The Hollywood Radio Theatre.  Because we're going to tell you one of the most enchanting stories of all times, Peter Pan. Peter Pan was created by the great playwright James M. Barry. It was our own Walt Disney, who brought Peter and his charming little friends to the screens for everyone to enjoy. And as our stars from the original cast, we have those two talented youngsters, Bobby Briscoe and Catherine Beaumont. We also represent John Carradine, a fine actor, whom I had the pleasure of directing in one of his first pictures. Now, Peter Pan, starring Bobby Briscoe as Peter and Catherine Beaumont as Wendy, with John Carradine as Captain Hook. What has happened before? What has happened in London? I'm a quiet peep in this particular home because there are children here who believe in him. There's Wendy, the eldest, and little, and Michael, the best. For the boys, Peter Pan is the hero of all their mystery games. While Wendy not only believes in Peter, but there's a supreme authority on all his marvelous adventures.  Captain Hook, you know, is very aptly named a crocodile once devoured his hand. And in its place, he wears an iron hook where his right hand used to be. Pardon me. Not his right hand, sir. His left hand. Oh, to be sure. Her left hand. Thank you, Wendy. Not at all. Anyway, the boys, John and Michael, like nothing better than to play at being Peter Pan and Captain Hook. For example, just listen to them. Trust you, Peter Pan. You'll never leave my ship alive. Bobby, this is my turn to be Captain Hook. Yes, yes. Of course. But, sir, have you seen my puppet? Well, I didn't mean to step on your tail. I'm sorry, Nana. Now, where are my couplets? Couplets? Yes, the gold ones. Mother and I are going out tonight. And that's all right. The best we have to consult Matt. Now then, by looking at this map... Good heavens! My poor shipfront! My large, teeny shipfront! How can I wear it tonight?  Hey, look! That's Wendy. Story. I might have known. Wendy, come here. Save these boys with a lot of particular stories. Captain Hook, indeed. Peter Pirate. Happy to tan, Father. Poppycock. Absolute Poppycock. Come on, Marjor. Mary, our daughter's growing up. It's high time she had a room of her own. Oh, how dare you! No, no, please! You heard me. A room of your own, young lady. This is your last night in the nursery. Yes, yes. Yes, and you too, Nana. Out you go. Out, out, I say. Oh, my God! You're dead. You really think it's a good day? There will be no more doubt for this mate in his house. Come along, Nana. We have a very comfortable doghouse in the garden, and there you will stay. Good-bye, Nana. Don't look at me like that. It's nothing, personal. It's Justin. Well, you're not really a nurse at all, you know.  My children are not puppies. They're people. And sooner or later, people have to go up. There, now, keep well, Nana. See you in the morning. A few moments later, Mr. and Mrs. Darling were on their way to their party. You think the children were this safe up there without Nana? Of course they were this safe. But Wendy said something about his shadow. No, what shadow? See the panties. Wendy says she found his shadow. Oh, you think that's a bigger pant? You don't say. Good gracious, whatever shall we do? What's that? Sound it up! All scum in the house! Oh, Mary, of all the impossible, little panties, these are panties. Now that Mrs. Darling's here to look, he would have seen two visitors there in the moonlight. High on the roof. One of them looked very much like a boy. The image is only that close to him. See, there's a boy. None other than Peter Pan. But he'd have had to look more closely to see his companion. A very tiny companion, no larger than, well, the Giffy there. But she's a pixie. A very pretty, saucy little pixie. Her name is Tinkerbell. Now, Tinkerbell, never talk, never say the word. She has a special language, all her own, and it sounds nothing like his. But I told you, Tink. He had to fly down here to find my shadow. And just as soon as we find it, he'll fly back to never, never land. Well, there's the window. You ready? Don't go. All right, Tink. Now search the room. You look there, and I'll look over here. Just help me find my shadow. It's with Tinkerbell who found it. Lying in the top floor of the dresser. Just where Wendy had lifted. Well, all I have to do now is move my shadow back on. Then we can go to... Come down, girl. You're supposed to be asleep.  I just found your shadow. Oh, I do hope he didn't rumble. You know, Peter, you look exactly the way I thought you would. Oh, a little taller to have. Look at the dress. Oh, Peter. What in the world are you trying to do? Well, I'm putting my shadow on, of course. But so? Ah-ha-ha-ha-ha. You guys, look at the shadow on the sofa. He seems to be torn on with needle and flesh. You sure? Well, no. Look, I think so. Now, I find my sewing skills easy. Stick it on in low time. Of course, I knew it was your shadow the minute I saw it. And I said to myself, I said, I'll put it away to Peter Danno till he comes back. Oh, you sure? To come back, I said. And you did, didn't you, Peter? Ah, look what I don't understand is, it, Peter, how can I sew your shadow on if you keep flying around the world? Girls talk too much. Oh, I'm sorry. Well, I mean Wendy. Wendy more than Andrew. Wendy's enough. Oh. Now, how did Nana get your shadow in the first place? She jumped at me the other night. Over there at the window sill. Look what you do on the window sill. I came to listen to your stories, of course. My stories? Oh, they're all about you. That's why I like them. I talk to lost boys. The lost boys? Well, all I remember, they're your helpers.  I might never have seen you. Why not? Because I have to grow up starting tomorrow. Grow up? But that means no more stories. Not even one. No, I won't have it. Come on. Come on. Look where I come from. Never, neverland. Look where I come from. Never, neverland. You'll never grow up there. Look what would mother say. Mother? What's mother? Why, you don't know what mother is? Mother is someone who loves you and cares for you. And tells you stories? Good. Now come on to the window. And when I tell you, please don't. No, no, just a minute. I have to pack some clothes and leave a note. I think I'll give you a kiss. Be quiet, Tinker Bell. What's a kiss?  And I'll show you. What in the world? Tinker Bell, I don't know what got into her. All I was going to do was give you a... Oh. Oh, I see. She certainly got mad about something. Yeah, we've waken my brothers. Oh, no, Michael. Not a firefly. A fixie.  Amazing. Simply amazing. Well, come on, Wendy. Let's go. Where are we going? To Never, Neverland. Never, Neverland. Really? He's just taken this far. But for this car. Oh, I couldn't go without Michael and John. Captain Hook is in Neverland. Is he not? I should like very much to cross swords with a real buccaneer. Yeah. But you'll have to take orders. But how do we get to Neverland? How? Why, we fly, of course. But we can't fly? Of course you can. It's easy. All you do is... Is, uh... She has fun, eh? What's the matter? Don't you know? Oh, sure. It's just that I never thought about it before. Let's see. That's it. You think of a wonderful thought. Any happy news for us? Uh-huh. Like toys at Christmas? Sleigh bells? Smell? Yep. It's easier than pie. Can fly! Now you try. I'll think of a mermaid lagoon. What's the matter with you? All it takes is faith and trust. Oh. And something I forgot. Dust? Dust? Yep. Just a little bit of pixie dust. All right, Tink.  You should say not. Well, I say you shall. It's an order. Think of a happiest thing. If the same is having wings. Let's all try it just once more. No, Sleigh Bell. In the mountains and towns and higher and higher and higher. All in all, the most exhilarating experience. Except for Tinkabell, that is. Just a little jealous and doesn't like the idea at all. Anyway, when the city disappears underneath the clouds and the stars move bigger and bigger. This is Tinkab. Which direction now can there be neverland? There it is, Wendy. The second start of the ride in straight-on good morning. It's a bar that's more refined underneath the world tonight. Enduring things for others. If that sounds a little confused, let me tell you what I mean. In Tokyo, two of the commanding generals on a guard platoon each adopted an orphanage. They sent work parties to repair roofs, walls, ceilings, windows and floors to fix the plumbing and renew kitchen and heating facilities. Intense rivalry developed between the units as to which could do the most. Each platoon solicited money at its pay tables. They bought both of cloth and had one cloth made for their protégés. For kind of gain, the kind of a rivalry that we like to hear about because it's one in which everybody wins. And such acts by you and your friends today are shaping our world of tomorrow. Now our producer, Mr. Cunning, act two of Peter Pan starring Bobby Drisco as Peter and Catherine Beaumont as Wendy with John Caradine as Captain Hook and Bill Thompson as Sneed. While Peter Pan and Wendy and John are nice. Oh, yes. They're tiny people, very nice. While they're flying to the island of Never Never Land, what does Captain Hook have? Captain Hook and his villainous pilot crew. Well, they're exactly where Peter left them and board their ships. Siding at anchor is Never Never Land power. The pirate life is a wonderful life but only over the sea. The meeper in it, I thought can hear all the life of a pirate for me. Oh! On this port, Captain Hook certainly comes to place the map of Never Never Land. Grasp that Peter Pan. If I could only find his height up, I'd trap him in his lair. But where is it? To the west? Oh, we've searched that. To the east? We've combed every inch of it. What of the north there? Oh, no, no. Any fool knows the north is all Indian territory. But wait. Wait. Those red skins know this island better than I do the own ship. Ah, I wonder. Good Lord, Captain. I've got it, Mr. C. I've got it. It's a Captain Hook, sir. That's my nose. Oh, so it is. I found the solution. Tiger Lily. Tiger Lily, Captain. The Indian princess, the chief's daughter. She'll know where Peter Pan is hiding. But where is she from, Your Honor? Oh, well, the persuasion might be in order. Now let me see. Spoiling in oil. Good life for them. Heal, holly. Lovely, lovely. All right. Maroonie.  Fly, fly. Thank you. Thank you, Mr. C. But Maroonie's a bit of a fun. It's not what I'd call exactly good form, sir. Good form, Mr. C. Blast good form. Did Pan show good form when he did this to me? Cutting off my left hand? Well, now, Captain, he'd better have an affair doing a lot, sir. I want you to take my hand and toss it overboard to that crocodile. Boy, woody boy, sir. This bit of childish play. That cursed crocodile fancies the taste of me so well. He's followed me ship ever since. Licking his chop for the rest of me. And you'd have had him by now, Captain, if he hadn't swallowed that alarm clock.   What does that mean, sir? I am talking to C. Oh, no. No. Down there. Look. Here in the water. Blast me if he ain't found you again. He's looking right at you, Captain. Stop-eyed with anticipation as the poet said. Save me, Mr. C. Oh, don't let him get me. Don't let him get me. Here, now. I'm on you. Upset and a poor Captain. There'd be no land out today. Now shoot. Zoom on. Shoot. He's back and off, sir. Nothing to set about. I can't stand it any longer. I can't, I tell you. I can't. Well, now, that being the case, sir, why don't we leave Never Never Land? We ought to be tenant to business, Captain. I couldn't ship and couldn't gullet. I've told you a hundred times. We don't lift anchor to let Richard Peter Pan hang some yard up. Captain, look. It's him. It's Peter Pan. He's a lion, that is. Welcome me, I. It is Pan. Hated this way with some of those curvy plaques. He haven't got two boys yet, sir. Look alive. Just stop. Oh, I will get him this time, Mr. Smith. That's me with your runner. Oh, I've waited years for this. Not some bank holiday, either.  Oh, what for? Oh, that's my hearties. Yes, high in the sky, flying over Never Never Land, Peter Pan, Tinkerbell, and the three children were coming to the end of their journey from London. Well, there it is. There's Never Never Land. Oh, yes, I thought I was dreaming it would be. Hey, look, John. Men need to grow, right, Joe? And over there, the Indians have me. Do you help me? Cannonball, watch out. Here comes another. Now, where's Tink? Quick, Tink.  Off they appear and draw a huck's fire. See, Michael and John following her. Tinkerbell will fix me. Roll off with practice she could. Jealous of Wendy. This is her opportunity for revenge. She's flying on her head. Some of the lost boys tell them a pair of enemies approach against well and leave the rest to them. But I'm happy to say that because anything unfortunate occurred, Peter Pan's troops down from the sky to win this race too. But I'll soon find out. It's a king of tales. Now, there, friends, this is Foxboy. He has a bushiest tale of a lot. Then there's Rabbit Boy, Guns Boy, the Bear Twin. Well, anyway, there they are.  Yeah! This is what I find it doing to her. Oh, gosh! You said she was a bird! A Wendy bird! A terrible fear for Wendy Bird. Take the back.  Oh, I see. All right, Hank, come here. You're charged with high treason. Geltie or not Geltie? Geltie, huh? Very well. I'm here by banishing you from Neverland forever. Oh, no, Peter. Not forever. Well, for a week then. Come on, Wendy. I'll show you the island. Oh, I see the many birds. The many legumes. I want to see mermaids. Let's go, honey. Personally, I prefer to investigate the aberrationing. Yeah, me too. All right, boy. Well, I show Wendy the mermaid lagoon.  John, you can be a raider. I shall try to be worthy of my poster. Peter Pan took Wendy to mermaid lagoon. A little fair. A little lagoon goes out to the river. A little river goes out to the sea. A visa's saying certainly Piep's Gru Layz is going to let you. Peter, what is it? Out there, out there on the river. A room boat. You mean this place. Oh, it's a beach. Oh, INVAC. Wendy, look. They've got Tiger Millie. Captain Hook has captured the Indian princess. Poor Tiger Millie. They're heading for star rock. Come on, Wendy. I've gotta see. Capture the Indian princess. In Long ה'q the boy. What is Michael and John and the lost boy who also were trying to capture the Indians? For all they found the Indians, only something is wrong. after that it's made in indium after pit come on, this is the end many moons, red man fight, pale face, lost boys sometimes you win sometimes we win not turning blues this time, no turn them loose boobum where are you at, princess tiger lily are you alright? do you mean see us in here? boobum kidding around tiger lily not back by sunset we burn them boys at stake sheep rent them mad see you again at sunset since the boys have fallen tiger lily but we know better, don't we? once again, cunning, merciless captain who constructs, kidnaps the poor little princess and carried her off the scarlet rock in this huge cave in the shore of the ocean look at the tight tiger lily to the rock that jumped up from the water dear princess just tell me the hiding place of Peter Pan then I shall set you free am I not a man of my word, Mr. T oh, but I always happen pardon me for cropping your fingers you'd better talk, my dear assume the tide will be coming in the water will rise to the very root of this cave and then the last will be truly let's have your last chat, tiger lily beware, captain, look beware of what you do you hear that? who could it be? the evil spirit is running at any risk stand by, little poeple, Mr. T I'll reach him on the rock he must get it indeed the voice of course is none other than Peter Pan as soon as Captain Hook and Clambor's out of sight Peter, wait a direction watch this, Wendy be careful, Peter, where do you go? nowhere all I'm going to do is imitate Captain Hook's voice I do it rather well, I think Peter, that's wonderful at least it's consistent but Captain let me know, let me know all right, tiger lily back to the rowboat, my lady I told him all along, you and me would never betray Peter Pan and just what do you think you are doing, Mr. Sweeney? that's what you're saying, my captain carry on out all right you glittering idiot and tire now you should make up your mind let it go, put it back, let it go a man's a fool we're in a jam, Wendy by the time I'm through it's me who won't even know his own name Captain, Wendy give it to me, don't even care if you've no room, Captain you're at a disadvantage I can stand or fly about but you, one fall step and you plunge into the sea I'll get you, Pan I'll cure your liver at the tip of me what a pity, Mr. Sweeney the last thing I do you pushed me off that's what you did fuck at him, Wendy a godfish hanging by our heart Captain, do you hear something? why blast me, we have a visitor no, no good afternoon, Mr. Crocodile and do you like codfish? you do boy I'm not going to push you off but I can't save you either you see, Captain that rock you're hanging from is about to give way help oh, it was a sight to behold Captain Hook's running for his life in a hungry crocodile lunging after him through the boiling water snapping and booming hopefully but reach his ship he did, scrambling up the anchor chain just as the crocodile George crashed behind him and from the shore came Peter Pan talking cry of victory but Peter was too busy to listen to the raisings of the first plated pirate but he and Wendy now were bringing the Indian Princess back to the Grateful Father what a Captain Hook had he learned his lesson at last well, if anyone thinks so they simply don't know very much about Captain Hook that boy that wicked, wicked boy making a fool of me again me who's bothering him this much where's the mustard pot no, I'm bringing it sir I've got news from the island oh, dear Mesa all those nasty germs what news from the island well, just between us Captain Hook is clever brewing woman clever now I really want this to go any further but the Cook told me that the first mate told him that he heard that Pan has gone and banished Peter Pan that's delicious speed what do I care what the Cook said did you say Pan has that is Tinkerbell aye aye, Captain yeah yeah but why well, on account of Wendy, Captain he tried to do an entry, did Cook said that would set us that is me that is all this wonderful news that showed me they first why a terrorist female can be tricked into anything all we have to do is convince Tinkerbell the wings are to help her and the little wings will chart our course straight to Pan's hiding place Mr. Smith take the long boat and go, sir if it's all a thank you, Captain I'll stay on board and play Quidditch with the Cook never eat you, Smith you'll find Tinkerbell and bring that to me, understand? Mr. Smith Mr. Smith Mr. Smith where are they? bless you, Mr. Smith poor Tinkerbell banished by Peter Pan alone, rejected she's easily captured by Mr. Smith and now back on the pirate ship my dear Miss Bell I have invited you aboard my ship to catch up on your true friend that dear lad Peter Pan ah, Mr. Smith what lovely news what news what feeling thank you, your honor Miss Bell I want to tell Peter I want you to tell him that I bear immoral feelings oh, Pan has his balls to be sure of and bringing that Wendy to the island, for instance dangerous business that I came rumored at it that already she has come between you and Peter what news yes, Mr. ah, then it is true let this be a lesson to you, Mr. Smith ah, the way of a man with a maid taking the best years of her life and then passing her aside like an old drop it's a human slime, that's what it is we mustn't judge Peter too harshly, my dear it's that Wendy who's to blame but we know twice we must save the man from himself a very good question, ma'am but how, indeed if he will if anchor come tomorrow we stay in the way that it's me we'll Shanghai Wendy oh, bring her take her to see with us when Wendy gone Peter will soon forget this mad infatuation me, we must go to Charlotte once the round pans over the traffic we don't know where that man lives great, stop he, you've a mind like a steel trap oh, sad me dear you can touch one inch of the tree times down below the ground and then set you a cave finger on a hook on Peter's back you need to see we found him in life listen to the little dear she wants to go back to the ice miss Bell you'll be most helpful but the only place you're going is it in the splinter a little prison for a pretty little pixie come along speed Peter pans me prisoner this night or I'm not captain hook oh, a pirate's life is a wonderful life but don't be over the sea you'll be a pirate's life oh, a pirate's life is a wonderful life Radio Theatre will continue in just a few moments Corporal Sam Adler of the 2nd Armored Division had an idea that he could put his talent to work for the betterment of German-American relations his background included two college degrees in music and he knew that there were many musicians in the army so he organized the 7th Army Symphony Orchestra it was a spare-time project that soon gained official notice and the group met a total of 44 appearances in 43 days new and difficult scores were learned almost overnight and German and American music was played at each concert everywhere the orchestra traveled the audiences greeted it with amazement and wild applause here was a group, a cross-section of America representing all races and creeds that brought together thousands of people on a common cultural and spiritual plane there's no doubt that through the medium of music Corporal Sam Adler made a substantial contribution to the improvement of German-American relations such acts of these by you and your friends today are shaping our world of tomorrow the curtain rises on Act 3 of Peter Pan starring Bobby Bliskell as Peter and Catherine Beaumont as Wendy with John Carradine as Captain Hook and Bill Thompson as Smee well, it's now late at night on one side of the island of Never Never Land Captain Hook, Mrs. Smee and the Pirate sneak stealthily ashore taught Hangman's tree in Peter Pan's home the children have just returned there from the Indian and cats and Wendy's having a little difficulty getting her younger brothers to go to sleep now, I don't want to have to tell you again take off the war piece and tell us and get ready for bed but boys, we're going home in the morning home? the idea is ridiculous well, you can't stay you need a mother we all do Michael, of course not surely you haven't forgotten our real mother no, Michael that was men of a dog I think I had a mother one he did have one no, mother now if you'd all be quiet I'd try to tell you what a mother is come on, come on well, a mother a real mother is the most wonderful person in the world she's the angel voice with which you could night this is your cheek with the same type you're not that's the hollow trunk of Hangman's tree and there, surrounding them is Captain Hook and his wretched crew I heard it the bomb, Mr. Skeet all I have to do now is lower this box containing the bomb down the hollow tree there we are if Captain wouldn't be more humane I'd just as good and delicate as it would, Mr. Smee but I've given me work to think of help not to lay a finger on a hook Captain Hook never breaks a promise I'll give you the three young ones from Gloomsbury's tree surely you still got me there never you've had me proposition either you join the crew or walk the pike oh no, we won't Peter Pan will save us did you hear that, Mr. Smee Pan will save us then there are me to tell you dearly I left a present for Pan a sort of surprise package you might say package, package to be sure why I can see our little friend at this very moment reading the tender inscription that I wrote upon the box so Peter, we've loved him well do not open until six o'clock what time is it, Mr. Smee 20 seconds to sit here could he but see within the package, Miss Wendy he would find an ingenious little device so delicately set to send the hands of the coffee stick Peter Pan will be blasted off of never, never land or ever a bomb oh no no 14 seconds 13 seconds help Peter yes, Captain Hook's triumph is at hand is there nothing or no one remaining but what this evil man what's this? think about, think about the little fixie unknown to Captain Hook think about has escaped and she's flown from the ship with little Peter Pan oh hi, Tink hey, I thought I banished you take a look at this box Wendy left it for me give it to ya I'll stop that let's go with it what's the matter with you Captain Hook don't be silly fuck it Captain Hook fuck it's smoking it is a bomb stand back Tink I'll throw it out of the cave kindly remove your hat ah man and now Miss Wendy and Captain which will it be? the pen or the plant Captain Hook my brothers and I will never join your crew as you wish all right your pills right ladies first no good bye boys is she not? straight to the end and then she jumped and where's the splash? it happened in the nose splash stop her phone not a bloomin' ripple well go to the hailing loop where's the weak power you ready to go Captain Hook didn't see me she did it makes no splash so you want a splash Mr. Poppins a pack of nincompoops who else wants to hear a splash your next look this time you've gone too far Captain Hook him and the girl up in the rigging it's coffee but these drinking ghosts what's talking say you're glad what ghosts indeed I'm on it Peter from down to the deck sword in hand firstly splash the loops that found the lost boys together and as they swarmed across the neck battling the pirates Peter and Kate the masterpin can tell don't take off Captain Hook but what has done to Wendy and to her brothers to say nothing of the lost boys in Tinkerbell Tinkerbell she saved my life and she is and she means more to me than anyone in the world so take that and that and that no man boy I think the demon your steel will never touch me you forget hook I can fly that's fine never then fly it Howard Howard me you wouldn't dare engage me man come on you fly away like a cowardly sparrow nobody calls pan a coward and live I'll fight your man to man and with one hand behind my back call to your house you won't fly it it's a no no it's a yes I give you my word then let's have a hit in the land you prepare to die die never before us sit that's mortal man's scene such a duo they fought on the deck they battled in the rigging and they parried on the yacht and then pressing his opponent to the rail pan at long last touched his steel to the scrawny hook of Captain Hook you wouldn't land you wouldn't do in old hook now would you I told you before say your prayer I'll go away whatever and don't look for help to your crew they've already deserted you they left this ship in the longboat oh it's a sad day for piracy and crime bad bad boy I'll do anything you say well all right then I'll throw you on this one condition if you say you're a codfish I'm a codfish louder I'm a codfish you're free to go and never return you're a chooker I already hit him with me iron hook this is the end I was a fool to touch you and since you're a codfish into the sea you go where you belong sleep is soothed over the horizon by a very happy crocodile Hook's ship now belongs to Peter Pan and the very first command from Captain Pan is directed at Tika Pan well Tink we're voicing the anchor I hereby order you to sprinkle this entire ship with Pixie Dust we're flying down to London believe what happens full sail to the wind the ship's fed down the milky way and over London town it left two boys and one girl safely in their home on Boone's very street when their terrace returns it went up the stairs to make sure their children were asleep can't you change your mind about Wendy? after all George she still is a child oh short Mary oh I never mean no thing well in the morning you'll tell her she may George George Wendy is not in her bed quickly dear turn off the lamp Wendy oh Hunter you're doing it the window asleep dear at the window oh mother you're back back? yes father we've been never never land never never land oh yes but I am ready to grow up father oh oh well my dear oh in good time after all perhaps we were a little hasty oh but it was such a wonderful adventure why we were even kidnapped tonight and I knew Peter Pan would save us and he did and we all called him for coffee in the sky and Mary I'm going to bed oh mother he really is a wonderful isn't he look out the window see how well he sails the ship now dear there's nothing out there in the sky except George George look now what? there against the moon you know Mary I have this kind of feeling that I've seen that ship before a long time ago when I was a little boy there's Wendy dear he really is wonderful one is chief body officer Harry Flame a veteran navy electrician who saw lots of action in the war in the Pacific the other is Mrs. Sadaya Ishihwata of Tokyo Mrs. Ishihwata turned her home and her fortune over to 53 boys and girls of all ages who were orphaned by World War II and chief Flame devoted his off-duty hours to helping this tiny Japanese lady he organized his friends in the work teams and because of their work the home took on a bright new look new panes of glass were installed a new girls dormitory was built and twice a week a navy truck rolled up with leftover food writing paper worn out clothing and other contributions from the man Chief Flame made it his private project toward better relationships between people of two different countries and it's paid off in mutual goodwill such acts by you and your friends today are shaping our world of tomorrow and now Mr. Cummings with our stars and here they are Peter Pan and Wendy I mean Bobby Driscoll and Catherine Beaumont and don't forget John Carradine who played Captain Huss Mr. Carradine played my father Mr. Darling of course children Mr. Carradine is very versatile so we cast him as both Mr. Darling and Captain Huss John tell Bobby and Kathy about your one-man show and it's called a Carras de la Femus Roar I do scenes from Hamlet and my best do you see that we certainly want to see the show Mr. Carradine you know I want to study Shakespeare even if the best roles do go to the men what an enchanting voice think about has Mr. Carradine listen to that it's the crocodile after you again no Kathy there's just nearest watch telling me it's time for us to leave good night good night good night and have a wonderful Christmas once again the holiday season is here and may it be a joyous Christmas for you knowing that at last our country is at peace and may we continue to pray that the wonderful words spoken on the first Christmas day two thousand years ago will prevail throughout the world as they make truly the peace on a good-willed ordnance night were Will Thompson as Mr. Smee her Butterfield as the narrator Christopher Cook as John Richard Beals as Michael Mary Flynn as Mrs. Darling Billy Bretcher as the Indian chief Michael Miller as Cubby Stuffy Singer as Foxy Earl Peane as Nana and Chef Lincoln and Eddie Mar as the pirate


Hi, I'm Bethany Wessley. Please join me on the next episode of Lakeland Currents as we discuss Toward Zero Depths, a Minnesota initiative that aims to reduce fatalities and serious injuries on Minnesota roadways.


Paratroopers from the 173rd Airborne have gotten the opportunity to conduct Krav Maga combat training at the Adazi military base in Adazi, Latvia. Krav Maga is a self-defense system developed by the Israeli military and has elements of grappling, jiu-jitsu, and judo, among other forms of martial arts, and its main focus is on threat neutralization in rural world situations. The paratroopers learn techniques in hand-to-hand, pistol, knife, and staff training situations. The paratroopers were taught by certified instructor Sergeant Andrus Lubis of the Latvian Scout Company support battalion. Scout platoon leader First Lieutenant William McDermott participated in the training and talked about how Krav Maga can help soldiers in battle. I think as warriors we need to think about every aspect of the battlefield. From a big picture where we're bringing to bear indirect fire assets, as well as aviation assets, to a most micro picture which would be hand-to-hand combat. Obviously we hope it never comes to that point, but history tells us that unfortunately American soldiers do find themselves in a situation where they don't have to know how to defend themselves properly. If their weapon's been dropped, if it's been taken away, and all they have are their hands to defend themselves. From the Michigan National Guard, I'm Specialist John Brandenburg.


I don't know. They're saying everybody says this is tough. I don't know. I don't see it. I think it's gonna be easy. I think it's gonna be a one-shot. Hammer of justice, right? Listen, the very first. You will betray your friends. I'll take all the loot for myself. Okay, it's the first rain. The first AQ-40. I'm very excited. We have the best of the best of the best, okay? Crusade, raid three. Okay, which was basically raid one. And then I said I wanted it to be... It was our first raid, basically, and then I renamed it to raid three because I wanted it for the memes. I'm taking on less responsibility during raid for my streams. I don't have to handle loot. I don't have to do all this kind of stuff. It's gonna be really good. I'm very, very excited, but we're gonna go. I think it's kinda burned. It's kinda burned. It needs to be viper-stung, I'll do. They don't stack. We don't need to always mana. Guys, we're gonna listen. You guys wanna listen to the game music? I think I remember that. Very good. We chose poorly. Okay, here it is. The Prophet Scareum chat. Man, it burns. Dude, these guys die so much faster than they did whenever we first ran this.  Guys, Scareum. It's not gonna be easy, okay? Scareum is not an easy fight. Yeah, I have the groups laid out. This guy probably takes the most coordination for the whole, at least, first half of the raid. Okay, we gotta have guys, we gotta have tanks on different platforms. We gotta have kicks going out. We gotta have taunts ready. We gotta have CCs going out for the mind control. Look, this isn't some joke of a raid, okay? This is AQ-40. BWL doesn't matter. MC doesn't matter. All that's over. It's all about this now. It's all about AQ-40.  Annihilation chest. Concentrated hatred for the back. The cloak. It's gonna be the best loot, okay? It always gets the best loot. Remember that. Remember that. I'm gonna get both of them. Maybe. Alright. Okay. Groups, melee. Anthil, CC Anthil. CC him, CC him, CC him, CC him, CC him. Split. Okay, middle is the right one. Oh, don't DPS him. Don't take middle of the 50% yet. You can DPS him, but don't take middle of the 50%. We gotta hold DPS now. Oh, I'm MCing. I can't bubble out of it. I have everyone Concentrated. Okay, I'm out. I bubbled. Okay, we can burn him now. Finish him out. Herpetin's Cliff. I'm shooting Cliff. Kill Cliff. Okay, good job. Okay, that was pretty messy, but we got through it. Not bad. Oh, hey, on these guys. We don't, let's kill two of them. We want to like get ready to sapper or do some kind of AOE. Three of these guys is a lot. I'm going to go ahead and sapper this. Three of these guys is a whole lot. Hit another mob. We just, melee, you just have to hit them from the front. We got knocked back into more mobs. We got more, we got more. Yeah, okay. So this is getting out of hand. We need to go and we need to take them to corner. Yeah. And everybody needs to face the mobs. Okay, guys, here it is. Guys, Battle Guard Sartura is coming up. Okay. Battle Guard Sartura. Battle Guard Sartura and her Royal Guard or his. They say it's a guy, but Sartura is a girl's name.  My, my, Espanol is very Piquinio.  That's all I care about. Okay. She's stunnable. We got to play ping pong with the ads. It's going to be threat. The tanks are going to be taunting, taunting, taunting, taunting, taunting. Except for Hark. Hark's a prop paladin. Hark, you got to figure this out, dude. I mean, hey, we're going to, we're going to kill Hark's target first. It's going to be fine. Okay. We're going to be doing this with a prop paladin. It's going to be big time. Look, we don't need to do no ping pong. Boom, we're going to kill Hark's target. Stun, stun, stun rotation. Hark stuns, I stun. If you block, it should be easy clap. Okay. That's what it should be. Stun and wipe? No, you don't wipe. You never wipe. Okay. You never wipe. You don't wipe in game. You don't wipe in real life. That's why you buy bidet. By then, hopefully, you guys have gotten ads dead so that Kalyla can come back on the boss with me. Here we go. Okay. I suffered that. Okay. Move away from Sartorra. Okay. Okay. Okay, we're in Sartorra. You can go ahead and pop your dumps in there. Yeah, please.  Talk back and forth. Just play the ping pong things. I actually impied Morocco instead. Okay. I can't. Brick! I got stuck in a global! Brick! I was spamming my bubble tier, dude. It hits so fast, like, 2-2-2. I got hit three times in the global. We're not going to wipe. I'm stuck in a global! Spinning, just killer. Nice. Good job. Badge of the swarm guard. Good job, guys. That's big. Badge of the swarm guard. Oh, gauntlets of steadfast determination. This is the other one that I want. Dude, all the loot that I found is dropping in this run. Oh, wait. Hold on. I want all the loot. So I guess that's going to happen every week. Literally all the loot that I wanted. Whisper me if you're interested. Gauntlets of steadfast determination. Somebody said, check out Soda's stream. Check out Soda's stream. Remember before Classic came out? All the streamers thought they were so pro at the game.  Who said that? Who said that? Why? Is that true? There's a lot of good players because they keep wiping. Well, they're doing a bug. Am I as well, right? Okay, here we go. It's just going to do us. Planses, please. Make sure we have fewer words. Good. Wow, bug trio is very easy. Pick up the adds. We can stack them and just bug trio is a lot easier than we were yesterday. There shouldn't be any serpent things on the bonus. Yeah, don't forget, guys, the the devotion list is pinged. Cool. Cave of the Trinity. Oh! Angelisa's charm. Nice. Good loot. Okay. Guys, right now to Fankress. Okay, this is where I'll be. I've got to change my trigger back. Frick! It's okay. I've got two stacks for Okay, so what we're doing on this fight is we're using a prop helmet. It's fine. Dude, we're burning this guy. Okay, there's the worm. This is actually a joke. The worm, the worm. Let's kill the boss. No, no, no. Kill the worm. Because it's going to turn into a whole thing if he doesn't die fast enough. Maybe I have PTSD. Kill the worm now. On private server, if we didn't kill that guy fast enough, he would just murder everybody. Cool. No. No. No. No. Hey, remember, please don't cleanse that Weaver and Sting off. So if you're cleansing someone, make sure you don't have Weaver and Sting. There's a lot of damage. Jesus. Oh, my God. Nice. Wow, really good. Really, really good. Hive Defilers, Wrist Guards. Ooh, Karaji Bindings of Dominance. Karaji Bindings of Dominance. Right as he gave me PI, I got the... Ooh. Close on. Karaji Bindings of Dominance. Karaji Bindings of Dominance. Karaji Bindings of Dominance. You turn them in and they turn into the AQ-40 Shoulders. They turn into the Shoulders. Well, I want us all to walk in. I want us all to walk in and see this thing because I think everybody wants to see the eye. I just didn't want anybody to get stuck in there. Okay, let's go, guys. Here it is. Look at that. Oh, frick. MonkaW. MonkaW. Oh, frick. Chat, look. Imagine the rest of the body. Take your screenshots.  Is that dude? Oh, it looks like he's spotted us.  There it is, guys. That's the whispering eye. Wear your manners, brother. Let's probably welcome our guest. There will be pain. Oh, so much pain. There will be pain. Oh, so much pain. Guys, here it is. Twin Ems. They say everybody's wiping on Twin Ems, okay? See these two? These are twin brothers. I call them twin jackasses, okay? I call them twin jackasses, okay? We got Vech Nalor and Vech Nalosh. We got Vech Nalor and Vech Nalosh. Gonna get smoked right here, okay? We got the melee boss. We got the caster boss. Two warlock tanks. Two warlock tanks. Two melee physical tanks that are gonna go set up on the sides. We're gonna have to have them separated, because if they're together, they're gonna get healed, okay? If they're together, they're gonna get healed. So we've got to go and we've got a DPS. Caster only takes caster damage. Melee only takes melee damage. They're gonna swap. We've got to run. Casters are in the center. Boom, boom, boom, boom, boom, boom. Oh. Massive needles, okay? All the adds are out there. They get huge, okay? So what do we do? Casters, boom, boom, boom, boom, boom. Okay, melee swap. I run. Hammer of justice, right? I stun the guy. Melee, ch-ch-ch-ch-ch.  I don't know. They're saying everybody says this is tough. I don't know. I don't see it. I think this is gonna be easy. I think this is gonna be a one-shot. No wipes, no wipes, no wipes.  I'll tell you what, I don't wipe in real life. No shoes in AQ40 dance game. Hey. That's true, actually. My feet are nasty now. Here's the chat. Wait for industrial to get threat. Oh, I'm lagging like crazy. Watch your thread. I'm trying to pull back. There he is. Hey, Melee, we should kill this add. We should kill this add right now. Because there might even be a swap real soon. Hey, another thing, guys. There is a threat drop whenever it rotates. Three, two, one. There is a threat drop whenever it goes. So maybe we need to close it. Because our healer is getting eaten.  Hey, let's just go back in DI. Let's just reset it.  I am pulling. Okay, here we go.  Kill the add. Kill the add.  You can't stand in Melee and hit it. We're going to go on scab. Okay, so if Raidja just got it then Dewey come back over on this side. Oh my gosh. That's true. Mandage, mange, mange. No. Oh my gosh. Please. No way. No way dude. Hold on. Okay, I'm going to Dark Rune. Keep healing Dewey. feeling do we watch this bug okay take the first take care I figured out that great okay okay okay okay we can go and pop off here pop up right this is pop whatever you guys do it I can't believe that tick of the bandage saved life okay finish finish finish finish finish it's not that did you see that I searched my healing weapon and healing was spamming heels I ran out of mana at one point and I used up bandage on Rigel and I got one tick I got one tick off and it saved his life dude I couldn't believe that right right I was going like I'm blown away dude oh man dude that felt good that felt so good no way hey none left you say you heard me okay you heard me you could feel it okay I know you could I can heal I can DPS I go hammer of justice I'm making calls boom move this way boom move that way oh what do I do rank 14 healing weapon rank 14 healing book start spamming heels when the shadow resists locked dives why because I'm a hybrid okay I play the class not the spec it's just that simple what happens I'm out of mana Rigel's about to die bandage one tick one tick is all you need you know who told me that you know who told me what is all you need Jack Black okay one of the greatest mathematicians of our time and scientific philosophers thank you he comes out he does one of these things he sweeps you he spits boulders at you it's not good okay it's dangerous but we got to go corral this guy the goal is we're gonna bring this guy in today we get some pants bueno it's gonna be very good okay do the check do the check check what's in my head I got knocked back hurt away that's fun Vic you gotta wait dude gonna wait for one of the things to get in there carc's got it get back in get back in get back in and we can finish him or it's 140k just avoid the pop over shoot what a burn a burn avoid the popcorn turn burning not a lot of us up our mages are up and that's what's gonna carry kpi mage if you haven't got it yet avoid the popcorn beware 15k nice nice good job really good job kill the bugs or the bugs kill the bugs avoid the popcorn there it is there it is it's not over it is yeah so for this situation I think we're gonna have to do like a rack strat we're on rigoberto eyes the pain don rigoberto nice dude any donation I mean okay it is it is getting late we can't we can skip Viscodesc and go cocoon ready three two one one following two please hit me whatever okay there we go okay so watch okay so it's going right so we can just keep moving right slowly just they keep in the same position relative to where he is and just keep like tapping your your dear whatever okay keep it up okay good okay so do we have two battle rises up can we battle res sylvan vik please I got the first done please don't die I got first done here hey if it's already stunned you can intercept by the way the tentacles up start like spreading back down I use one more DPS by me I stock should come up soon okay it's up the small tentacles too and they can be interrupted pop cool downs oh I'm on the focus boss bubble downs okay good job good job really good okay so we're gonna be back in go ahead and manipulate here if you haven't already and then I got the next on I got the first stone up here I'm a little far away but I got the first one what does it guys see it sound like you this is me okay push it push it there you go perfect okay pop everything you got right here your dense dynamite you can use it here sapper dense dynamite okay keep it up give it up this is it this is it we're gonna go way to go dude nice good freaking job everyone that was awesome really really good really good job everybody picking that up yeah let's get gnomes gnomes and dwarves in the front okay ready three two one nice guys it's finally over it's finally over taking my place look we just kick this guy's ass okay and I did what every player in the history of wow has ever done after they've killed good dude you come in you stand on this thing right here you hop on your aq mount you take a screenshot and you say hey look we did it guys the true classic experience okay of clearing aq in a day but here's the thing man we got a lot of aq to go and let me tell you about my new schedule okay the new raid schedule it's gonna be aq 40s Tuesday nights Wednesday nights will be scuffed mc scuffed bwm almost surplus right it's not gonna be that scuff Thursday will be a day off Friday might be a variety day some days I'm gonna do variety IRL every day I'm gonna start in just chatting right so if you see me go live and just chatting it's cuz we're doing reddit recap and stuff before we go play a game thinking like I'll play variety weekends retails a good stream game yeah I'll play Shadowlands that's kind of the plan so I've got two days or raid days Wednesday bwlmc Tuesday is aq 40 Thursday is off Friday Saturday Sunday Monday Friday Saturday Sunday Monday those four days probably three of those days are gonna be variety so either Saturday Sunday Monday or Friday Saturday Sunday and then Monday was as wow maybe that's that's kind of the current plan


Hello and welcome to the session. In exercise 1 to 8, find the equation of the line with satisfy the given condition passing through the point minus 4 3 with slope 1 upon 2. So first let us learn the equation of a line passing through the point x 1 y 1 having slope m is given by y minus y 1 is equal to m times of x minus x 1 where x y is any general point on the line. So with the help of this equation we are going to find the equation of line so this is our P idea. Let us now begin with the solution and here the given point through which the line passes is minus 4 comma 3 that is here x 1 is equal to minus 4 and y 1 is equal to 3 and the slope m is equal to half therefore equation of the line according to our P idea is given by y minus y 1 that is 3 is equal to m that is half into x minus x 1 and x 1 is minus 4 therefore we have y minus 3 is equal to half into x plus 4 all this can further but it must 2 times of y minus 3 is equal to x plus 4 or 2 y minus 6 minus 4 is equal to 0 or 2 y minus x minus 10 is equal to 0 or now multiplying both side by negative sign we have x minus 2 y plus 10 is equal to 0 therefore equation of a line passing through the point minus 4 3 with slope half is x minus 2 y plus 10 is equal to 0 so this is our answer hope you understood it take care and have a good day.


Welcome to this session on Pedagogy for Effective Use of ICT in Engineering Education. I am Sridhar Iyer and I am one of the co-instructors of this workshop. So, in this session we will be looking at this question of how to use visualization for teaching learning of scientific content. To begin with, since we have been talking about learning objectives all of yesterday and part of today, the key learning objectives for this session are that after this session you will be able to list different categories of visualizations and you will be able to choose appropriate visualization for your topic and your learning objective. So, these are the objectives for this session and with that let us begin with looking at a few visualizations which I am now going to do through the screen share function, ok. So, here is a visualization of something from molecular and cell biology, ok. So, what you need to do is simply observe what all interactions happen and later on we will discuss about what is the use of this visualization. So, there is a model for DNA replication and there is how the DNA replication happens and how the transcription happens. I am just going to click on one of them and let us say we look at what is the dispersive model and we find that there is a flash animation that is loading which shows a DNA strand which is the original parent molecule and there is some audio along with it which I have actually currently turned off and the original molecule is replicating in some manner generating first generation daughter molecules and then replicates one more time to generate another generation of daughter molecules. And then that part of the visualization ends with some commentary on what is to be observed and then it goes on to talking about the next type of model which is the semi-conservative model and so on and so forth. And then there are sessions which talk about how the replication actually happens it starts with some strands and let me speed it up a little bit and then we will see that at some point different structures are being pointed out and some movement happens and at the end of it you have some replication of the DNA that is being shown. So, this is one visualization we will just stop here this one will and it says at the end that in this learning object you have learned about proposed models for DNA replication how the replication happens and how the transcription happens. So, that is one of the visualizations that we have seen which is the functions of the DNA. Then it is not essential for you to observe the content of the visualization as much as the features of what is being shown in the visualization. So, let us look at the second one. So, here is another visualization which is from microfluidics and turbulence it is about ensemble averaging for unsteady flows and this again if you look at it it starts with the definition of what is a steady flow followed by a graph which describes a steady flow and then what is the turbulent flow followed by its corresponding graph and then if you play it till the end it gives you the average characteristic equation in a steady turbulent flow as some limit of something so on and so forth. And if you go to the next section once again there is a similar graph for what is an unsteady flow and if we fast forward this unsteady flow again at the end of it we come to the equation for how the average takes place. Then in the third section is where we find the procedure for the ensemble average being given which is over a average over a bunch of 10 experiments in this case which are being shown and just wait for it to play out it takes a value of 6 and then finds the points of the various graphs and then it gives the general formula which is the formula for finding this average and at the end of this visualization what we have is another set of experiments which is slightly different in which we find that you know there is a slider bar where the user can actually set this value of t and then the user can also set the value of the number of experiments and then the user can say start the number of experiments and at some point be able to generate this average values based on the equation. We are seeing three different sets of visualizations for those who have not been able to see it let me just summarize after seeing this last one maybe you will be able to see this last one this last one once again there is a it is a robotics visualization with a 2R manipulator simulation and we find that there are these various slider bars which control different things for example the length of link L1 is being controlled by this bar or we can also control it by you know control the angle by changing the clicking on the link itself or we can control the length of link L2 which essentially totally defines what is the space in which this manipulator can operate then there is a notion of different angles that can be turned around. So we can either manipulate this using these slider bars or by directly clicking on the links themselves. So essentially what we are trying to see here is that in the first visualization it was essentially we were looking at the visualization itself and more or less passively absorbing the content. The second visualization there was a lot of the description from the visualization at the same time there was some amount of control which was given to the user in terms of setting the variables and in terms of setting the number of experiments and in the third visualization we had a lot of control in the user's hand in order to set the different angles and the different lengths of the manipulator. So there is a question about shall we see the visualization or listen to the talk. So I think it is time to listen to the talk now. Essentially I have summarized what we have seen in these three visualizations we have we are not really required to understand any of the content in that visualization. What we are focusing on is what is the purpose what are they using this visualization for. So in order to get to that point let us ask one question. So having seen these three examples let us individually list three purposes of using visualizations. So there is not yet time to share anything on the chat window. So individually let us say you are going to show visualization in your course. So list three purposes of using visualizations. What might be three reasons why we want to use visualizations. If you have thought of three purposes as you can predict the next phase is going to be a pair phase where we talk with your neighbor and discuss some commonalities and differences. So you would have come up with three purposes and your neighbor may have come up with the same or different purposes. So what are these commonalities and differences. So together you should now have about five purposes. Some of you are still sending me responses in the chat window saying understand the concept understand. So as you saw in the earlier sessions the verb understand is itself quite complicated to interpret. So you need to be a little more precise about what do we mean by better understanding better understanding of what for what purpose. So it is not enough to simply say that it will make the concept easy to understand. What about the concept what for what purpose can we use visualizations. So the more specific and precise you try to write your answer the more you will be able to identify in your own teaching learning when you want to use visualizations and when you do not want to use visualizations. We simply say that ok I want to have students interest it is too broad a sentence where interest can range anything from engaging with the subject to simply grabbing their attention. There are some centers which are actually have hit upon the correct direction in terms of they are able to say that we are able to provide realistic view of the object. So you want to be thinking along those lines. There are many of the responses that are coming in now are quite appropriate effects of variation of variables ok. So let us go to share phase since many of you have already progressed to the share phase and are already sharing your top reasons ok. So if you look at the chat window essentially the responses are falling into two categories ok. One set of responses are extremely abstract which are simply at the level of still at the level of understand better or reduce complexity of the problem ok which you need to now move away from those type of responses and there is another category of responses which are more specific which are talking about like for example here retains the attention of the students in the class increase the involvement of the students ok create impact for specific topics then to identify the fault location using the data flow. So the type of answers that we are looking for are the specific answers which are beyond simply saying that it will engage the student or it will help the student understand or it will make the subject easy ok. The attempt of every teachers every attempt is to make the subject easy. So the question is how is it that you are going to use the visualization to do that? To explain the principle of operation exploration inference reduce the complexity of the problem parameter variation is possible. So there are now for example Goa College of Engineering has got it right in terms of saying that parameter variation is possible to show the packet transmission using different packet size bandwidth and links again this is SDM college Darward. Visualizations mimic the behavior of the actual object yes these are the type of reasons that you are expected to come up with. It creates interest among students see the effect of a system by varying the internal parameters of the system save the time to explain a big concept that is again a useful one. Explain different network configurations can simulate real life situation visualization is much more than text. So having done this we have not gone for an entire of 10 minutes as we have listed as I had originally planned in this. Let us move on to talk about some of the key reasons increases imagination capability that is also a good reason which is there from UV Patel College of Engineering. Let me go on to the next slide and try to see if we have covered all of these points. So the use of visuals in educational context now what do we mean by a visualization we have actually left that question somewhat open we have not made a big distinction between a video or an animation or a simulation get. But essentially what we find is the use of visuals in educational context we want to be able to when we say that we want to simplify the subject or may help the student learn complex things in a simple manner. Essentially what we are talking about is to facilitate the students to grasp one of these points. So in the most simple case or the most usual case it is the making of invisible visible. So that is one key purpose of visualizations. For example when we want to look at how atoms behave in let us say magnetic property that you are studying or fields these are things that are not visible and they are also not easy to imagine and a visualization helps in these cases to make the invisible visible. Also for the internal structure of a machine. So when we want to look at the internal structure of a machine once again the visualization helps to look at what is the internal structure of a machine which would otherwise be difficult to for the teacher to explain as well as for the student to imagine. So making the invisible visible is a big reason for the use of visualizations. The other big category is when we want to talk about movement of objects or components. When we want to say suppose like the typical car and road type of simulations in physics where you want them to be able to visualize what is happening as the acceleration increases or as some other activity or as some collision takes place and so on. So movement of objects is another area so movement of objects over time or over space how the location changes so as a function of time or as a function of space. These are two again reasons why we use visualizations because these again are difficult for us to simply do it in our own minds. The third big category is which is related to the second category itself is the trajectory of movement when you want to plot the trajectory of movement or when you want to make it explicit that this is how the movement happens. So if you look at these three reasons and if we go back to the visualization of you know let us say the DNA visualization you find that the DNA visualization falls in this category you know it makes the invisible visible right and you find that robotics visualization actually comes in this category of movement of objects and the trajectory of movement. While the ensemble visualization comes in this category of making the multiple steps in a process or a procedure making it explicit because it had multiple steps and each of the steps were being shown one after another how that average was being calculated. So making multiple steps in a procedure now in this case it was a mathematical procedure whereas you might have a different procedure for example how to carry out an experiment or you might have procedure of how to assemble some component. So any of these procedures which have multiple steps once again visualizations are a useful way of communicating them. Many of us are familiar with looking at you know how to videos on YouTube for doing something by ourselves right. So when you want to do something by yourself you usually go to YouTube look at how to video and you are able to assemble that. So that category of visualizations falls in this category of using the visualization to make the multiple steps explicit. And the last category which we have not which we have also seen in this in the robotics simulation is it facilitates what if experimentation scenarios. What is the meaning of this what if experimentation? It essentially means that it facilitates the student to ask a question saying what happens if I set this value to some x which was not intended by the teacher and then run the visualization and the visualization simply follows the laws and computes the answer or displays the answer either way depending upon what type of visualization it is and the student is able to see what happens if I were to set it in the manner that they desired. So these are the what if experiment scenarios and these are actually one of the most powerful ways in which we can use visualizations for teaching learning of science content. Where you can create visualizations ask students to set them to certain values allow them to play with different values observe what happens make a prediction what might happen when they set it to a particular value. So all of these you know science processes are enabled by the use of such visualizations which have this facility where the student can themselves set these values. So having said that what we are going to do in today's session is look at two types of visualizations one is called a transformational visualization which basically shows changes in an object over time or space for example an animation of a weather cycle or a video showing how to operate an equipment. The other type of visualization is what is called an interpretive visualization which illustrates a theory or a principle. So here again diagram of an equipment for example even a static diagram does qualify as a visualization when you have a schematic it is also a visualization or you have an animation of molecular movement that again is an interpretive visualization. So this is just to give you some background of the theory I mean we are not expecting you to be able to remember whether you are using a transformational or interpretive visualization what is more important is to be able to identify what purpose you want to use a visualization in your course. So with that let us look at a couple of more motion graphics. Let us now not talk about static visualizations we will talk about the differences between these video and animation. So let me click on one of these videos. So here is a visualization of a reaction between iodine and zinc and essentially it shows all the components it says water, powdered zinc, iodine is there, there is a dish in which the mixing is going to happen as somebody who is wearing gloves and is taking some of the iodine into the dish. As you watch this visualization what you need to think about is when would you need a visualization of this type which is essentially a video of somebody doing an experiment. You can also see that some mixing is going on with different types of tools are being shown and then there is a line also there is also a subtitle which says they are carefully mixed. So the notion of carefully is also being illustrated using this visualization know how the mixing should take place is like being done very carefully and this actually would be a good time. So if you were a chemistry teacher this would actually be a very good time to pause the video and ask your student what will happen when we put a drop of water. So I am going to pause the video and let you think about it for a moment. What will happen when you put a drop of water? You have to go back to your chemistry 101 and remember what is going to happen. So this is one power of the visualization. You could show part of it, pause it and ask the student. So this can be done in any type of visualization it can even be done in a program. You can run a program you can pause it at some point and you can ask the students to predict what is going to happen at this point. So I am going to continue playing with the visualization. So when we play that puts a drop of water it is probably going to explode or catch fire. So some iodine fumes are being generated. So once again you can use the visualization to show that what is the amount of how the reaction actually takes place. And then there is a subscript which says the heat generated by this is exothermic causes excess iodine to do this, purple smoke is iodine in its gaseous state. And such a visualization helps students to actually get a feel for what the experiment is about even though they have not done the experiment themselves. Alright, so that is one type of visualization. What we just saw was a video. So now what we are doing right now is trying to make a distinction between videos and animations. So let us look at an animation next. So this is an animation of distillation column. Again you first see the distillation column itself and then the image kind of fades away to show you what is there inside. There are labels which show what are the various items. There are arrows which show the direction of air and the direction of whatever product that emerges. Then there is the possibility of zooming in into the visualization to look at the different levels more carefully. And then it starts off with looking at the top most level where there is some feed is happening which are filled into one of the levels of the distillation column. And then the animation actually shows you how some overflow happens into the next level and how the process of this distillation takes place from one level to the other. Here once again we find that this is a type of visualization where we are able to go inside the machine to see what is happening. And once again you find that some higher boiling point component is there at the bottom which is eventually taken out. There was a notion of dome condensation happening at some level and there is a lower boiling point component which is taken out by a different valve. And there are arrows which are indicating what is happening at the various stages. There is a zoom in view of the process at each of the stages. So, what we have seen are two types of motion graphics. Both of these are called motion graphics. In one case we saw a video of an experiment being performed. It had its advantages of why we should take a video. And in another case we saw an animation of the internals of a particular machine. So, what we want to do now is to think about when is which of these two types appropriate. So, let us say that we have two groups of people in each center. This is also a good activity to perform immediately after lunch. So, while people are kind of falling asleep, this is a good time to talk to your colleagues and look at group A is the video group. So, essentially they have to be pro video. They have to say these are the advantages of video. And group B is the animation group and they have to kind of come up with reasons for why the animation is a good idea. So, form two groups and participants in each group for about 5 minutes list the advantages for the type of visualization assigned to your group and also list the limitations for the type of visualization assigned to the other group. Essentially if you belong in the video group you want to say these are 5 advantages of video and these are 5 disadvantages of animation. And if you belong in the animation group you have to do 5 advantages of animation and 5 disadvantages of video. So, you do not need to do this as an individual activity you can do it as a group activity. So, I am not asking for responses of the type video is a lot better than animation. There is a specific activity that has been assigned. The activity is if you are in the group. So, make two groups in your remote center. One is the video group and the other is the animation group. So, the video group has to list advantages for video and disadvantages of animation. The animation group has to list the advantages of animation and the disadvantages of video. So, please go ahead with this debate in your own centers. So, clearly there are two camps of people because I have got responses which says video is better than animation and I have got the opposite response which says animation is better than video. And this is precisely the point where a debate is a useful teaching learning tool. So, whenever you find that there are such responses which are possible in your class always you should think of having a debate between the two. The idea of the debate being that the advantages and disadvantages become more clear in everybody's minds at that point. So, I still find that there are some centers which are sending responses of the type animation is better, video is better. So, I encourage you to write the reason why you think it is better because as you would have seen from the other responses there are reasons when a video is better and there are reasons when an animation is better. So, that the whole purpose of this debate is to become clear about those reasons. So, now most of the centers are along the right track because many of them are saying that concept can be explained through animation, video is gives the real time feel, video also helps to look at the real view, limitation of an animation is economic viability somebody is saying, animation is time consuming and requires expertise to create. So, these are all good reasons which are now coming out when we start thinking a little beyond which is better in the totally abstract sense. Video can run on any platform, animation takes less time to explain things that itself is a, is an item which we can debate on. Animations can be interactive, you want to say things, some responses, when to use a video, when to use an animation, working principle of motor can be shown by video. So, now I am getting a lot of good responses from pretty much almost all the centers and they are kind of along similar lines, creating animation itself is one of the learning process. So, that is a very good one. So, which is when you assign creation of the animation to your student as an activity. If you ask your students to create the animation of the distillation column can be sure that by the end they will know how that column works. However, it still remains to be seen how you are going to assess it and how many marks you are going to assign for it, all those issues will remain. Videos help in internal details are not possible in a video. So, I think we have more or less covered the reasons that need to emerge. So, we have already done this step of communicating the top advantages and limitation via the view chat and I have already been reading out some of them. So, largely I think it is more or less the summary is pretty much identical to what we have here as a summary. Most of the responses does fall into this category of saying that the video captures realistic visuals in this and it also helps you to see how to carry out the procedure while the video cannot capture magnification, position, internal details and so on. The animation on the other hand is useful to show visuals which are not possible to be captured by cameras such as how the internal process of something takes place. On the other hand, there is the problem of an animation is that it looks artificial, one does not know whether to believe that whether that process will actually take place in the same way in real life or not. So, again there are responses which are saying that in animation there are no chemical or physical hazards that is a very big reason for this entire area of virtual laboratories and remote laboratories and so on of controlling being able to control the physical and chemical hazards. So, given this videos and animations, let us look at one more category which is a simulation. I am sure most of you are familiar with this idea of a simulation is going to quickly share the screen of a simulation which actually is about image thresholding and if you cannot see the simulation it really does not matter because you can imagine any simulation that you have seen earlier may be using you know your own in your own field using MATLAB or okay. So, in this particular simulation in one case it simply shows the what happens to an image when you do a image thresholding at a certain point and in the other case I am just looking for and in the other case it looks at suppose I want to do some medium thresholding how the thresholding image looks if I want to do a low thresholding how the image looks or if I want to do high thresholding how the image looks. So, this is one example of why we are calling this a simulation is that this is more or less there are equations which are governing the generation of the image in the background. So, you might have come across other simulations which are done using specific simulation software. For example, if you are in CS and you are teaching networking you might have used some network simulators which simulate the movement of packets in a network or if you are in electrical engineering or any of the other disciplines also you might have used MATLAB quite often or you might have used some kind of CAD packages or FEM packages. So, they are all essentially going to perform simulation based on some equations underlying the concept that you are trying to simulate. So, now the key question that we want to understand is when should we go for each of these types? Is it always better to go for a simulation since it seems to be the most you know high end so to speak because it can actually simulate every instance it can always the equation is very realistic or is it enough to show a video which is mostly passive where the student is just observing it that is the question that we want to now answer. So, the simulation essentially the same point is being made here using simulation a quality could be added and simulation. So, that is some of the reasons that I am seeing in the chat window they are also quite appropriate that simulations are very accurate. So, simulations are not only accurate they could also provide control to change parameters and display the results. So, now suppose we leave aside this terminology of am I going to call it a video, am I going to call it an animation, am I going to call it a simulation? Many people get stuck in this terminology. So, suppose we do not worry about the terminology and we worry about the purpose you know what am I going to use it for what is the purpose that I want to use it for and we need a way of making a decision. So, how would we go about making this decision? I will give everybody a minute to think how will you decide when you will show a video or when will you go for a simulation. So, here is an example let us say there is a topic of packet transfer which is in computer science and let us say there are three different types of visualizations to teach this concept. Essentially it shows how data communication is happening, how packet transfer happens. So, when you say play it starts with showing this number of packets which are 0, 1, 2 here and then 1 packet is sent and then the acknowledgement is received and then the next packet is being sent and then the acknowledgement for the next packet is being received and then the next packet is being sent and the acknowledgement has not yet been received. I think the animation ends before the acknowledgement is received. So, this is another so, even if we click on next it essentially is going to play the same animation again. So, it essentially illustrates how packets are transferred between a sender and a receiver by sending a packet from here and an acknowledgement from there ok. So, here is again a similar animation of the same idea of packet transfer between two computers and, but here you find that there are many variables that you can manipulate. So, there is something called a sequence number which you can set to let us say 12, there is a window size which you can set to let us say 6 and then you can say I want to do some kind of a run and then you see some acknowledgements being sent, some packets being sent essentially it is the same idea between a sender and a receiver, some packets are being sent, some acknowledgements are being sent except in the first case it was a totally static simulation where all that you could do was say rewind and you could say play and it would just play the animation would just play. Whereas, in the second case you as the learner or the user have a lot of control on what the parameters are and the system is actually showing here in this window as to what exactly is happening behind the scenes when these packets are being delivered and the acknowledgements are being lost and so on. So, now when you look at this one this essentially talks about how is a file being sent from one computer to another, once again it says ok a file is broken into packets and then the packets are then labeled and then they are sent over the network from along perhaps along different paths, they arrive at the receiver perhaps in a different order and then at each point essentially as a user you are clicking this next button you are observing what is happened and you are clicking this next button and it says ok this is the next step in the process that is happening. So, packets have arrived information is reassembled and then that is the end of that visualization. So, now the point is that we have seen three different visualizations for the same concept. So, whenever we talk about packet transfer we are talking about some one of these concepts right. So, which of these visualizations will you use which is the best one? Now often we think in terms of ok I want video is better than animation for the or animation is better than video. So, in that sense which visualization is better than the other one. So, if we think about that question some I see some centers actually sending me responses of C and B and so on maybe I should have had a polling question on this A, B, C. So, I am seeing a lot of these responses. So, once again the point here is that this question is by itself does not make sense ok which is the better visualization is not a meaningful question unless you say for what purpose. So, unless you know what is the purpose suppose my purpose is simply to illustrate that this is what happens this is how the packet goes and the acknowledgement. So, there is the notion of a packet and there is a notion of an acknowledgement. If my purpose is only so much if that is all I want the learner to be able to comprehend at the comprehend level ok. If it is only at the explain what happens in the network the first visualization A itself is enough ok. If I want the learner to go beyond that and to be able to say ok what is the exact equation that is underlying this flow between the sender and the receiver then visualization A is not enough I need to move on to visualization B ok. And if I want the learner to understand what is going on at the TCP level versus what is going on at the IP level then once again visualization B is not enough I need to also talk about visualization C. So, the point here is that simply asking which visualization is better is not a valid question. We need to think about which visualization is better for what purpose. So, the key here is to be able to match the purpose and the visualization. So, if that makes sense there is a simple tool that we can use to choose the appropriate visualization for your topic ok. So, given any topic let us say topic in this sense is topic along with a learning objective ok. The topic can be packet transfer and the learning objective can be that I want students to be able to show or draw a diagram of how packet transfer happens between two between a sender and a receiver. There is a good reference that we can use. So, we will just quickly look at some of the key ideas in this ok. This is called the Weiss graph. So, the spelling is W E I S S, but you can remember it as W I S E. So, it is a Weiss graph it will help you to choose wisely about which visualization to use ok. So, it is a very simple way of deciding. So, in the beginning it says ok let me look at is there trajectory and movement inherent in the topic ok. So, if there is no movement or there is no trajectory involved in the topic it turns out that you may not need any animation you may not need any visualization at all. So, the first question you want to ask is there movement or is there anything that is going to change as a function of place or as a function of time. So, if there is no change then perhaps you do not need a visualization. Even in this case if you think that maybe I want to do some cosmetics or I want to simply grab the attention of the students by showing some video it might be ok to use them sparingly ok. On the other hand if we take the yes part. So, this is the first question that you are asking is there anything that is going to change ok. So, whenever you want to depict some change visualization is a good idea ok. Then you ask the question what function is that animation serving is it presentation or clarification. So, in that case you find that animation may be useful, but it depends upon the domain in some domains it may be useful like for example, the distillation column even though you might be simply operating at the understand level you might simply be at the lower cognitive levels it is still a useful thing because you are looking at the internal structure of equipment. And then move on to asking this question that is animation inherently tied to your subject. So, if the answer is no then you do not need to go further. Now if you say look animation is required and look at these three categories. In order to explain a procedure I am going to use an animation to explain a procedure or I am going to use it to explain a concept or I am going to use it to illustrate some fact principles or rules. So, these are the three main categories in which we want to think when we talk about I have a purpose for which for my topic let us say I want to illustrate the rule of some equation. So, you need to decide whether this falls in the category of illustrating a procedure or whether it falls in the category of a concept or whether the equation is simply a rule ok. So, the same equation depending upon what purpose that you want to use may fall in either one of these three categories. So, it does not mean that always equations are rules. So, once you decide that I want my students to be able to follow a procedure and the equipment or the context is not readily available. So, this was the key idea why we saw most of the animations in this session because the equipment or the context is not readily available. It is not easy to always show this experiment of iodine and zinc live in every class. So, you capture a video of that it is not easy to look into the internals of a distillation column. So, you create an animation for that ok. So, in this case animation might be useful in explaining the steps of the procedure ok. If you come to concepts once again we have to ask the question is there any impact because of simultaneous influences or changes over time or is there something which is not visible to the eye. So, in any of these cases if your answer is yes then once again you will find that an animation is useful to communicate that concept ok. If you find that it is a concept, but there is no change over time or there is no microscopic activity that you want to look at then perhaps again there is no need for a visualization ok. So, that is the basic idea of how we go about taking this decision of when to use a visualization versus when we do not want to use a visualization. So, let me just recap here. The first question that you want to ask is there any inherent movement in my topic ok. If there is no inherent movement then perhaps your answer is no ok. Movement of anything it need not be movement of the entire object, but it can simply be movement of some internal of the object or movement of even at the molecular level in the object which is important. Then having asked that question you ask whether is it the procedure that I want the student to learn or is it the concept that I want the student to learn ok. And having decided which of these is more appropriate for that particular learning objective you can go ahead and decide the type of visualization that you need. For example, if you want the student to learn the procedure of how a packet is assembled before it is sent on the network then a visualization of which simply shows how a sender and a receiver interact with each other is not the appropriate visualization. Even though it may be an accurate visualization it is not the appropriate one for your chosen objective. So, with that let us just look at one small activity. So, you wrote some learning objectives earlier and for some three of those learning objectives list a purpose for which you can use a visualization. So, this is the last slide and if you need I will just go back to the slide of the vice graph itself. But essentially the vice graph even though you may not want to follow it exactly you can think of it in terms of a flow chart which is helping you to decide you know is there any movement and am I illustrating a procedure or am I illustrating a concept you ask those questions you will more or less be able to arrive at the vice graph on your own. So, you also note that this is an extension of your morning's lab because there we talked about one visualization and one learning objective right without thinking about what is the purpose. So, it is and the type of the visualization right without thinking about what is the purpose or the type of the visualization. So, once again I think this type of the visualization is not so critical I do not know why I wrote type of visualization here. So, it turns out that this is also an assignment which is already uploaded. So, what I will do is I will pause at the previous slide then and if anybody wants to you know send a response over the chat or ask a question ok I will take 2-3 questions. This is Narayana Gurukulam college. Sir, I had a question in the previous session sir ok in bloom staxonomy digital bloom staxonomy. Yes. In that there was a level for that bloom staxonomy that is create. Yes, go ahead what is the question. The teacher has explained that creation is some sort of creation creating the portfolios and creating videos something something and I got confused with the create that we have already discussed in the previous the day 1 class that is the bloom staxonomy that is something about changing the figures or creating new ideas or explaining things for a new that was the that was what explained in the first day and today it was something different. So, what is the difference between those I want to know. So, create strictly speaking create means create something new you are right in understanding that in the first what you heard in the first day create was described as something which was with something new that has to be created. So, in digital blooms what we find what you will see is that the levels are also converted into learning activities. So, if you want students to create something. So, now creating of a video let us take that as an example would you call that as a create activity or would you call that as an apply activity these questions are also sometimes when we go to the digital bloom staxonomy it can be that what you might think as an apply level activity if we give the correct set of activities it can also become a create activity. Can you state any software to create technical animations from tools. So, software for creating animations. So, there are it depends once again on the purpose. So, if your purpose is to show you have flash you know you could write Java programs or you could also have specific software if you want to create 3D animations. So, we have blender you have other such tools that are available. So, a simple Google will actually lead you to a set of such tools for creating animations. So, are there free tools? Yes many of these tools are free how are they to be used? Now that is something that you will have to look at the how to of those tools. So, I mean there are separate workshops which are tool based workshops which will just teach you how to use Python. So, there is a site called spoken tutorials where you will find a lot of tutorials about use of these tools. So, even if you Google spoken tutorials is again a project which is being run at IIT Bombay will find lot of these tools or tutorials for use of software tools. So, at this point we will take a break for tea.