AV Geeks Lunch 8-17

so so hello everybody i'm skip alzheimer and welcome to the av geeks lunchtime streaming show um we just watched quality milk uh which is a 16 millimeter film that i have and it's probably one of the earliest ones that i have in my collection was made in 1930 and even though i have films that were originally produced prior to that um this one is probably one that was struck around that time um and the other ones that i have are like silence that were then duped in the 50s 60s 70s that one is probably came out came out in 1930 and then was probably distributed on 16 not that long after um anyways quality milk there you go uh so i did a little bit of detective work yesterday i showed a film called enter enterprise usa and at the end of it it says it was from the mail pouch tobacco company even though the entire film was about aero shirts so i actually found i did some digging here's my horrible reading glasses i did some digging in this wonderful resource which is called the field guide sponsored films by rick prylinger this is uh rick and others went came together and picked what they thought were amazing sponsored films and so this one was 1948 enterprise film sponsored by the uh troy new york-based aero shirt company to explain its reasons for moving its business down south enterprise trump tells the true story of how two world war ii veterans invited the company to occupy an industrial plant that they had built in hopes of revitalizing buchanan georgia 500 residents signed a pledge stating that they were willing to work for the new factory uh the company that produced this the sponsor kluit peabody company eventually employed one-third of the townspeople um the film was made by caravel films so um yeah so it's not enterprise usa which i couldn't find any information about just called enterprise um you know so sometimes we do detective work and you know even watching the film we can come up with some erroneous information and the fact that the title was missing on the film and then the film uh ending was incorrect was pasted on from another film is really fascinating it's part of the detective work you have to do it's not just looking something up in a spreadsheet or in a book you have to really dig and so thanks for everybody's contributions yesterday and even today there were some ideas about what that film was so thank you for that um the next film we're watching is stop driving us crazy and uh i think this one is is religious i think i want to say it's either lutheran or methodist so enjoy [Music] [Applause] [Music] [ __ ] [Music] you can call me rusty oh i'm i'm not car i'm a spy from mars my mission to scout this planet for oh but let's begin at the beginning shall we [Music] see we're running out of oxygen on our planet and this earth looked in fighting good roads plenty of minerals and we tuned in an inspiring message [Music] all men are children of god put out pride and envy by putting god first we are our brother's keeper we do unto him as we would have him do unto us thou shalt not kill children of god like us uh i couldn't wait to start [Music] but i skidded into a situation that was really wild there were beings who looked like me called cars [Music] but they were slaves to a race of creatures who had only two legs brutal [Music] i looked around and i found a kind of rest home [Music] i slept on a disguise and found a wavelength on which i could communicate with my kind of beings [Music] man i mean like you know they drive us crazy we can't do a thing on our own well i mean like you know some of the young ones they're not so bad at try they got their driving school pistol if you and you know that they have alert minds and good reflexes still we'd never get very far unless we helped each other [Music] i was idling there just sort of gassing away with my new friends when suddenly i was captured by a two legs myself it was useless trying to communicate no intelligence and he steered me into situations that would make your engine boil [Music] i beg your pardon you first and the things i saw on your highways [Music] they all had the right of way [Music] these two legs have a peculiar fluid alcohol you see just a drink or two releases inhibitions but slows down reflexes what a combination [Music] some of them even like getting loaded and blasting off in two tons of steel aimed for trouble they rarely miss i found that in every single hour on this primitive planet four of the creatures die in a car crash and that there's been a fatal accident for a mile and a half of paved road and in my mind i kept hearing that voice we've picked up on mars all men are children of god christian love demands christian concern for the rights of others put out pride and envy by putting god first [Music] we are our brother's keeper we do under him as we would have him do unto us [Music] thou shalt not kill [Music] [Music] it [Music] oh what a nightmare it was until i made my escape [Music] what a world you say that driving is not a right but a privilege [Music] that to endanger yourself and others is a violation of moral law as well as statutory law [Music] you say the right of way is not as important as god's right way that reckless driving is a sin [Music] but you say one thing and do another and every day there are more creatures more cars more smash-ups that's why i'm leaving but you where are you going [Music] [Music] bye um [Music] so [Music] [Music] so using scripture to compel people to be better drivers this is why i collect films i love finding these weird little niche things and the animation there was beautiful the music was really great very very big fan of uh that um i wish i had a better copy i'm still looking for a better copy of that because that one was obviously shown a lot and was beat to hell i william thank you for the coffee and i hope you are feeling better uh you will be hopefully on the mend soon sending healing vibes your way um this next film i i don't feel like i've shown this i have another one has a very similar title and theme it's called suddenly and without warning enjoy [Music] captain bob reports fairly good catches of birch spot over by the western shore bluegill running in the channel suddenly and without warning this is usually the way boating accidents and drownings happen each year for instance there are about 1200 drowning victims these weren't people who drowned while swimming most never intended going into the water either their boat capsized or they fell into the water surprisingly enough almost half were known to have had life-saving devices available in their boat yet most were never used why the answer is simple time boating accidents happen so quickly there just isn't enough time to react look what can happen on a sudden start or an unexpected turn [Music] or to an overloaded boat these are some of the many emergency situations which make life-saving devices so important federal law requires every motor boat to have one coast guard approved life-saving device for each person on board but just having them on board is not enough it's somewhat like seat belts and the automobile they're there but unless you use them they're of no help remember whenever you're boating use coast guard approved life-saving devices [Music] this is a life preserver it's one of several life-saving devices approved by the united states coast guard others include the buoyant vest buoyant cushion ring buoy or special purpose device which one is best of course the best are coast guard approved but it's up to you to decide which of these is best for your particular needs here's how they work the life preserver both the jacket type and the bib design are probably the most effective they provide maximum protection hold the wearer upright so that even the face of a non-swimmer or an unconscious person is above water and will actually turn an unconscious person upright the buoyant vest it resembles the bib type preserver except that it has slightly less buoyancy yet many designs will also turn an unconscious person upright and because it is less bulky than the preservers it is favored by people who wish to retain more freedom of action special purpose devices water ski jump vests buoyant jackets and vests for hunters and sailing vests these devices can be used in other activities there are many sizes so be sure yours fits properly buoyant cushions handy in an emergency and they're easy to throw however because they must be clung to in the water they don't give positive protection to children non-swimmers and injured persons cushions are not designed to be worn but if you must the best procedure is to put your arms through the straps and hug the cushion to your chest another procedure is to put opposite leg and arm into the straps but remember never wear the cushion on your back this is what can happen it'll turn your face under the water and finally ring buoys perhaps the most familiar of all life-saving devices an excellent device for throwing but take care not to hit the person in the water life preservers vests or special purpose devices should be worn by children and non-swimmers at all times especially in small open boats for the others the good swimmers water conditions and other situations should dictate when and what type of device should be worn for instance if you're alone you need maximum protection but if you're in a fairly crowded area where others could provide help if necessary buoyant cushions may be adequate in any emergency situation or whenever there's the slightest doubt of safety life-saving devices should be worn by everyone make sure there's an approved device carried and assigned to every person on board that they know where it is and can get to it in a hurry if needed and equally important they should know how it's to be worn and how it will perform in the water remember plan ahead expect the unexpected for only in this way will you be ready should an emergency strike as it usually does suddenly and without warning [Music] thank you coast guard for that wonderful film uh this next one i've got set up on the telecini behind me and i haven't seen this one um this is one of the the values of me being at the archive is i can go to the back and pull a film i can walk in the stacks and say like i think i'll watch this one because i haven't seen this one it's called many roads and i'm not really sure what it's about um i'll be staying by in case it gets gory or problematic but uh i don't think it will all right enjoy um i didn't change the title on this so i'll change it as i switch over wow [Music] two roads diverged in a wood and i i took the one less traveled by and that has made all the difference children take many different paths towards learning paths that twist and turn sometimes forward sometimes back they travel swiftly then slowly they shift and change [Music] the world outside the classroom offers an infinite variety of ways to learn through words and pictures through electronic transmission through people in the world outside there are things to touch and hear and see and smell and taste wait a minute what about this one there are many roads to choose and each of us chooses to meet our needs at the moment our own road carved by our own sense of individual goals are there enough roads to follow enough choices available for each individual child are children encouraged to choose to find their own way to each learning objective here in the hegel school in madison wisconsin the answer is yes the entire school is built around this learning center in the central area many different roads to learning are presented to the children audiovisual roads hi greg what are you doing how did you get that feeling well when i was first here a year ago i had to ask someone where it was and from then on i'd just go and find it and then you'd look under a certain number and there there'd have certain things like science or um social studies and things like that i see now tell me why you chose a film script over a book or a tape something like that well i think well it tells you you can read it because it's got words below it and you can also see pictures so you can see what you're reading and i think it's more interesting when you can see when you read what you're reading okay you get a better idea about what you're learning about then isn't it uh-huh oh what did you like to learn through film strips do you use books too yeah tell me how you go about choosing things when you have a topic i see you're studying here the old stone age what would you do when you come to the learning center well i don't know i always choose film strips i choose books uh tapes foam strips like i have here i think they're more fun way to learn than if you've gotta just do something with the plants all together you come down here by yourself [Music] is that right yeah your whole class doesn't come out at the same time this presentation tells us some scientists have studied the structures of living animals plants and many fossil remains and have developed a theory that tries to answer these questions of man's beginnings the theory of evolution what are you up to today here ken i'm making some student materials on evolution we're presently involved in a unit and there are very few uh if any materials at a student's reading level i see this helps to get the objectives met by the students no matter what their background or their level might be then yes we're hoping that by the tapes they can listen rather than read text that would be far beyond the reading level now do they have things other than the tapes that you're making here what other kinds of things would you prepare for them for instance well we have some slide sets prepared presently we have student handouts uh type sheets giving on data on evolution and have created a bibliography of books which have pointed out certain series of pictures primarily so you're doing a good job yes you can understand it having a lot of equipment and materials available is only the beginning in addition to the usual audio visual materials this learning center has cross media kits demonable models [Music] teaching machines paperback books many many record titles magazines simulated models the materials are well organized for use by both children and teachers a single card catalog lists everything and the cards are color coded by media but still only a beginning how many schools have you seen where all of this beautiful stuff remains beautiful semester after semester year after year or schools where the children are pulled together once a week to see the film and it's regarded as either a free period or something very far removed from the mainstream of activities so after we have all of these materials pulled together how can we go about using them in the most appropriate ways how do you encourage children to choose media how do you go about guiding children away from one medium to another hi kids do you mind if i join you for a minute no you're doing something that looks awfully interesting could you tell me a little bit about it well we're making um curves with nine segments curves with line segments how do you find out about that kind of thing well this tells us like what we should be able to know by the end of the unit and our teacher tells a little bit about how we're supposed to be able to do this you're saying then that before you start your project here you know what you have to end up with that's real good uh how do you find out how to do these kinds of things i notice they're all different but is it the same kind of line segment that you're using in each of these yeah i see well how do you find out how to do this uh i notice each one is different oh um we use our own ideas for shapes but um our teachers teacher tells us um showed us how to do it is there anything else that other youngsters in your class would be doing other than this to maybe get the same ideas or learn the same kinds of things do you all do the same thing no no we work at our own rate you might finish first and you second or something like this what do you do when you finish well then you go on to the next chapter in other words you get these whenever you're ready for them yeah is that correct i think do you have races i mean you try to go faster some people think they do they should but um you really shouldn't uh tom what if you could tell me how you chose these children for this specific activity well i didn't really particularly choose them they really chose the activity i just simply set up the behavioral objectives that i wanted to see and then these this particular group of people was free to choose the type of activities that they thought they were best suited for to reach the objectives i see this means then that uh these youngsters would be working with the needles and threads here other youngsters would be doing other things what are some of the other kinds of activities well some of the other types of things for this particular project were that they could use the overhead projector make transparencies in this case the the children instead of using the manipulative materials are using the manufactured overhead transparencies to try to get the same objectives accomplished in other words they're they're going down two different roads to get to the same spot is that correct right and hopefully we try to design even more than two over there paul is using another resource material a textbook to find out a little bit more about the history of measurement in geometry you know after a while the children get used to following their own track towards any given objective they're very independent and proud of being able to use all the equipment and find most anything in the learning center nancy could you tell me a little bit about how you get the youngsters to experiment with different kinds of materials and what the techniques are that you use to get them to break out okay well the first thing we do is we put out as many different things media as we can for them to experiment with and we let their curiosity draw them to the area that they're interested in and we actually let them fiddle around and you know try and learn something from it then we pull them together in groups and we actually explain what it is the mechanics behind it some things they might have been doing right or some things they might not have been doing right to make sure they really understand how to use it and then they're on their own we've been using a series of microscopes they've been working with dry cell batteries and we will be doing some filming the children will actually be making their own motion picture soon after we visit the educational tv station tell me a little bit about that would you please well we're going to start out with the field trip to the educational tv station and we want the children to understand the mechanics behind cameras and behind television we want to get away from the concept that something is in the box performing for them we want them to understand actually what happens and they will make their own sound with this also when they do the filming the actual camera work the [ __ ] they're going to be the producer the director everything they're going to make the script themselves also great experience one of the intermediate teachers spoke about independence and familiarity with different kinds of media does that start here in the primary units yes it does we attempt to expose the children to as many different ways to learn as possible for example in the role playing you are about to see we use the medium of a slide story to trigger discussions with the children of what they would like to be when they grow up this led them into doing research on their own with books with film strips with stories picture kits about the different occupations that they are dreaming at this point about if i want to be a basketball player now and i'd be so big so i can stop like the big guys do you know we have a a very good educational uh tv station here in wisconsin in fact uh the kids just finished working with the patterns in arithmetic series that was developed over at the university uh we got the manuals and the children's workbooks from them and we've been able through our own assessments to match the children up with the particular tv program and kind of schedule it around group the kids pretty much uh according to our own assessment key to their uh to their curriculum plan well does this mean that all the children participate in these activities no no as you can see our children range from about 08 to 11 years old uh some aren't ready for the tv lessons some uh are far in advance of them some of the children just don't learn from television it you know it either goes along too fast or it goes along too slow and then there are certain children who need to be able to ask questions i guess you can't ask many questions of a tv set all right well uh did you see back there uh robert he uh he's very good in math but uh he can't learn it on the television set he needs to see it laid out step by step by step and uh then he goes along fine but he can't uh the television set just goes too fast for him well how do you know when to match the materials with the youngsters well it isn't just something that you do you know uh first of all you understand that no matter how good any piece of material is it's not going to work for all of the kids all the time and secondly if you make a lot of things available kids are naturally going to choose the things that are most appropriate for them so you don't have to do all that much but what if one child left alone wouldn't choose a book what would you do in an instance like this well you have to make him first of all want to read that's that's our job and uh secondly you have to strike a balance between the things he likes to do best the things he does do best and the things he needs to do the skills he has to get like reading well how do you know when he needs a specific skill how do you plug him in an appropriate place well there's uh there's where your ongoing assessment just plays a very important role a diagnostic test and especially observation because you can spot it when a child is just in a wrong learning situation to take robert again for example uh he has a group of friends and they're all good in math and they like the tv lessons and naturally you know he he wants to stay with them but we could see that it wasn't working for him he just wasn't getting it off the screen and so we had to make a change but didn't robert mind being split from his friends didn't he put a battle well yes no i mean we we didn't just say uh no tv for you robert i mean we showed him the kinds of problems he was having we went through his tests with him uh we showed him the learning objectives and then we worked with him on a one-to-one basis over a period of uh check is about two weeks using program tapes uh some drill tapes and a sequence textbook and then uh each time he would achieve a learning objective we'd say you know that that was great and so it was a kind of an immediate reward uh i guess he'd still like to be with his friends but not as much as he'd like to learn math so that's what you mean when you say that it's your job to help children choose the most appropriate path for them exactly in individually guided education there are as many roads to learning as there are individual children materials are made available choices are made available and teachers balance choice with guidance children are learning to learn in their own way one at a time together [Music] me [Music] hello [Music] so um that is very similar to my experience when i went to school in ohio um i think in the third grade and my school was not that far from dayton ohio so i'm wondering if um some of these uh things were being tested out on us it was called an open classroom and we had units and we would go around and it was all self-guided um and i remember looking through you know and finding film strips and all that stuff you know maybe that's a planted a seed but it was a stark contrast when i moved to north carolina rural north carolina and very different much very significant cultural stock shock uh to say the least all right let's see um i love uh showing films about computers uh back when computers were still very much in their well this wasn't in its infancy but this is when i think this film is from the late 70s or early 80s it's basic computer terms [Music] this is about basic computer terms which we need to know maybe because a lot of us are having to work with computers nowadays and we never expected to right thank you [Music] harry here now harry happens to be a business person who's thinking of using a computer because he's about 90 years behind on filling his back orders enter jane the computer expert who says i hear you need some help with computers computers asks harry oh yeah computers say uh listen i know my business here even if i'm a little behind on the back orders but nothing is what i know about computers in fact harry doesn't even like computers maybe because he's seen all those old movies you know with the computer takes over the world not to worry says jane a computer all a computer is harry is a machine a machine for handling information jane says harry you're being very nice and i appreciate it but i've seen about these computer things they are very big very very gigantic type things i mean you and me they could eat for breakfast [Laughter] [Music] harry says gene computers don't eat people it's true computers were very big in the old days but that was before transistors integrated circuits things like that [Music] now computers come in all sizes from large computer systems down to mini computers in fact you can already get a kit and build a simple computer yourself well says harry i can tell you even that mini computer there has me scared what's to be scared of says jane look let us go through this computer thing term by term and we will find out it's not as bad as you think [Music] but why are we doing all this jane what can this machine do that we can't harry you're catching on that's it this machine cannot do anything that people cannot do or to put in another way people can do anything a computer can only the truth is the computer can do it about a zillion times faster a zillion times faster says harry with a zillion times faster i could maybe even catch up on my back orders so okay how do we make this uh thing do whatever it does first says jane you have to know the difference between hardware and software you use the software to tell the hardware what to do hardware thinks harry hardware must be the computer itself and any of its parts right right says james and software is the instructions you give to the computer now a computer program is a specific set of instructions for the computer and a computer program is written in computer language which just means to turn your instructions into a form that the computer can understand [Music] and the person who writes that program which could even be you harry is called a computer programmer now you put the program into the computer and the next thing you put in is the information you want the computer to work with and the term for that information is data now the next thing to know harry is that no matter how big or small a computer is it has four basic kinds of devices in it input processing memory and output the first are the input devices which is where you put the information into the computer the second are the processing devices where the computer does most of its work for example it can organize information or add subtract multiply and divide numbers or find important facts the third are the memory devices which store the information and the fourth are the output devices where the result comes out of the computer when you ask for it input processing memory output says harry how about that first kind of device there asks harry you know where the information goes into the computer [Music] sure says jane look here's one of the most common input devices the card reader you use a card punch this thing here to put both the program and the data onto computer cards a key punch operator types holes in computer cards holes that represent letters or numbers and a group of computer cards taken together is called a deck now the deck of cards is loaded into the card reader which shines light through the holes see thus putting the information into the computer another common input device is the terminal usually a terminal uses a typewriter keyboard to put programs and data directly into the computer and at the same time the computer shows what is being tight sometimes it shows it on paper and sometimes it shows it on a cathode ray too which we call a crt for short okay now if there are no bugs in the computer program bugs says harry computers have bugs i don't mean those kind of bugs harry i mean bugs which are mistakes in the program like when you give the computer the wrong instructions the program has a bug in it when you correct the mistake it's called debugging a program okay once the program is right it's put into the computer and next you put the data into the computer then what happens asks harry then says jane the computer goes ahead and does what you told it to do which is called running the program okay says harry i write the program in computer language i put the program and the data into the computer which then does what i tell it to all this i got but what does the computer actually do in there you know in its insides [Music] it processes the data says jane using its processing devices usually they're called central processing units or cpu for short the cpu can process the data in whatever way you have programmed processes data wonders harry what can this processing thing really do well says jane for example it can add up large numbers or monitor vital functions of patients in a hospital or rearrange composition of a newspaper page [Music] or keep track of all sorts of information for many different people at once savings and loan banks for example use computers to calculate all the daily compounded interest for each and every depositor so any customer can find out how much is in their account at any time the computer does it automatically without errors and very very fast [Music] but jane asks harry how does a computer remember all this information a string on the finger maybe with the memory says jane oh yeah the memory says harry i forgot all computers have a central memory for extra fast storage and retrieval of information and if a computer needs more storage capacity it can have other memory devices such as this disk which usually holds hundreds of times more information than the central memory does a disk works much like a phonograph record except that it uses magnetic coding [Music] a magnetic tape can hold even more information than a disk and it works very much like a tape recorder hey says harry that's the kind i always see in the movies right says jane it's a very common memory device because it's so handy you can take a tape full of information and put it away until you need it which you can also do with this this says harry this is just the plain tape cassette which says jane records music on magnetic tape well the same kind of cassette can be used by the computer to store programs and data [Music] okay says harry we have this uh memory thing here and it can store the computer program and it can store the data so then what output is what says jane the computer will give you the result of what it is done through the output device now the most common output device is the line printer which prints the results on computer paper [Music] or the output can be in the form of magnetic tapes discs or cassettes or a terminal can be used as an output device wait a minute says harry wait a minute isn't a terminal an input device right again harry a terminal is usually both an input and an output device especially when you want to exchange information with the computer [Music] like an airline ticketing agent does for example first telling the computer what flight the passenger wants then the computer telling the agent what's available then the agent telling the computer what flight seat and class to reserve then the computer confirming the reservation and sometimes even printing a boarding pass right then for the agent to give to the passenger [Music] input processing memory and output harry is beginning to get the hang of it all but he's also wondering if all this equipment is pretty expensive i mean says harry a big computer like this must cost what a million dollars well says jane there are ways to keep the cost down one way is to use a small computer maybe even a specialized one with a built-in program another way is to use a technique called time sharing in time sharing many different places and people use the same computer and at the same time they may work for many remote terminals terminals that can be far away from the computer central processing unit and memory but are linked together often by ordinary telephone lines remote terminals can also be put into any office or if the user moves around a lot there are portable terminals which can be used any place where there is a telephone [Music] but after all these basic computer terms harry is still worrying harry is a warrior listen he says if these machines do all this thinking i mean uh harry says gene computers don't think it's us people who do the thinking computers simply process the data that you give them and they process it in the way you tell them the way i tell them if this computer thing has to listen to me to know what to do we may be in trouble in here i mean uh i'm the einstein you know what i mean to tell the truth says jane neither am i but you know it isn't all that hard i mean almost anybody can learn to use a computer these days anybody asks harry anybody says jane [Music] well the end of the story is that harry thanks gene for her help and learns to use the computer terminal that is now right in his office which helps him catch up on all those back orders and generally keep track of things much better than before in fact harry is even thinking of cleaning up his office although you got to remember says harry you don't want to do too many new things at the same time right right harry [Music] um when i went to college i was in computer science so um there was there were definitely personal computers out in the world um and but we were working on mostly um little micro computers that had terminals and um when we would do our assignments uh we would print them out on printer paper and that's what we would present to our um professors our teaching assistants and there were coin operated punch card machines in the um near the bathrooms so there was that technology still um and pretty quickly i got where i wasn't interested in uh programming i was more interested in using the software that was out in the world and i went transferred to the school of design which actually had uh brand new mac computers um and all this amazing software uh so that's what i was playing with so i played it with a proto version of photoshop illustrator page maker um etc so this film resonates with me um for many reasons but thanks everybody for tuning in today very much appreciate the uh the coffee and that's one way you can reward us is buying us coffee at buy me at coffee.com uh also just tell the world that you like av geeks by hitting the like subscribe uh sometimes there's a little bell that you click and that allows you to find out about notifications sometimes it works sometimes it doesn't and at the very least you can share uh and comment i love those uh reading your comments sometimes i don't get to them while i'm doing the show but i will go back and reread them sometimes um but everybody have a good rest of your day uh we'll be back again tomorrow a reminder to please rewind and love each other and we will see you tomorrow wednesday one o'clock take care five four three eight seven six five four three seven six five four three eight seven six five four three eight seven