Podcast appearances and mentions of frank hall

A new MP3 sermon from Grace Audio Treasures is now available on SermonAudio with the following details: Title: An unseen principle of madness permeates his entire being! Subtitle: Puritan Devotional Speaker: Frank Hall Broadcaster: Grace Audio Treasures Event: Devotional Date: 6/25/2025 Bible: Genesis 6:5; Numbers 32:23 Length: 2 min.

The Astounding She-Monster (1957)AIP Production #220 Jeff and Cheryl do their best not to anger the murderous emissary of peace from another planet in The Astounding She-Monster. Directed by Ronnie Ashcroft Screenplay by Frank Hall Story by Frank Hall and Ronnie Ashcroft Produced by Ronnie Ashcroft Starring: Robert Clarke as Dick Cutler Kenne Duncan as Nat Burdell Marilyn Harvey as Margaret Chaffee Jeanne Tatum as Esther Malone Shirley Kilpatrick as The She-Monster Ewing Brown as Brad Conley Al Avalon as Radio Newscaster (uncredited)Scott Douglas as Narrator (uncredited)and Egan the Collie as himself Produced by Hollywood International Pictures and distributed by American International Pictures. Stream The Astounding She-Monster on Freevee or Tubi, or rent it on Prime Video.Follow the American International Podcast on Letterboxd, Instagram and Threads @aip_pod and on Facebook at facebook.com/AmericanInternationalPodcast.View the Astounding She-Monster trailer here.Our open and close includes clips from the following films/trailers: How to Make a Monster (1958), The Brain That Wouldn't Die (1962), I Was a Teenage Werewolf (1957), High School Hellcats (1958), Beach Blanket Bingo (1965), The Wild Angels (1966), It Conquered the World (1956), The Abominable Dr. Phibes (1971), and Female Jungle (1955)

In this episode of Real Talk, KJK Student Defense Attorneys Susan Stone and Kristina Supler are joined by Joe Hendry, a Senior Director of onsite services for Navigate 360. They discuss school safety and best practices.  The conversation includes why schools are still a relatively safe space for kids , the importance and limitations of a threat assessment in today's day and age, and what parents, students, and school faculty need to know to properly prevent and manage threatening school situations. Links Mentioned In the Show: KJK Student Defense Navigate360.com Show Notes: (01:06) What makes today's guest perfect to discuss children's safety in school (02:48) Are schools in this day and age considered a safe environment for kids? (03:15) The unprecedented spike in mental health issues in schools since the onset of the pandemic (03:56)  Have professionals and experts in the field determined a specific profile that indicates one can become an active shooter? (04:50) The limitations of threat assessment in a school setting (05:50) An instance where 2 separate threat assessments were fatally inaccurate  (07:49) How to distinguish a possible threat indicator from an unremarkable firearm post on social media  (08:45) How conducting risk assessments can aid in improving safety and security protocols in the school setting overall (09:37) Typical issues Joe and his team identify during risk assessments in school districts  (11:10) Why over 90% of these catastrophic incidents are actually internal threats (12:00) The importance of early intervention to prevent behavioral issues in students from escalating (13:43) What parents and their children need to know about school lockdowns during dire situations (16:28) Why simply containing dangerous situations within the school physically is not always to correct solution and might even work in favor of the assailant (18:29) Flexibility is the key to an effective lockdown protocol; there is no one-size-fits-all lockdown Susan Stone: Today's topic is quite serious. School safety.  Kristina Supler: This is a really difficult topic to discuss. It's. It's a topic that evokes anxiety and fear and. It's top of mind for all of us, particularly as families and households are getting ready for children to go back to school. So we really thought it was essential to do an episode on school safety. Susan Stone: And every time there is another school shooting, it seems like there's a lot of finger pointing and blame placed and it's not constructive to constantly place blame. So we really wanted to have a guest here to talk about what are steps we could take to. Be more solution focused.  Kristina Supler: With that in mind. Let's kick it off with today's guest, Joe Hendry.  We're here today to talk about school safety and best practices. We're so pleased to be joined by our guest, Joe Henry, Joe served in the Marine Corps and then was a law enforcement officer for nearly 30 years. Now he's transitioned. He's in the private sector where he's senior director of onsite services for Navigate 360, which is basically a company that provides safety solutions for school. Susan Stone: We really are lucky to have you here, Joe, can I just brag about you a little bit before we ask you questions? You were named by the Ohio department of Homeland security. I'm gonna do it anyways. Even if it embarrasses you and the Ohio attorney General's office, as an expert in civilian and law enforcement responses to active threats. Mr Hendry he was also selected as a one of only 18 subject matter experts in school security in the world, by his peers at the, and correct me if I get this wrong, Joe, the ASIS International organization. And we've really avoided this topic, Kristina, because fortunately school safety hasn't been hasn't really hit our practice. We haven't really dealt with that issue in terms of our clients and our cases, but too much has happened. And we felt it was really important to bring you on Joel. And thank you so much for agreeing to talk about school safety.  Joe Hendry: Sure.  Kristina Supler: Thanks again for joining us. through the pandemic, Susan and I in our practice have seen a, a surge in students with mental health issues. And now we turn on the news and here we are. So let's start with the big question. Are schools safe today?  Joe Hendry: I think schools are relatively safe compared to a lot of other locations because there's so much, in place from prior events since Columbine occurred Schools have taken security for the most part fairly seriously. So a lot of things were in place potentially physically security wise from incidents at Columbine and Virginia tech and, Sandy hook that started requiring, special locks, doors, fencing, things like that. But you are correct. There's been a huge uptick in mental health issues. Since the pandemic And that affects security in ways that we haven't seen before prepared for actually,  Susan Stone: Kristine and I deal with mental health issues that impact the types of accommodations that students need in schools, such as ADHD or dyslexia or autism. We're talking about something very, very, very different. And I just wanna know in your experience working on these issues, is there a profile of the type of person or who would become an active shooter?  Joe Hendry: So the secret service is done two major studies since Columbine and has been really unable to come up with a definitive answer. There's a profile for an active shooter. We have a profile for someone who's a serial killer. There are indicators of person who may become an active shooter, but having a set threat assessment profile of one there isn't there's overlap with things, obviously the most recent one at all day that individual really didn't have any run ins may have had some mental health issues that really didn't. Very obvious through the education system. I've read that he was denied access to some educational benefits to him because he wasn't classified as needing them by the school district. It sounds like he began to leave the education system in a very slow way was having problems at Develop fascination with guns, things like that. Those are indicators potentially of someone who may be prone to violence. It's one of those things where you know, it, when you see it, but because we don't train people how to identify it sometimes threat assessment works and sometimes it doesn't, it's not the exact science. So the way you guys deal with a lot of things, you see ADA access, ADA access, things like that. What I see on my side of the house and I'm trained in NTAC that's national threat assessment center for mental health, you know, identifying people with mental health issues that may become violent. Those type of people require professional assessment by people who are psychologists people who are involved, potentially parents, teachers. Law enforcement security people that run into them in the education system. And even that isn't particularly 100% full proof in identifying those people because there is no exact profile. So a lot of times you may not even know you stop somebody in the path to violence by doing a good behavioral threat assessment on them. But a lot of times it becomes an issue where they don't even. Be able to identify people. You guys remember the Arapahoe shooting a few years ago? Yeah. At the stem school. So that individual it had two threat assessments, one done by the school and one, his mother actually had done by a professional psychologist and both of them actually identified him as a low threat and here he becomes an active shooter. There's no 100% cure all for some of the threats we see in the education system that all makes. Yeah,  Kristina Supler: well, it it's, it's actually frightening to think about what you're saying in that there's all these mental health professionals and experts and law enforcement professionals, and other safety professionals who study this for a living. And you say there's no specific. Profile. And it begs the question, Susan and I regularly handle student misconduct cases that might involve the student getting in trouble for posting a picture with a toy gun or fake bullets, things like that. And we've seen believe it or not. We've seen students expelled for these types of social media posts. So can you talk to us a little bit about what's the difference between. Maybe a real warning sign versus something along the lines of a student making a joke. That of course is not funny.  Susan Stone: No. And I just wanna add, because the, every year it seems like Kristina, wouldn't you agree? They always happen in September. The jokes come online often,  often. Yeah. That's a good  point. And we're seeing middle school kids because they have access to devices younger and younger, and I don't wanna profile, but typically boys who will post pictures. And they, they really do think it's a joke or that it's just for friends. They don't expect it to get out. So how's a school supposed to know the difference between this is just a normal kid. And if you expel this kid, you're really derailing their education or causing a school to prison pipeline, versus we gotta watch this kid,  Joe Hendry: right. It's really the entirety of behavior of the student who actually has the incident, right. A kid drawing a picture of a gun could go either way. Right. Does he have an unhealthy obsession with a gun? Does he have access to firearms? Has he done things in the past? That would lead people to believe that he's violent, that has, tendencies potentially is the individual suicidal. Does he have. Does he bully other children? All those things come together, drawing the picture of the firearm itself in and of itself may be absolutely nothing. And that's one of the problems we have. Since Columbine, there was this big, huge zero tolerance for violence policy. Sure. Yeah. And that doesn't work. Really doesn't that's why professional behavioral threat assessment is. So I. There's a couple different programs out there. And, you know, in my role as a school professional, one of the things that I do is we do company does risk assessments and I go and conduct risk assessments. In fact, I'm in the process of actually writing a risk assessment for a school district that had an active shooter last year that we were at. And one of the things we at you  Susan Stone: clarify, Joe, when you say a risk assessment, I just wanna understand for the institution, or do you do it on a specific student? I just wanna make sure  Joe Hendry: we're doing it on the institution. Thank you. The entire, I just didn't understand that. Okay. Facility. So we're looking at all their safety and security procedures and their personnel and their training. And there's a lot of interviews. We look at the physical security safety, and all those things come together because that require. Safety and security requires a very comprehensive plan and it's not just the physical side of things. It's the mental health side of things. Are you providing, behavioral threat assessment you're providing training to people, are you training, emergency operation plan, continuity of operation plans? All those things go into a risk assessment. But one of the things we see is when we start going to do a risk assessment of district, and we ask for paperwork, they'll tell us that they have a threat assessment team, right? They maybe have a school psychologist or social worker on the team. They have a, maybe a school resource officer, principal teacher sometimes outside professionals, depending on the case, what we find is they're meeting, but they really don't have a good guide sense of guidelines on how to conduct the assessment. They don't have good record keeping they're not using, the national threat assessment center from the secret service has professional standards and. In order how to conduct a risk assessment for someone who potentially could be violent or potentially it's a student acting out, or like you said, it could be a student who just did something that thought it would be funny among his friends and it blew up in their face. So what's the decision has to be, what is the difference between all three of those individuals? Having a policy that says if anyone does anything, we kick them outta school. doesn't benefit anyone, especially the student that is the subject of the behavioral threat assessment.  Kristina Supler: So, so was, let me ask you, is there any way there's a lot that goes into this. This is a complicated issue, of course. Is there any way for schools to identify early on before the catastrophe happens? When a, a potential shooter a student. Who might engage in some sort of violence enters the building  Susan Stone: or a stranger? Sure. Doesn't have to be a, a student. It could be just, you know, unidentified citizen, Joe Hendry: you know, a lot of people don't understand specifically active shooter events in education over 90% of them are internal threats. There're students, staff members of people. Wow. That's really interesting's. So it's not strange. It's meant associated with the school.  Wow. Okay. When you say associated, could you tell. Who, what are the who's in that 90%?  I'm curious. So if you're talking students, there's been staff members, obviously there have been, husbands of teachers parents, they're all people that are intimately associated with the school, that know facility that know where people are, all of that stuff. And I'm not gonna get in the lockdown right now, cuz we're on a different topic. When you realize they're gonna get there,  Susan Stone: Joe. Hey, tight.  Joe Hendry: okay. When you get to 90, when you're thinking about 90% of the people are either from the facility or intimately acquainted with it, these are people that a lot of times that are known now, sometimes it's former students that commit crimes, but a lot of times, if we can identify behavioral issues and students that are young without labeling them as a threat, maybe they just had behavioral issues. That, they need to work on kind of stuff. Those kind of things are early interventions with students that, you can maybe potentially change behaviors in young students so that they don't become disillusioned, that they don't become bullies or victim of bullying, things like that. Those are all things that kind of need identified early in the process. A lot of times I'll see and hear from teachers and staff on risk assessments that they. Anti-bullying training maybe at the junior or high level and the high school level, but they're not doing it at elementary school when it actually really is beginning. Susan Stone: Well, when you talk about early intervention, you're speaking our language, cuz we're all about advocating for early intervention, but I wanna shift a little bit. Sure. Because this podcast, we're both parents; you're a parent, Joe; you're talking to parents. So if you were going to speak to parents, what you're doing now, what should parents be telling their children about? God forbid, if something happens how to respond. I know, I would say, and it's probably the wrong thing. You're gonna tell me it. But my instinct is that fight flight, but really in this case, it's flight, like run away, go  Kristina Supler: don't. Yeah. I'm not sure that I, I don't think when I hear my daughter talk about the training she does, it's it? Her school it's it's the opposite. So I I'm curious, Joe, you're you're the expert. What should parents be talking to their kids about? Realistically?  Joe Hendry: So what a lot of people don't understand is, you know, we, we talk about it in a very ubiquitous way, the word lockdown, right? It kind of covers everything. Everybody uses it for everything, lockdowns a code word, number one, which we shouldn't even be thinking about using, FEMA came out in 2050 that don't use codes, tell people exactly what's happening so they know how to respond. And I keep hearing the word lockdown. It  Susan Stone: scares me. I don't feel trapped. Joe Hendry: It's a verbal word. You're actually trapping. You're doing the one thing that someone who becomes an active shooter or, you know, is a suspect in one of these things. Lockdown actually does. The one thing that the gunman is completely unable to do by themselves. That is gain control of an entire facility that is populated on by almost every room by people and gives 'em complete and utter control of the facility. And absolutely almost in no way, is there anything that's going to happen other than potentially you put a door lock between a suspect and a room full of kids, but that door lock the windows in the doors, the doors, none of those are manufactured to withstand gunfire. There. The infrastructure doesn't match the response. Kristina Supler: Everyone wants to get in the room. They're gonna get in the room, right? Yeah, no,  Susan Stone: I, I, I, like I said, my instinct has always has not like the idea of telling your kid to stay in the room. So what do you do, joe?  Joe Hendry: Yeah, here's the thing. And really, we have examples of this already nationally in training and fire response. I mean, fire response, all of us know how to respond to a fire and we've been train. Nationally to how to respond to a fire since 1960. And that 62 years of training has told us that if the building's on fire and you're under danger, you should leave. But it also gives us other options. Like if we're in contact with a fire, you catch on, fire's supposed to stop, drop and roll. We train people if other people on fire and they panic and they start to run, knock them down, roll on top of them. Extinguish. With your own body. We're trained in fire extinguishers, the infrastructure, the buildings built around us surviving a fire and everything. But the interesting thing is, and this is originally why we got on this call is we don't train people to fight fires. Right. We just, we don't do that, but we train 'em how to do everything else, active shooters, the exact same thing. But because back Lockdown tactics and active shooter come from Southern California from the 1970s. But the problem is rooted in the 1960s. The riots in Watts in Los Angeles caused a Los Angeles unified school district to fence in several of their properties around their schools to keep threats outside. Right. A very common concept called concentric rings of security to prevent threats from coming from the neighborhoods onto the school. That concept worked very well for particular types of threat. However, at that moment in time, too, at that moment in time, and that moment in time, cuz that  infrastructure works very well, right for certain threats. But however, in the 1970s, when the FBI defeats the mafia in Southern California, basically, right, it creates power vacuum, the power vacuum still by gangs. Those gangs begin to target each other where the mafia really targeted people in a. Particular way, right? They found a target. That was the person was the target. The gangs began to just spray gunfire in the streets and drive-by shootings became like a major event in these cities. And still to some extent they are, but really in the seventies and eighties, this was huge problem into the 1990s. But what happened was the kids who were at the school when they were shot at, on the street, had the ability to run away. But the fencing for the threats that was installed in the 60. Became a trap for the students that were on school ground, know anything about Los Angeles, the school grounds. A lot of the it's warm all day, right? So the kids are outside. Their cafeterias are outside. Their lunch rooms are outside. Their gyms are outside. They have courtyard open schools with doors that open in the courtyards. There's no interior hallways. So when these events happen, the ability to run away was fixed by the fence mm-hmm and they could not leave the area. So Los Angeles had to come up with a different response and they actually began to call what's called drive-by shooting drills. You can actually look these up. The first reference I can find to them in a national publication is an ed week in January of 1993, where a reporter does a study on how drive-by shooting drills are being used for shootings that are beginning to happen on school campuses. So this is 30 years ago.  Susan Stone: Apply those however day. Are we supposed to train? Are students in an orderly way, how to get out of the building,  Joe Hendry: For fire. Yes. But here's the problem. When we see training, right. Organizations good in training and you, you know, you need to crawl, walk, run when you do training. Right. But we don't pick the time, the place or the victims of an event. And if you have a one size fits all plan like lockdown, single option or. And you have to be in a room and you have to do certain steps in order to remain safe. Those plans are not flexible. They're not like a fire plan that has flexibility based on your location to the fire. You know, if I told you to go into a room and close the door and wait for the fire department to come save you during a fire, you would tell me I was insane. But that's the fact, but let ask you this  Kristina Supler: practice shooter what's that if, if. One teacher, it sounds like. So I hear you. We can't have one size fits all cuz you can't, you don't know exactly what threat is going to present itself, but I isn't. It also true. You can't have some teachers evacuating students and other teachers in the same school, keeping students locked in cuz isn't that a, a, a total recipe for chaos  Joe Hendry: actually chaos works on our favor during these events. These are human beings committing these crimes. Human beings can only focus on one thing at a time. And if you give them control of an entire facility, in which every room in that facility, I don't people say you're hiding and they turn off the lights and all that stuff. That is the most ridiculous thing I have ever heard because the threat is 90% of 'em come from the facility or intimately acquainted with it. And you know, at 1:23 in the afternoon, on a Tuesday at a school, how many rooms are occupied?  Susan Stone: So Joe, I'm gonna press you. Because our listeners need something to take home. What would you tell your child to do depending on the age? Could you break it up between sure. Elementary, middle and a high school student,  Joe Hendry: young elementary school students should listen to the teachers, but that requires the teachers to be properly trained based on the location of the event. Right. So my kids. Regardless of where they're at in school right now in elementary school, only about 60 to 70% of the school day spent in a classroom. So you could potentially lock down in a classroom, right? That may be an option based on your location, based on where the threat is. However, they're also on the playground in the cafeteria and the bathroom and the hallways and the library, um, in the gym. All of those locations may require a different. That may require evacuation. So it doesn't mean everyone in the building does the same thing. Every response is based on your location, based on where the threat is. And you have to have some type of ability to adjust to a threat. If you are in contact with it. I'm sure everyone read  Susan Stone: about what's that I gotta push you on this. And I normally don't push my guests hard. Oh no, go ahead. But what should the parent tell the high school kids, the high school kids,  Joe Hendry: high school kids. I, I told my high school kids, the first thing you do, regardless of what's happening, if you know there's a threat and you're able to evacuate the facility, the policy means nothing. Leave the facility.  Kristina Supler: There you go. Susans in  Susan Stone: thinks we're correct leaves. What I've always told  Joe Hendry: my kids. Leave, leave the facility. Number two, if you don't know where the threat is, or you're in close contact with it and you have the ability. You don't have the ability to leave the facility. That's when you use lockdown, but it's not traditional lockdown. I'm only relying on a door. I'm barricading a door. There's a lot of doors in schools where students cannot lock them because they don't have keys. Right. Teachers may not be present. All those things affect the response. That's why you need the ability to be flexible. So students need to know how to barricade a location. They need to know how to prepare countermeasures inside. If the location is. All of these things, the people killing them normally are their classmates. So they know these people and they know who they are, the ability to barricade. Location's good. If my, and I've told my children, if you are in contact, you know, once they probably hit junior high, I told them if you're in contact and you cannot evacuate, and there's no ability to barricade, cuz like I said, bad guy pick the time, the place and the victims, you do whatever you need to do to survive that. It could be swarming the gunman. It could be throwing things at the gunman's face to crack them. It could be trying to run past the gunman. We're all different as human beings training. You know, I did a, there's a scientific study that I had published with two professors in the journal of school violence, where we actually studied response with lockdown and, and multi option response with active shooter. Individuals that use multi option response. It doesn't mean everyone survives. It doesn't mean no one's injured. What it does mean is the casualties decrease in that circumstance by over 75%, when you use multi option response over lockdown, when there's an actual threat. So it becomes important to tell the kids everything that they can do to survive. Not just one single thing, because if the one single thing fails, then pretty much everyone that's at that location ends up being shot.  Susan Stone: Thank you. So  Kristina Supler: it's such a, it's such a complicated issue. I I'd like to take a few moments to turn our attention to the report. That's recently come out examining the Uvalde shooting. We know that there were the report indicates that it was total chaos and in a multitude of systemic failures what transpired that day? How do we prevent the chaos when people realize a shooter might be in the building and it's terrifying. And, and can you tell us what are some of the key takeaways from that report and what do you think we should all know and learn from that report? Joe Hendry: I guess we'll start with the school response. It's pretty obvious that the school and it's interesting because the state of Texas certified that school is being prepared for an active shooter.  Kristina Supler: Oh, my gosh.  Joe Hendry: I, so that was one of the big, huge takeaways from the report. The state said they were okay. Which means obviously what they had in place. It's not just the law enforcement failure. It was the failure of their training. It was the failure of their planning. It was the failure of whatever they had told their students to do when something happened, the teacher in the one classroom where all the students were killed and the teacher survived which I, I don't know if I. How I feel about myself. The teacher said that their plan failed and when the gunman came in the room, they were all sitting on the floor where they had been told to hide. And the gunman just block down, shot all of them. And that's not the first time that it's happened in the use of lockdown. So the school did not have, whatever the state said they had in place, obviously didn't work. There were sounds like broken door locks or doors that were propped things like. Those are huge safety concerns. Any at any time, especially with a school that was having a ton of lockdowns because of the border patrol activity in the area, things like that, where they were leaving doors open, apparently which anyone could have come into the school. They had fencing around the school. It was only five feet high. That is not a proper height. It doesn't sound like they had professional risk assessment, which is the basis of everything you do. And you never one you never, ever, and you guys know this never, ever assess yourself. And your capabilities, you always have. Kristina Supler: No. Cause of course we're biased. We also, no. Susan Stone: And, and Joe, I don't know if you agree with this, but I think that in preparing for today and just every day, reading the news, the response, both healthcare workers, getting kids out of there, getting them medical attention Having law enforcement go in and know how to manage it. Having school safety officers know how to manage it. There was a lot to take away from this situation.  Joe Hendry: When I, so it was a former law enforcement officer and a master trainer for our state and solo engagement. Um, and I was former SWAT member. There were 376 police officers there and no one took charge. No one. No one ran operations inside. It sounds like no one ran operations outside. It was mass chaos. I was kind of hoping the report would maybe talk about whatever the fire and emergency medical service response was. You know, were they organized? Were they prepared? Because usually, there's a thing called unified command and unified command is the law enforcement fire response. And you guys didn't mention this in my bio, but I sit on NFPA 3000, which writes the national standards for law enforcement, fire and EMS to respond. Those things that are in the code in NFPA 3000. I don't believe were followed at all from what I've read, uh, and know so far it's to me as a law enforcement officer, it's very disheartening to see what happened. And to know that one of the, and it came out in the report that one of the agencies that supposedly talked about the law enforcement response didn't even conduct their own investigation. They took state reports and were trying to tell what went wrong during the incident. Obviously from a legal standpoint, we all know that is completely the wrong way to do that. And it'll be very interesting when the interview started happening with the officers, especially the command level officers that were there. And it's now come out with the report that the, the majority of officers at the scene were actually federal and state level law enforcement officers, not local law enforcement officer. So Joe, that tells me training had failed at all levels.  Susan Stone: I, I agree that that is an example and it's tragic. But can you give us a positive example of where something has gone, right. Because yeah, we  Kristina Supler: only hear, are there any, are there any  Susan Stone: positive success? Are there stories where there was a potential actor shooter, a school sought responded, and that is the model that we should be promoting. And I, I do wanna, I always try to give a takeaway to parents and end on some positive notes because all we're hearing is what went wrong Joe Hendry: . Trying to think of a good one that probably everyone would know. And I I'll go with Ohio. Chardon's response was actually pretty good. 10 years ago to their event. Um,  Kristina Supler: oh yes. The TJ Lane shooting. That's right.  Joe Hendry: Yeah. Okay. I never say the gunman's names, but yeah, that shooting, um, who was in the media so we can say yeah, there, there that incident. Well, not perfect. Actually went fairly well because. You guys all remember Frank Hall, right? The, the football coach hero, the football coach, the students initially some of the classrooms and stuff, barricaded, things like that. So that response was pretty good. Students were hiding under cafeteria tables, which was a lesson learned. It's like get out of the cafeteria. We had a student in the cafeteria whose mother was trained by one of my instructors at Kent state at the time. and her, she had told her child to evacuate and the, in, when that incident happened the gunman was shooting children underneath the cafeteria table and she was at the table next to it. She actually grabbed her friend and some kitchen even know at the time and drugged them out of cafeteria and left. So there were some good lessons learned there. Frank Hall charging at the gunman, distracted him from shooting students. Frank actually chases him out of the building. And definitely Frank's actions while there were still students that were wounded and killed. His response stopped that incident from being way worse than it could have. There, one of the things we learned from that incident Chardon nationally was how important the reunification process is. Um, because the reunification process worked very well when they evacuated the building with the students. That's important things to work on for events could be applied to other incidences and crimes or incidents in the school, but those were good takeaways, you know, not trying to hide in direct contact with a gun and obviously was a lesson learned, but other rooms in the facility, students evacuating students, barricading locations, that was, those were all good actions taken actually on the scene by the students themselves. Because obviously it was before school started. Some of the students weren't even. Uh, really supervisor or even had the ability to take direction from teacher. When an incident occurred. So it also showed how,  Kristina Supler: and that's a good point because to what you said earlier about the older kids, essentially older students, I should say use their judgment and respond to what's going on immediately around them. That incident unfolded in the early hours of the school day before school even was ahead. Officially started. I, I think and correct me if I'm wrong.  Joe Hendry: They were, my kids were in the cafeteria. Some were waiting for buses and some were, so those  Kristina Supler: students, they, they instinctively their instincts and, and. We're able to respond better. Susan Stone: Look, I think from a career working with students, it is important for parents to tell students. And it's the first question we ask: schools are safe. This is happening, but school, you, you need to have some, we all have to live our lives. We can't walk around being fearful every day or the other mental health issues are gonna skyrocket and then you'll have other problems. We don't want more anxiety. We don't want more depression. But we have to be ready. And. Joe. I just wanna thank you because we need people like you to come into the schools. We need to learn from the errors that have occurred and move forward somehow. So I appreciate the conversation today.  Joe Hendry: Yeah. I thought it was very good. Kristina Supler: Thanks for joining us. It was really time well spent to hear from you as an expert and, and there's so much more to learn and consider on this topic. Thank you so much for your time. We really appreciate  Susan Stone: it. Bye  Joe Hendry: Joe. Thank you for having me. I appreciate it.

IN THE NEWS:Our first story: The VA House Democrats have a new leader: Del. Don Scott from Portsmouth was elected by his peers to get the party out of the wilderness and take back the majority for Democrats.Our second story: After months of secret negotiations, the House and Senate cut a deal on the state budget. One of those items re-criminalizes marijuana possession. Now, Gov. Glenn Youngkin will consider signing a measure that creates a new felony for possessing more than 4oz of cannabis. The Family Foundation says that's a good thing, but advocates for legal weed call it a step backward.Our third story: Republican candidate for the 8th District Karina Lipsman first said that Fauci should be jailed. However, she's shaking her etch-a-sketch and walking back that statement now that she's the nominee. However, when asked about it, she refused to answer reporter's questions. Why would a candidate do that?GUEST: Brian Moran is the former Sec. of Public Safety & Homeland Security for Gov. Ralph Northam and also a former delegate who was part of a successful leadership coup to remove fmr. Del. Frank Hall in favor of Ward Armstrong in 2007. He explains the expectations and responsibilities of a caucus leader, what distinguishes a good leader from a bad leader, and takes you behind the scenes into his conspiracy to overthrow a former leader.Learn more at https://linktr.ee/JacklegMedia.Sponsored by the Substance Abuse & Addiction Recovery Alliance of Virginia. See more at www.saara.org

Meet Carl Olson, a truly wonderful man.Carl Olson navigated dangerous neighborhoods after midnight to walk to the fishing boats as a 12 year old.He worked with some of the finest captains in the business, learned work ethic and other valuable lessons and watched his friend die on a long range trip out of San Diego.Working the boats as a 12-year-old, what fishing was like circa 1950, friend dies while fishing on a long range trip with him .Working the boats as a 12-year-old, what fishing was like circa 1950, friend dies while fishing on a long range trip with him .Some of his memories include Roy Rose, Frank Hall, Brian Kiyohara, Sam Patella, Rollo Hein, Little Joe Phillips and others.Some of the boats Carl talks about; the Royal Polaris, American Angler, GW, Raymond B., Redondo Special, Star Angler, Voyager, and others.#saltwaterfishing #sportfishing #southerncaliforniafishing #bajacaliforniafishing #catalinaislandfishing #philfriedman #Friedmanadventures #rescueatsea #cabosanlucas #venturasportfishing #surffishing #southerncaliforniasurffishing #bajasurffishing #sportfishingSupport the show

QWERTY. It's a funny word. Or not a word. But also not an acronym per se. Those are the  top six letters in a modern keyboard. Why? Because the frequency they're used allows for hammers on a traditional typewriter to travel to and fro and the effort allows us to be more efficient with our time while typing. The concept of the keyboard goes back almost as far back as moveable type - but it took hundreds of years to standardize where we are today.  Johannes Gutenberg is credited for developing the printing press in the 1450s. Printing using wooden blocks was brought to the Western world from China, which led him to replace the wood or clay characters with metal, thus giving us what we now think of as Moveable Type. This meant we were now arranging blocks of characters to print words onto paper. From there it was only a matter of time that we would realize that pressing a key could stamp a character onto paper as we went rather than developing a full page and then pressing ink to paper. The first to get credit for pressing letters onto paper using a machine was Venetian Francesco Rampazzetto in 1575. But as with many innovations, this one needed to bounce around in the heads of inventors until the appropriate level of miniaturization and precision was ready. Henry Mill filed an English patent in 1714 for a machine that could type (or impress) letters progressively. By then, printed books were ubiquitous but we weren't generating pages of printed text on the fly just yet.  Others would develop similar devices but from 1801 to 1810, Pellegrino Turri in Italy developed carbon paper. Here, he coated one side of paper with carbon and the other side with wax. Why did he invent that, other than to give us an excuse to say carbon copy later (and thus the cc in an email)?  Either he or Agostino Fantoni da Fivizzano invented a mechanical machine for pressing characters to paper for Countess Carolina Fantoni da Fivizzano, a blind friend of his. She would go on to send him letters written on the device, some of which exist to this day. More inventors tinkered with the idea of mechanical writing devices, often working in isolation from one another. One was a surveyor, William Austin Burt. He found the handwritten documents of his field laborious and so gave us the typographer in 1829. Each letter was moved to where needed to print manually so it wasn't all that much faster than the handwritten document, but the name would be hyphenated later to form type-writer. And with precision increasing and a lot of invention going on at the time there were other devices. But his patent was signed by Andrew Jackson.  James Pratt introduced his Pterotype in an article in the Scientific American in 1867. It was a device that more closely resembles the keyboard layout we know today, with 4 rows of keys and a split in the middle for hands. Others saw the article and continued their own innovative additions.  Frank Hall had worked on the telegraph before the Civil War and used his knowledge there to develop a Braille writer, which functioned similarly to a keyboard. He would move to Wisconsin, where he came in contact with another team developing a keyboard. Christopher Latham Sholes saw the article in the Scientific American and along with Carlos Glidden and Samuel Soule out of Milwaukee developed the QWERTY keyboard we know of as the standard keyboard layout today from 1867 to 1868. Around the same time, Danish pastor Rasmus Malling-Hansen introduced the writing ball in 1870. It could also type letters onto paper but with a much more complicated keyboard layout. It was actually the first typewriter to go into mass production - but at this point new inventions were starting to follow the QWERTY layout. Because asdfjkl;. Both though were looking to increase typing speed with Malling-Mansen's layout putting constanents on the right side and vowels on the left - but Sholes and Glidden mixed keys up to help reduce the strain on hardware as it recoiled, thus splitting common characters in words between the sides.  James Densmore encountered the Sholes work and jumped in to help. They had it relentlessly tested and iterated on the design, getting more and more productivity gains and making the device more and more hardy. When the others left the project, it was Densmore and Sholes carrying on. But Sholes was also a politician and editor of a newspaper, so had a lot going on. He sold his share of the patent for their layout for $12,000 and Densmore decided to go with royalties instead.  By the 1880s, the invention had been floating around long enough and given a standardized keyboard it was finally ready to be mass produced. This began with the Sholes & Glidden Type Writer introduced in America in 1874. That was followed by the Caligraph. But it was Remington that would take the Sholes patent and create the Remington Typewriter, removing the hyphen from the word typewriter and going mainstream - netting Densmore a million and a half bucks in 1800s money for his royalties. And if you've seen anything typed on it, you'll note that it supported one font: the monospaced sans serif Grotesque style. Characters had always been upper case. Remington added a shift key to give us the ability to do both upper and lower case in 1878 with the Remington Model 2. This was also where we got the ampersand, parenthesis,  percent symbol, and question mark as shift characters for numbers. Remington also added tab and margins in 1897. Mark Twain was the first author to turn a manuscript in from a typewriter using what else but the Remington Typewriter. By then, we were experimenting with the sizes and spaces between characters, or kerning, to make typed content easier to read. Some companies moved to slab serif or Pica fonts and typefaces. You could really tell a lot about a company by that Olivetti with it's modern, almost anti-Latin fonts.  The Remington Typewriter Company would later merge with the Rand Kardex company to form Remington Rand, making typewriters, guns, and then in 1950, acquiring the Eckert-Mauchly Computer Corporation, who made ENIAC - arguably the first all-digital computer. Rand also acquired Engineering Research Associates (or ERA) and introduced the Univac. Electronics maker Sperry acquired them in 1955, and then merged with Burroughs to form Unisys in 1988, still a thriving company. But what's important is that they knew typewriters. And keyboards. But electronics had been improving in the same era that Remington took their typewriters mainstream, and before. Samuel Morse developed the recording telegraph in 1835 and David Hughes added the printed telegraph. Emile Baudot gave us a 5 bit code in the 1870s that enhanced that but those were still using keys similar to what you find on a piano. The typewriter hadn't yet merged with digital communications just yet. Thomas Edison patented the electric typewriter in 1872 but didn't produce a working model. And this was a great time of innovation. For example, Alexander Graham Bell was hard at work on patenting the telephone at the time.  James Smathers then gave us the first electronic typewriter in 1920 and by the 1930s improved Baudot, or baud was combined with a QUERTY keyboard by Siemens and others to give us typing over the wire. The Teletype Corporation was founded in 1906 and would go from tape punch and readers to producing the teletypes that allowed users to dial into mainframes in the 1970s timesharing networks. But we're getting ahead of ourselves. How did we eventually end up plugging a keyboard into a computer? Herman Hollerith, the mind behind the original IBM punch cards for tabulating machines before his company got merged with others to form IBM, brought us text keypunches, which were later used to input data into early computers. The Binac computer used a similar representation with 8 keys and an electromechanical control was added to input data into the computer like a punch card might - for this think of a modern 10-key pad. Given that we had electronic typewriters for a couple of decades it was only a matter of time before a full keyboard worth of text was needed on a computer. That came in 1954 with the pioneering work done MIT. Here, Douglas Ross wanted to hookup a Flexowriter electric typewriter to a computer, which would be done the next year as yet another of the huge innovations coming out of the Whirlwind project at MIT. With the addition of core memory to computing that was the first time a real keyboard (and being able to write characters into a computer) was really useful. After nearly 400 years since the first attempts to build a moveable type machine and then and just shy of 100 years since the layout had been codified, the computer keyboard was born.  The PLATO team in late 60s University of Illinois Champaign Urbana were one of many research teams that sought to develop cheaper input output mechanisms for their computer Illiac and prior to moving to standard keyboards they built custom devices with fewer keys to help students select multiple choice answers. But eventually they used teletype-esque systems.  Those early keyboards were mechanical. They still made a heavy clanky sound when the keys were pressed. Not as much as when using a big mechanical typewriter, but not like the keyboards we use today. These used keys with springs inside them. Springs would be replaced with pressure pads in some machines, including the Sinclair ZX80 and ZX81. And the Timex Sinclair 1000. Given that there were less moving parts, they were cheap to make. They used conductive traces with a gate between two membranes. When a key was pressed electricity flowed through what amounted to a flip-flop. When the key was released the electricity stopped flowing. I never liked them because they just didn't have that feel. In fact, they're still used in devices like microwaves to provide for buttons under led lights that you can press.  By the late 1970s, keyboards were becoming more and more common. The next advancement was in Chiclet keyboards, common on the TRS-80 and the IBM PCjr. These were were like membrane keyboards but used moulded rubber. Scissor switch keyboards became the standard for laptops - these involve a couple of pieces of plastic under each key, arranged like a scissor. And more and more keyboards were produced.  With an explosion in the amount of time we spent on computers, we eventually got about as many designs of ergonomic keyboards as you can think of. Here, doctors or engineers or just random people would attempt to raise or lower hands or move hands apart or depress various keys or raise them. But as we moved from desktops to laptops or typing directly on screens as we do with tablets and phones, those sell less and less. I wonder what Sholes would say if you showed him and the inventors he worked with what the QWERTY keyboard looks like on an iPhone today? I wonder how many people know that at least two of the steps in the story of the keyboard had to do with helping the blind communicate through the written word? I wonder how many know about the work Alexander Graham Bell did with the deaf and the impact that had on his understanding of the vibrations of sound and the emergence of phonautograph to record sound and how that would become acoustic telegraphy and then the telephone, which could later stream baud? Well, we're out of time for today so that story will have to get tabled for a future episode. In the meantime, look around for places where there's no standard. Just like the keyboard layout took different inventors and iterations to find the right amount of productivity, any place where there's not yet a standard just needs that same level of deep thinking and sometimes generations to get it perfected. But we still use the QWERTY layout today and so sometimes once we find the right mix, we've set in motion an innovative that can become a true game changer. And if it's not ready, at least we've contributed to the evolutions that revolutionize the world. Even if we don't use those inventions. Bell famously never had a phone installed in his office. Because distractions. Luckily I disabled notifications on my phone before recording this or it would never get out… 

CITR’s 24 Hours of Radio Art in a snack sized format. Dark Ambient. Drone. Field Recordings. Noise. Sound Art. Or something.Tonight’s show features KAMMARHEIT, FRANK HALL and cEVIN KEY.

CITR’s 24 Hours of Radio Art in a snack sized format. Dark Ambient. Drone. Field Recordings. Noise. Sound Art. Or something.Tonight’s show features KAMMARHEIT, FRANK HALL and cEVIN KEY.

CITR’s 24 Hours of Radio Art in a snack sized format. Dark Ambient. Drone. Field Recordings. Noise. Sound Art. Or something.Tonight’s show features MANJA RISTIC (Serbia), FRANK HALL and MSMIROSLAW (Sardinia).

CITR’s 24 Hours of Radio Art in a snack sized format. Dark Ambient. Drone. Field Recordings. Noise. Sound Art. Or something.Tonight’s show features MANJA RISTIC (Serbia), FRANK HALL and MSMIROSLAW (Sardinia).

CITR’s 24 Hours of Radio Art in a snack sized format. Dark Ambient. Drone. Field Recordings. Noise. Sound Art. Or something.This morning’s show features FRANK HALL, CABARET VOLTAIRE and EISENLAGER.Historical playlists / podcasts > https://www.citr.ca/radio/bepi-crespan-presents/

CITR’s 24 Hours of Radio Art in a snack sized format. Dark Ambient. Drone. Field Recordings. Noise. Sound Art. Or something.This morning’s show features JAGATH, DANIEL KOTTER / HANNES SEIDL and FRANK HALL.Historical playlists / podcasts > https://www.citr.ca/radio/bepi-crespan-presents/

The warnings given to Noah’s generation are terrifyingly relevant today. When God's mercy is rejected, then His judgment must and will fall. But, as in the days of Noah, so now God has both given warning of the judgment to come and provided a way of salvation. This article was written by Russell M. Grigg and podcast produced by Joseph Darnell out of the CMI-USA office. Become a monthly contributor at visit our site or simply text a donation to 84321. You can also help out by telling your family and friends to check out the podcasts. Related Resources The Grand Canyon: A Different View How Noah’s Flood Shaped Our Earth Noah. (Children’s book) Links and Show Notes Original article: Noah’s Flood—Why? The Flood—a designed catastrophe? Dinosaurs and dragons: stamping on the legends How could a loving God send a global Flood? Rainbows, the Covenant, and the Flood Is God Unjust for Sending People to Hell? Questions about Noah’s Flood Find thousands of other interesting articles at Creation.com. ► Follow on Facebook, Instagram, Twitter, and get the eNewsletter. Check out Creation Talk our other show wherever you get your podcasts. Featured in This Episode Howling Wind Looping by Storyblocks Ocean by Storyblocks Memories Gone by Lance Conrad for Humans Win Publishing Blue Aukai by Lance Conrad for Humans Win Publishing Inspiring Pianos by Veaceslav Draganov for Soundscape Media Little Treasures by Frank Hall for Soundscape Media Photo by Ameen Fahmy on Unsplash

Flestir Íslendingar notast við samfélagsmiðla. Fjallað er um þá umræðu sem gjarnan á þar stað og hvernig samspil samfélagsmiðla og hefðbundinna miðla er um þessar mundir. Þeir sem rætt er við í þættinum eru: Snæbjörn Ragnarsson samfélagsmiðlafulltrú á Pipar TBWA auglýsingastofu Guðni Elísson prófessor í almennri bókmenntafræði við Háskóla Íslands, Ingibjörg Dögg Kjartansdóttir ritstjóri Stundarinnar, Frank Hall dagskrárstjóri á Rás Tvö. Umsjón: Dagur Gunnarsson. (Frá 2016)

Flestir Íslendingar notast við samfélagsmiðla. Fjallað er um þá umræðu sem gjarnan á þar stað og hvernig samspil samfélagsmiðla og hefðbundinna miðla er um þessar mundir. Þeir sem rætt er við í þættinum eru: Snæbjörn Ragnarsson samfélagsmiðlafulltrú á Pipar TBWA auglýsingastofu Guðni Elísson prófessor í almennri bókmenntafræði við Háskóla Íslands, Ingibjörg Dögg Kjartansdóttir ritstjóri Stundarinnar, Frank Hall dagskrárstjóri á Rás Tvö. Umsjón: Dagur Gunnarsson. (Frá 2016)

Confession:  I love manufacturing. I work in the manufacturing industry, so when my travels combine both a factory and a museum – sign me up!  Have you ever watched the television show, “How Things Are Made”?  I am completely sucked in when I come across an episode – I’ve even recorded it (check my DVR if you don’t believe me.)  I’ve worked in product development at various manufacturing companies for years and I still love watching how an idea gets turned into a physical product.  Pair that with a museum that covers a niche topic like the history of Braille – something we probably all sort of learned in school, but really don’t know a lot about -- and then showcases incredible individuals that take what everyone thinks of as a life sentence and completely flips it around is a definite must-see on my travel to-do list.   So that’s how I found myself at the Museum for the American Printing House for the Blind  located in Louisville, Kentucky.  On a beautiful Friday morning, I sat down with Michael Hudson, Director of the Museum for the American Printing House for the Blind.  The organization (also referred to as APH) is a unique combination of both a printing house and a museum with a distinctive focus – preserving and presenting the remarkable contributions of people who are blind, and the history of printing materials for the blind or visually impaired community.  I’ll admit that my experience with history of Braille is sparse.  I knew Louis Braille developed it, and it was made up of different dot patterns, but really nothing beyond that.  As I talked to Michael, the whole fascinating story of “tactile” writing emerged.  The museum tour is like a 3-in-1 experience:  First, there is the museum itself, which starts with the history of tactile languages, the development of Braille and the “war of the dots,” in the 19th century and leads up to contemporary examples of people and technology impacting the blind or visually impaired community today.  Second, is the factory tour of the printing house itself – this is where you’ll see Braille books being printed, tactile graphics being made, and even the original mechanical machines (like the “old Pearl”) that are still used for specialized tasks today. Third, is a little side trip into the educational materials the APH has created to improve the lives of blind or visually impaired children.  It’s amazing the creativity and dedication of this organization as they continue to develop new products to help kids in the classroom.  Museum Tour Highlights: The museum is broken up into two galleries:  the 1883 Gallery, which focuses on the history of the APH and its contributions over the years; and the Callahan Gallery, which focuses on the history and education of blind people.  If you can’t visit the museum in person, you check out a virtual tour on their website.  Temple Entrance – as you enter the museum, there is a large covered with ancient tactile languages, I never thought about how ancient languages were designed to communicate both by touch and visually – carved into stone or tablets, these languages could be read by the eyes or by the fingers.  Fire Doors – look closely behind the exhibits as you enter the 1883 Gallery and you’ll see huge fire doors – another nod to the original 1883 factory building.  The doors have a cable attached with a weight at the end and a little metal strip that melts at 200°F.  If there was a fire in the factory, the metal strip would melt and the large metal door slides across shutting off that part of the factory.  I love seeing the old bones of a building providing hidden touches of history. Valentin Haüy – this is the man that really started it all by creating the first school for the blind and visually impaired in Paris, France.  Michael tells an incredible story of what some blind people had to do to earn a living, which stirred Haüy into deciding there had to be another option which provided opportunities and kept a person’s dignity.   Francois Lesueur – Haüy’s first student.  One of his jobs was to pick up Haüy’s mail every day.  Haüy had a side job as a translator for the King of France and would occasionally receive embossed invitations from the King.  Lesueur could “read” the embossing on the invitations, which gave Haüy the idea to developed “raised letter” books for the blind.   War of the Dots - many systems were developed in the early 19th century; even different countries had different systems.  Most initially started with just raising the letters of the existing alphabet, but the curves in writing weren’t always clear.  So then different typefaces were developed to make it easier to read the raised letters with your fingers.  Moon Type – an example of one of several different “arbitrary codes”  that were developed.  It was kind of based on the alphabet, but used different symbols for the letters.  Louis Braille – born in 1809, Louis was the son of harness maker and become blind due to an accident with his father’s tools.  Amazingly, Louis happened to live in France and was sent to Haüy’s school for the blind in Paris.  How was the Braille system developed?  It’s a fascinating story of a French soldier, a code called night writing, and a young boy with the smarts to simplify and build a new system that revolutionized communication for the blind.    Slate & Stylus – at this time, a blind person could read printed books but had no way to write notes themselves.   Another technological leap forward was the slate and stylus.  A rectangular tablet with a perforated bar that slid across the page allowed a person using a stylus – like a punch or an awl – to finally write Braille on-the-go.   Consider it kind of the first portable, personal tool for writing Braille.    Hall Braille Writer & Perkins Braille Writer – the Hall Braille writer was a mechanical device invented by an American named Frank Hall 70 years after the slate and stylus was invented.  Hall was a superintendent for the Illinois School for the Blind and developed the Hall Braille writer in 1892 in conjunction with a local typewriter company in Chicago.  The Perkins Braille Writer is really the penultimate modern Braille writer.  Solid, dependable, reliable -- the company still makes these today.  And you get to try one of these machines in the museum.  I wrote my name – totally cool!  (If you visit with kids, then check this exhibit out.) The museum has over 40 different mechanical Braille writers in their collection, but the Hall and Perkins are the iconic representatives of this technology.  30” Globe – how do you represent the world to someone who can’t see it?  Globes with raised mountains and recessed rivers can let a child explore the world with their fingertips.   Stevie Wonder’s Piano – a stage, baby grand piano, this was the piano Stevie Wonder used while attending the Michigan School for the Blind.  I had no idea that Stevie Wonder had his first hit song at the age of 12 and was touring the country, which posed a problem for the Detroit Board of Education.  Being blind posed an additional challenge.  So how could Stevie keep touring and keep up with his studies?  Listen to the episode to find the ingenious solution that really allowed Stevie Wonder to develop into the superstar of today. 1959 World Book Encyclopedia – the picture won’t do this justice, but this is a staggering display of the largest Braille project ever done.  Braille takes up more space than the same standard printed book – and this exhibit shows that.  It also shows the dedication of the APH staff to make sure that information was available to everyone.  Now, of course, all that information can be found on the cell phones in our pocket.  It’s amazing the technology that has developed over the last several decades.  Where will we go in the future?    Factory Tour Highlights: Tactile Graphics – I never thought about how blind would be able to “see” a graphic image?  Well, they’ve figured it out at APH – layers and layers and layers of a specialized ink printed on top of each other causes the ink to build up on the paper creating raised images.  How was this discovered?  Experimentation.  Another reason why manufacturing companies need to give their employees the time and freedom to play with new ideas.  Proofreading – team of two people.  A Braille reader that reads out loud every word, paragraph and punctuation mark.  The other person is a copy reader.  As the Braille reader reads the Braille text out loud, the copy reader follows along in the printed text to make sure everything matches.  Attention to accuracy is key – if there is a typographical error in the print version, then APH will reproduce it in the Braille version.  Stereograph – how Braille translation was originally by – manually, by hand – before the current digital process.  Someone sat at this machine, read printed text, and literally transcribe the text one single, Braille character at a time.  It’s sort of like play chords on a piano – the keys to form each Braille letter are pushed down at the same time.  Tip – a single Braille character is made up of a “cell” which is a combination of 6 dots – 3 high and 2 wide.  Corresponding to the letters in the standard English alphabet, it even includes ways to add punctuation and capitalization.  Correcting Tongs – made a mistake on the stereograph machine? Then you had to use a set of correcting tongs to punch the missing dot or punch out a wrong dot. Pearl – one of Michael’s favorite machines, the Pearl sort of looks and operates like a sewing machine.  Used for making tactile graphics plates, the Pearl is still great at producing volume prints of tactile graphics.   “Little Pearl Companion” – a very specialized machine for making map symbols.  Bought in July 1906, the Little Pearl still works today.  How many other machines from the turn of the century are working today?  I love seeing old machinery still functioning and still valued today.   Nemeth Code – how does Braille work for mathematics?  Well, that’s where Abraham Nemeth comes into the picture.  Hear his full story in the episode, but let’s just say he was a kid that loved math, but was told he couldn’t pursue that dream because he was blind.  Go into sociology they said, so he did.  And then couldn’t get a job.  Get an advanced sociology degree they said.  So he did, and couldn’t get a job.  Finally, he said, “I can either be an unemployed sociologist or an unemployed mathematician,” so he chose the mathematician route and adapted the existing Braille code for mathematics.  The beauty of his system is that is uses the existing Braille characters, but assigned them new mathematical meanings.  So a kid didn’t have to learn a new system, but just know the mathematical alternative for the same character.  Genius.  Heidelberg Original Cylinder Press – a recurring theme of the APH is taking an existing technology and re-purposing it to fit the needs of printing Braille.  The three Heidelberg presses are classic examples of that ingenuity.  Originally designed for traditional printing, the APH modified them so they could use embossing plates to print Braille instead.  Collator – this looks like a basic machine, but its unique skill is lifting, sorting, and collating pages without crushing the Braille text.  Think about that.  What kind of precision does it take to have mechanical “fingers” pick up and sort sensitive pages of Braille?  Listen to the episode to find out how it used to be done and why this basic-looking machine was such a revolution for the APH.   Educational Products: This whole section of education products amazed me.  As a sighted person, I take for granted being able to see everything going on in a typical classroom.  Close your eyes and imagine a classroom.  How would you learn if you couldn’t see the board, or a presentation, or a 3D model?  Luckily, the APH thinks about that every day.  Do not skip this part of the museum tour because it really makes you think how the sighted world is translated for the blind and visually impaired.   Draftsman – it kind of reminded me of an Etch-A-Sketch, but this simple tool is helping teachers create quick tactile graphics in the classroom on the fly.  Imagine the teacher drawing a symbol on the board – how would a blind student “see” it?  This tool allows the student the same access to information in real-time as everyone else in the classroom.  Lots of Dots – designed to teach kids the alphabet and punctuation.  How do you capitalize in Braille?  Find out by listening to the episode.  (By the way, I totally want a Lots of Dots for myself!)  Periodic Table – flashing back to my Chemistry days, the periodic table is a classic tool but is also a totally visual tool.  How would you translate this visual table into a tactile form?   That’s what the APH thinks about every day. (Oh, and if you really want to nerd out, there is a fascinating book about the Periodic Table called The Disappearing Spoon by Sam Kean.  In fact, all his books are excellent!) Human Anatomy Kit – 3D skeleton models have been available, but how do you connect the words with the specific bones?  This tool does that and, to quote Michael, includes a “cool” quiz kit (seriously, I had to call Michael out on that – what kid thinks quizzes are cool?) Orbit 20 – the latest product developed for both kids and adults, the “refreshable” Braille display and note taker is truly a remarkable piece of technology.  Developing a product durable enough and fast enough to translate printed text into Braille and back into printed text allows for near real-time translation.  Demand has been so great that it’s on backorder.  (Side note - as a manufacturer you always want to have products available for the people that want them, but you also know you have a good product that really serves your customers when demand exceeds supply.)    I think one of the most important things we can do as human beings is to try and see the world through someone else’s eyes.  What does the world look like to them?  What experiences shaped them?  How do they see things differently – and how do they see things the same as me?  The Museum of the American Printing House for the Blind is a great example of that philosophy.  As a sighted person, I can never fully understand what it’s like to be blind, but it gave me a small glimpse into the struggles facing blind and visually impaired and the impressive strides that have been made to overcome those obstacles.  The historical and interactive nature of the museum along with the impact the printing house has on kids today is a unique combination and is well worth a visit.  If you’re a museum nerd like me, then you have got to add this museum to your “must-see” list and tell them, “I heard about you on the Made in Museums podcast.” If you love to document your travels to off-the-beaten-path places, then show me where you're heading or where you've been by sharing your stories with me at Made in Museums on Facebook,  Twitter, and Instagram.  If you want to let me know about a curious museum that you’ve visited, and that I should cover on this show, contact me through social media or just send me an email. Resources: Museum for American Printing House for the Blind website Visiting Hours and Admissions – since this information could change, please visit the museum’s webpage to find the most up-to-date information. School & Group Tours – if you’re in the Louisville, Kentucky area, the museum can host group tours.  Contact them for more details.  Trust me – the kids will get a total kick out of writing their name in Braille.  Virtual Tour - If you can’t visit the museum in person, you check out their virtual tours on their website.  Travel Guide – I’ve created a for this museum highlighting the “must-see” items in the collection and any other information I thought might be helpful when planning your visit to this incredible museum. Kentucky School for the Blind – right next door to the museum, this organization has a long history and has made important contributions to the blind and visually impaired community.  Visit their website and find ways you can support them, or search for a school in your area (schools everywhere need our support!).

By 1851, a trading post and a small ranch were established on the Carson Branch of the California Emigrant Trail in what is now Carson City. Frank Hall, W.J. Hall and George Jollenshee operated the station near what is now Fifth and Thompson streets. They called the place Eagle Station due to a large stuffed eagle that had been shot by Frank Hall mounted on the wall of the station. The property operated as a successful stopover for travel weary gold prospectors headed for the California gold fields. Continue reading →

Kinvara Area Music Show, talking about whats happening locally and sample music from their CD

This is Father Dagon S01E05: Frank Hall. Written by Victoria Snaith, produced by Dread Falls Theatre. Original soundtrack by Seesar. The professor was performed by Haydn Davis. Frank Hall was performed by Morgan Baker. For more information or to donate, please visit http://www.dreadfallstheatre.com/podcasts or http://www.patreon.com/dreadfallstheatre

Wildlike - Frank Hall Green by Jeff Schechtman

"[Wildlike is] the story of Mackenzie, a troubled but daring teenage girl sent by her struggling mother to live with her uncle in Juneau, Alaska. At first he is a supportive caretaker and friend, but the relationship is not what it seems and Mackenzie must run away. Trying to make her way back to Seattle to find her absent mother, Mackenzie only winds up deeper in the Alaskan interior. With no one else to turn to, she shadows a loner backpacker, Bartlett, an unlikely father figure with scars of his own." -Production Weekly  Wildlike makes its world premiere this weekend at the Hamptons International Film Festival. Tune in to hear the film's writer and director Frank Hall Green talk about what prompted him to tell this story, and the healing power of nature. Plus, Frank talks about one of his earlier films, Shooting Script, a documentary about his experience getting shot in the stomach in New York City.

Series: Love Works

PODCAST: 01 Sep 2013 01 - Beulah Road - The Steve Tilston Trio 02 - Jimmy U Rang? - Buffalo in the Castle(Desi Wilkinson / Mairtin O'Connor / Frank Hall / Lena Ullman) 03 - 1929 - Sheesham, Lotus and Son 04 - Copper Ore - The Keelers 05 - Broken Bicycles - Michelle Burke 06 - The Slip Jigs and Reels - Socks in the Frying Pan 07 - Collateral Damage - Roy Bailey 08 - Market Day in Guernica - Katie Melua 09 - Derry Gaol - The Rapparees 10 - One Day - Tommy Emmanuel and Martin Taylor 11 - The Snows They Melt The Soonest - Rosie Hodgson 12 - Bonny Kate / Jenny’s Chickens - The Doonan Family Band 13 - The Fair Maid of Islington - June Tabor 14 - Pretty Fair Damsel - The Carrivick Sisters 15 - Mary Skeffington - Barbara Dickson 16 - Rocky Road - The Steve Tilston Trio 17 - Rising Sun Blues - Doc Watson and Clarence Ashley 18 - House Of The Rising Sun - The Animals