a phrase may come at various places in the phrase depending on the words that are used and the grammatical construction involved where do the internation patterns the stressors and rhythms that the Frenchman uses come from let's listen again to some of the conversation we've already heard where is z to Chicago here's how he would say it in his native French Chicago the interation pattern of his French matches his English let's try another sentence is that the north Kate or the South this is how he says it in his native French again there is a parallel in The Melody of the speakers English and French what the speaker has done is to carry over the intonation of his native language into English particularly at the end of the sentence let's take the first sentence of the dialogue excuse me this is how the sentence is said in French excuse him what the speaker has carried over the stress patterns of his language into English the stress patterns The rhythms and intonations are different for English and French of course the speaker has done more than that he has said among other things bag for bag he has said the sou for South north for North this is because the a sound in the English word bag or the th sound in the English words North and South do not occur in his native French he comes as close as he can using sounds he has in his own language the case of R is somewhat different both languages have a sound which speakers recognize as R but they are made in quite different ways and sound different the broad sound patterns of intonation stress and Rhythm as well as the pronunciation of individual sounds are important in understanding speech these differ from language to language let's listen to a speaker influenced by her native Japanese language background Excuse me yes where is the right to Chicago I beg your pardon where is the flight to Chicago may I see your ticket please here it is flight 633 oh gate 17 it's that North or the S gate gate 17 is north right through that door I don't understand it you see where the man with the tan raincoat is standing the with a 10 L I see go through that door down the stairway until you come to a ramp downstair to where ramp a ramp r a m p can I take with my traveling package yes is dinner served on the plan yes dinner is served thank you very much you're very welcome there are a number of sound and pronunciation differences that arose in the Japanese passenger speech Let's examine a few the question is characterized by a rise at the end of the sentence in English is that the north gate or the South Gate the normal intonation has a drop at the end of such a sentence in Japanese a question of this sort is usually a double question so this means is it the north gate is it the south gate the Japanese speaker has followed the construction of the English sentence but has carried over the final Rising intonation that she uses in her native language many pronunciation difficulties occurred the speaker said raincoat for raincoat ramp for ramp that is because there is no distinction between the L and R sounds in Japanese and to its native speakers these two English sounds seem to be alike the speaker also said very for very and Saed for served there is no V sound in Japanese and the speaker uses the nearest sound in her own language the B for V the passenger said excuse understand Japanese uses no consonants at the end of a word all words end in a vowel or a nasal therefore Japanese speakers have a tendency to add a vowel to an English word which ends in a consonant if the passenger were a native speaker of Russian he would sound like this Excuse me yes very plane which is flying to Chicago I beg your pardon where is plane which is flying to Chicago may I see your ticket please please here flight uh 6 33 oh gate 17 is it North Gate or South Gate gate 17 is north right through that door I don't understand you see where the man with the tan raincoat is standing I see man with a tan rain coat you go through that door down a Stairway until you come to the ramp uh until I come to the ramp that's right right the ramp uh uh can I take uh this uh with me yes is dinner served in the plane yes dinner is Serv thank you you're very welcome let's listen to some of the Russian passenger speech is it North Gate or sou gate the intonation of the Russian speaker is characterized by a sharp drop after the ore compare it with normal American English intonation is it the North Gate or the South Gate there is a rise on South and then a final drop now compare the Russian speaker's English intonation with his Russian intonation of the same sentence is it North Gate or sou gate the internation patterns of the speaker's English and his Russian are similar the speaker's native language influences his pronunciation of English he says there for where this is because there is no W sound in Russian and he uses the nearest sound to it the V Russian does not have a th sound as in the English word North therefore the speaker says nor although there is an R sound in Russian it is different from the American R the speaker says ramp for ramp trilling his r neither French Japanese or Russian has the th sound as used in the English word three but the speakers of these languages pronounce the word three quite differently the French speaker says three the Japanese speaker three and the Russian three each of these speakers is influenced by the sound patterns and habits of his native language there's a characteristic of English Rhythm that is difficult for non-native speakers to master take an expression like this I've ticketed him for the return trip notice the difference in the speed with which the syllables tick turn and trip are spoken compared with the syllables Ed M for the r that occur between tick and turn the stressed syllables tick turn and trip are lengthened the unstressed syllables are crowded together and reduced this lengthening of stressed syllables and crowding together of unstressed syllables is characteristic of English if this same sentence is spoken by a native speaker of Spanish carrying Over The rhythms of his own language it would sound like this I've ticketed him for the return trip the Spanish speaker uses more regular rhythms giving all his syllables more equal value and creating a staccato like effect I've ticked him for the return trip the crowding together of unstressed syllables in English gives Spanish speakers the impression that English speakers speak very rapidly I've ticketed him for the return trip the more regular rhythms and stresses of Spanish give English speakers the impression that Spanish speakers speak very rapidly listen to the sentence in Spanish now listen to it in English I've ticketed him for the return trip the differences in the two languages are not so much in the speed of utterance as in The rhythms and stresses which the languages use the intonation stress and rhythmic patterns of language together with its pronunciation form the sound system of a language the covering inter International patterns are just as important for understanding in conversation as are the exact phonetic qualities of the separate sounds there are sounds in one language that are totally different from those of another for instance there is nothing in English like the German sounds represented by R and CH in the Worden meaning to smoke a speaker of English has difficulty with this word the American speaker is substituting an American R sound and an American k sound for the German sounds nor is there in English anything like the French R sound there is nothing in English like the French u sound I saw but it is not only sounds that are totally new that create problems there are sounds in the new language that may be familiar to the learner but are used quite differently this mother is washing the baby a Latin American student learning English as a second language clearly understands the difference between this situation and this the mother is watching the baby but suppose the student just heard the statement the mother is washing the baby would the student know which situation was meant would it be this or this the chances are he would be confused he probably would have difficulty in even hearing the difference between washing and watching why the mother is washing the child the mother is washing the child the mother is watching the child the mother is Wasing the child because Spanish does not use the difference between the sound sh and to distinguish meanings English does watching washing watching washing there are sound contrasts that distinguish meanings in Spanish but not in English English speakers have difficulty with the difference between the sound and because these sounds are not used in English to differentiate meaning per means but perro means dog there are vowel contrasts that distinguish meanings in Spanish but not in English R Reno REO Reno means reindeer REO means a kingdom now the differences in the English sounds sh as in wash and CH as in watch are important because they change meanings so are the differences between e in sheep and the e in ship the differences in the Spanish sound as in per and the ER as in perro are important because they result in a change of meaning so are the differences in the vowel sounds a in re and a in re a in Reno and a in REO these are differences that matter but not all differences in the way a sound is made change meanings for instance there is a word d in Spanish meaning doubt do do do now notice that the initial D is pronounced d the middle D is pronounced differently like the when the DU sound occurs between vowels it is pronounced Z thus we have l meaning side like this side of the street or D meaning doubt now when the Spanish speaker says do or La he's pronouncing the DU sound differently in the two positions but to him this difference in sound does not make a difference in words he's probably not even aware that that the sounds are different but take these two sounds in English there are words like dare and there ride and ride which have totally different meanings these sound differences do matter in English now what happens when a Latin American encounters an English word like ladder he tend to pronounce it lather I need a lather which does he mean since he pronounces them both the same way sound differences that are meaningful in one language are not necessarily meaningful in another in English there is a difference between words such as siip and zip racer and razor in English the difference between s and Z matters in Spanish there are words like s Kasa with the S sound there are also words like mismo AO with the z sound yet the difference between the two sounds does not change meanings if mismo were pronounced with the sound and Kasa with a z sound they would still be understood as the same words since these differences do not result in new words yet the Latin American has difficulty with the S and Z Sounds in English they tend to say racer for razor sip for zip I bought a new Razer I'm sipping up my cat the reason for this is that the the differences in the S and Z Sounds do not change meanings in Spanish now linguists have a way of describing this situation they say that the sound contrast that change meanings are phonic the sh and CH sounds in English are two separate phones the A and E sounds are distinct phones the S and Z sounds as well are different phes in Spanish the and er are two separate phones the A and A sounds are phones the phonemic differences of a language are of major importance since they affect meaning here are charts listing the phones of several languages fortunately the total number of phones in any language is extremely small in English there are 38 in Spanish there are 24 in French there are 35 in Russian there are 40 there are other sound differences that do not matter in English the P sound and P for instance is different from the P sound in lip Pi if the word Pi is pronounced with a lighted match held before the mouth the flame goes out Pi there is hardly a flicker in the P sound in the word lip Lip lip Lip lip P actually the two P sounds are different but the difference does not matter matter in English this difference does matter in some languages in Tha for example it is a phic difference in Tai the word pi mean danger and the word pi means to go the different Pi Pi p p p by sound differences that are regarded as mere variants of the same sound and do not affect meaning are called phonetic sound differences that are merely phonetic in one language may be phonemic in another language and vice versa modern teaching methods are sensitive to phonemic and phonetic differences in the language to be learned as well as in the language background of the learner sound com combinations may cause difficulties these combinations may occur in the language to be learned as well as in the native language of the learner both English and Spanish for instance have the sound combination St but in Spanish this combination is never used at the beginning of words a Spanish speaker frequently says not study but study a study study a study spend a spend spend expend stomach such pronunciation difficulties are the result of the speaker's conditioning to his own language habits individual sounds such as consonants and vowels and sound patterns such as intonations and rhythms differ from language to language the sound system of a language consists of individual sounds which operate in patterns of Rhythm stress and intonation the sound system of each language is unique in the modern classroom learning the proper intonation of a language is as important as learning its individual sounds intonation patterns are learned in correct grammatical structures along with whatever vocabulary is involved this is a modern Spanish class conducted by a native speaker of the language the teacher is presenting an accurate oral model of the Expressions to the class in explaining the meaning of new Expressions to be learned the teacher is using objects gestures and the language he is teaching the teacher insists on accurate imitation of the model he is presenting [Music] do when necessary he drills on the pronunciation of individual sounds and words drill on individual sounds and words is followed by incorporation of the sounds into the proper International patterns there is extensive Coral work this helps participation by all and eliminates any self-consciousness by the students the teacher provides sufficient practice for thorough Mastery of the patterns for Coral work is conducted in a dialogue situation by the teacher the class and the teacher frequently change roles in the oral dialogue there is considerable individual participation after Carl practice has helped the students learn the patterns thoroughly foree fore [Music] fore The rhythms and tempo of actual speech are maintained the give and take of actual dialogue situations are practiced sound patterns are taught combined with grammar and vocabulary this is a valid procedure of modern teaching of languages for sound grammar and vocabulary exist not as separate entities but as parts of the unity of the living language [Applause] all all right let's see if it works pie um so that was a long film but it was fascinating there was some really interesting things in there uh that I kind of like and it almost it's like God if you had shown this to me before I had taken French I really would have gotten a better sense of of language and in the different ways that uh we talk about uh uh how we pronounce um although maybe who knows who knows what my brain would have thought back then in high school uh thank you so much for tuning in today very much appreciate uh being there with you guys live uh even though at one point I just walked away from the computer um so uh let's see uh if you like what you saw I'm out of practice now if you like what you saw hit the Thumbs Up Button hit the like button uh those are great ways to support us uh you can also uh support us financially by going to the Super thanks but button or the super sticker button in the YouTube chat those are ways to donate money uh and that actually is helping support excuse me support us uh in pain for the four storage units that we have now um uh because we are we've acquired films that last film was from uh Northern Iowa University and they donated it to us because they didn't need it anymore um but yeah we ended up with 1,200 more films over the last last uh month and so we don't have space for them here at the archive so we've been taking them off uh taking films off site uh we're also unloading the basement which is really gross and um rehousing stuff down there so um thanks so much for tuning in you can support us uh by looking to the right and donating and we will see you soon goodbye