thumbnail of 1965 National Association of Educational Broadcasters Convention; Cooperative Production At The Great Plains ITV Library
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But bother you a place to be since we're a small group we like to make this a little more informal than the very austere tables and so forth. I'll really I'm only going to be chairman pro tem because I'm one friend over to the gentleman who did most of the beginning work for me. You're right. What a great one's life for another executive director in many capacities suggest well you start by telling them a little bit about the background of this organization. Ok fine I have just a few notes here and may wonder why I prefer to I'm I don't think I'm quite fluent in the situation of the military instructor I recall from way back what my students now call WW 2. My back works who were being trained there were a military man perhaps appropriate since military I think the boys are meeting here now. He started off the session by looking around at all these cadets and he said Well
I'll tell you there are a lot of people who know a lot more about this than I do but I don't see any of them here so you bet. Perhaps this is going to I as I am not sure. I think probably the other gentleman there know as much or more about this than I do we all work together on it came about starting about two years ago now and of feeling a part of the Great Plains Regional instructional television library that might be quite feasible to produce programs on a joint sort of basis for their cooperative production would be feasible or not and so I am funding was obtaining a feasibility study was launched to determine whether this further would prove to be a practical method of producing educational or instructional television programmes series in order to accomplish this. We had an initial meaning that no one got to because there was a blizzard and the only element seemed to be against the sun the following May. The Blizzards of at least he put off even in Lincoln Nebraska. So we were able to get a meeting
together and this meeting was made up of representatives of the 12 states in the Great Plains region and from each state we contain public school people. And with this we decided rather quickly in the game was not a project that was going to be concerned or where we needed to have a lot of the technical people the producers but rather the curriculum people because it became apparent that co-operative production was a function of cooperative current curriculum and that it was going to do much good to cooperate on the production unless you could cooperate on the curriculum in the schools and then you had 12 state area. So we ended up actually quite a good committee of thirty six people from the sub 12 state area and the make up of a time which will probably give you a pretty good indication of the the nature of the project was we had done nine Elementary School Principals are directors of elementary education. We had
six superintendents or assistant superintendents. Five Secondary School Principals are in some cases directors of secondary education five curriculum directors or supervisors for representatives of state departments of education. Three directors of educational television and two professors of education and from this group then we made up two word groups one to look at the elementary school picture and one look at secondary school picture and make recommendations. After meetings both of the total Committee end of the work group Siloam and tree and secondary out of the project came to fruition of the National feasibility study with recommendations on the part of the full committee that. Several things could and should happen. One was that cooperative production was feasible.
This would stem from the fact that we discovered there was not as much difference in the curricular patterns within these 12 states as one might have assumed. We have a tendency with our belief and recognition of the fact there is anarchy in American education and all those local control that there is a great deal of difference Well there were many differences but on the other hand we found there were great similarities among different schools in different states and at great levels there could be we found there was agreement on the part of the committee they could agree on certain areas of subject matter that needed to be improved they could agree on certain types of programming which they would like to use in their own school district. So we found that there was more commonality of curricular agreement than we had anticipated. And from this we could deduce that it would be possible to carry on co-operative production. The more concrete evidence of that was provided by a
specific project within this overall project involved so people talk more about. I'll confine myself to the general conclusions I reached in the study and this was in answer to the basic question is cooperative production feasible answer was yes. Not only was it feasible within a state but in between states and there was a certain similarity. One could assume all of the states in the Great Plains there am but our nation and Great Plains is rather broad and it actually runs all the way from Minnesota to New Mexico and theirs. So we could say that if there was a commonality of interest there probably could be among many different states because that encompasses a wide geographic spread of states. The conclusions then in regard to these ability of cooperative production and the commonality of interest subject area I think I have touched on. We agreed that a variety of cooperative production
patterns are feasible and the value of each pattern would depend on other requirements of a particular series we saw where I had it might be possible in some cases to have a series done where each program was produced in a different center. It might be possible in other other instances to have a series of instructional programmes produced at one center but with a variety of schools contributing material to them for example if there were social studies units you know on economics and were trying to trace the development of folk our cattle are moved from the Great Plains and Wyoming and into the feedlots in Denver and shipped back to Kansas City and slaughtered and so on might be quite feasible to have one and the University of Wyoming produce. I portion of a program give us some footage on the cattle on the range here and they in Denver might give us some footage on the up and feeding operations in Denver and Kansas City shoot some of the stock yards there and so
on so that this would be a matter of putting together in one central point. Film footage or tape that was produced in different places so this would be another pattern of cooperative production and yet a third pattern would be a. Group of schools agreed on what they want and then outline series and had supervision of the overall direction of who was going to be involved in it now and then let one particular production center or station do all the producing. You might be interested in knowing that the six areas that were defined as the ones in which there was the greatest need this was condensed from a list of some 21 areas that this committee software programs as should be produced. But in terms of getting it into a workable size if we had to say what six areas did we think would be most important to have some cooperative production done. It came out today in the elementary grade level economics and brains 4 5 and 6 was can
seem to be an important area for cooperative production. For also for grades 4 5 and 6 a social studies unit on the Great Plains the nature of the Great Plains themselves the historical role of play the economic role that they have today. It was identified as an important elementary program and the third one at the elementary level was for grades 3 and 4 a guided series was recommended and the children needed early guidance and development and study skills of locational guides and so on even at that early stage at secondary level it was agreed that probably contemporary American issues was one of the programs or series that would be most needed was the land itself. Most practically to cooperative production this would be aimed at grade 12 12 13 and 14 actually senior year in high school and junior college level. A second course or secondary was a health series was proposed for grades 7 8 and
9 and finally a series of programmes on study skills from grades 7 8 and 9 were proposed so that we had a much longer lesson. I'm serious which we thought could be done. Could be a value and could be done by cooperative production but these we thought were the most important ones. We arrived a few conclusions in regard to the acceptance of programs this was obviously a big question Will schools accept material that has been produced someplace else and we did a survey of school people to see what we could find out in this regard. And the idea that we found there was have been quite a shift since the earlier study that Jack McBride was Myra Hindley had done some five or six years before in that time at that earlier time there was a much greater reluctance to accept outside the Tiriel as now there are roughly 75 percent of the respondents teachers and supervisors said yes we have will you will accept the
materials produced outside our school. And there were two major EMS both of which I think quite valid one was on. If the material does fit our curriculum pattern if it is such that we can tie it in with what we are doing. And secondly if the quality is good that one school man after I imagine had quite a bit of experience he added a comment on his question there. More poor material we don't need he said feeling at a great planning already so there was this this insistence of the material and the material before they would use it and also that it would be directly applicable and would fit in to their local love school system. There was general agreement that a greater acceptance would come obviously with the involvement of utilising schools in other words those schools which might be the potential market for such
programs would be should be involved in the planning of them. That is so it was not just would not just be a matter of say all right here is something your school should have but they would feel arent we have helped identify this yes we have I said to begin with we want this kind of material. There is a much greater raw receptivity in this particular instance and I think that they. There was one other point in regard to acceptance and I think was important and that was we felt we would have a greater initial exceptions of material that was not right at the heart of the curriculum in other words a lot of the things we suggested here these were not math science foreign languages. These things which we felt already are I great deal is being done about these things and most schools are putting a great emphasis on these themselves within their own school system so we were trying to get at some of the subject area that was important but where it was not being given as much attention in the school. Yes.
We really did not circularize the junior colleges of which emphasis was on element ransack there and it was in the case of this contemporary American issues a series that was proposed for the 12th grade and then there was the thinking of the group it also would probably were done correctly it would probably also be a value withing a certain fourteenth grade level. Finally we looked a bit at the question of utilization we were talking about only in terms of the feasibility of production and the acceptance of these productions but to see if we had any that would come up with any good thinking in regard to realization. And there were several a lot of points there one that a cross-curricular cross-curricular lines approach lends itself to wider utilization in other words if the material produced could be used either in a narrowly conceived tie history class or more broadly
conceived social studies unit or so on that if it was something that would run across the normal cubbyhole lines of curriculum that we would have wider use that materials designed as a supplement to the classroom teacher rather than material designed to do the whole job would be utilized more skillfully and more widely than the other would be and that's probably an truism that everyone would agree to is the fact that it is necessary to have a certain amount of in-service training to me See that good utilization takes place and that the programs themselves and not just stand alone needs to be the teachers guide related material. This is these are proposals of the have there was no actual production of these these programs were not produced these are ones we round recommending as being feasible and the project then came the conclusion of its
financing and we had done I had recommended set up several ways in which we hope these programs can be carried on and produced I would say in regard to question who would carry out on this in-service training this might vary if it were a classroom teacher and one or a studio teacher had done a series the series on economics fine if she were available to go to areas that were going to use it and work with teachers this would be good. If not why are teachers perhaps audiovisual coordinators in the area that I work with their teachers in the preparation for the use of the series. These I think are the key points that came out of this obviously this is quite a young writer condensation of it. The full report is about that bag. Anybody wants to sit down and read it through and you may get a copy from Paul Schumacher I'm sure and they it was a very interesting study for all of us I'm
sure and I felt myself that it was very encouraging to find that there was an increase on in the direction of cooperation and willingness to exchange materials willingness to accept materials from other sources and we thought that tough or easy. Thirty six people schooled people who cooperated in this I'm sure they were quite sincere in the ideas they expressed time and again that this was the first time really they began to see they were not alone in their school perhaps unique in some ways but essentially they were faced with the same problems and that by working together they could arrive at some common solutions to their problems. So it was a very productive project I think from that standpoint if run by none other with this brief introduction to it. But Bob so you would be able to give you a presentation now on the one actual test we did the one actual reproduction effort that we made as a part of this feasibility study.
Well as his group was planning somebody fucked it's nice to talk about co-operative production but what happens when you actually attempt to do something like this. And so in an effort to find out what would happen if a number of institutions would cooperate with you actually producing a single series we approached the committee with the idea of picking something that we would not have to spend long periods of time discussing the content of it because we wanted to do this within the project life and so we decided that too because our topic the utilization of instructional television in the classroom was the topic of the Marquis public schools had produced its own series with its own local budget and its own resources. We were not too happy with it and we kept thinking of all the other institutions who had people and personnel who would lend greatly to it. But we didn't have the money. We hold these people to
one location so we were very happy to share with this committee and cooperate of production the outlines we had developed and we used this is as if the committee met revise these and then we we ended up with what was 10 programs. And we did the committee literally then said Who do you think would be willing to be foolish enough to want to produce a program with all of their own resources with no assistance from the outside. And we picked ten well-meaning institutions and we invited them to this. And it's very interesting that a single one of them a few he stole each one of these were given a little outline of our ideas. And from this they were to develop the concept of their telecast for themselves and send them to the committee because we thought there has to be some coordination in the committee would read the script material to make sure that we had a continuity because
this was one of the things we were very frightened of that probably these would be so different from each other that you wouldn't recognize a continuity. One interesting thing happened as a result of the Denver Public Schools writing their version of what we thought they wanted. We changed what we thought we wanted because they came up with an entirely different approach from what the committee had conceive of what they came up with was so much better than what we have planned that we changed the lesson. We put it in a different sequence in the series and we think it strengthened it greatly. The committee looked at these scripts and then one person myself visited each site and spend approximately half a day with them discussing the problems the changes and so forth. At this point each institution produced its program. And these are then sent to the mine in June. This program by the way was conceived in the NE convention in Houston is not
into operation till about January and the programs we have them are about the end of June so you can see the time sequence here. This same advisory committee looked at them and evaluated them and much to our amazement these had a great continuity a great variety. We think something better than any single institution would have done. To give you just one example and I brought just a little piece of one program and this one I particularly happy about this prom programs have in most cases I think you would imagine the format was basically some type of moderator with examples with classroom teachers with various kinds of things in it but this particular program has had no moderator. And as we talk to the people who conceived it they said but the important thing that we're going to be talking about are the physical facilities then the UNIX of the program the face of the person talking about this is not important it is the set it is the antenna that is the
glare on the in the room and so forth. Why should we clutter it up like it was a very interesting program with its axle. One and this one is done by the University of Wisconsin if you like on this mystery killers in the audience who was one of the prime movers there. Before we show this little sequence I'd like to give you a very quick rundown on the kind of outline we had the institutions that they cooperate to show you the the the variety in which we can. Program one was called Television implications for instruction it was an overall view of the problem in education and white television for instruction it was done by the University of Colorado in Boulder. It's host and prime mover was Dr. Richard Bell the second program was television he put into medium this program explored the actual potential of the medium itself has for instruction. I think we're all familiar with the new television that many classroom teachers don't realize it's ability to span distance and time and magnify.
This was it. Yes television is a potent medium we call it. This was done by the University of Bratton Bradfield and the Lincoln Council but they have the brass Council of classroom teachers and they've produced this programme the Third Programme was called Television effect give instruction is a very difficult program to produce in reality because what we were trying to and what we're attempting to do was to show the research to classroom teachers. And this was done by the University of Missouri and within their program they asked Penn State to cooperate by having Dr. Green home be a part of it in the Denver Public Schools reporting some of their research in a more peaceful forming some of theirs and then they using these three examples then tried to summarize in general what research findings are. It was I think one of the most difficult programs to produce on television and then I think they did a really good job with the material
that the Forth program was done by the Denver public schools. And it's called Television a professional team. This is a program that takes the perspective of showing. How television yet started in a large public school system of Denver and they give you kind of a historical perspective of how the ideas are generated the councils and down to the faculty meeting and the individual teachers how to plan. If you work with principals I particularly believe there's a nice 10 minute segment in there that talks about the principal one is faculty meeting and how he introduces the use of television to his staff. It has a little bit of humor in the first part. He calls his secretary and says if we have these guys would you put them out there for little notice on the board of any teachers want and says Of course we don't do it this way and you don't do it this way and then it shows how a staff or you know very interesting little thing. The fifth lesson was television preparing a television lesson it was
showing what the studio teacher does to give the classroom teacher some idea about what goes on the other end of the camera was done by Kiki CA in Minneapolis St. Paul with the cooperation of those school systems. The sex program has a television viewing conditions and this was done by the University of Wisconsin and we have a little bit to show you that the seventh one was television preparing the students done by the Milwaukee public schools. It depicts several sequences of classroom teachers preparing children raises some questions about what is involved in this and leaves pretty much the answers up to the classroom teachers. The eighth lesson is television using television using the lesson. And it talks about many of the problems that we sometimes overlook the teaching of listening and not taking and so forth is done by the Denver public schools. One of the party. Public schools and the one lesson was following up the
telecast and this one was done by the Kansas City public schools again showing samples of classroom teachers in action following a particular telecast of the varieties of ways this can be done. The last one was television a broader look done by the Milwaukee vocational and adult schools and this again has a recap of the entire series and opening the door to the fact that classroom teachers should never forget that there is a whole host of television Bolsheviki all three TV stations as well as commercial stations both during the school day and outside. And so this is a kind of an orientation for these people. Yeah that's right you fuck with me. There was no budget and each institution as it bombed here did with whatever funds it had available. There are varying levels of production among the institution. I would say that
probably the biggest difficulty if I may just talk about this event was in the variation in technical standards that we hear. There is great variety in the production. I don't think this is disturbing as as I have used it with classroom teachers they rather enjoy this and they enjoy. I think they get a feeling of realism if you can imagine looking at all these institutions as as a teacher you have to come to admit the television maybe has someplace and it isn't just one person or one little group telling you something. The whole host of people it must be. I would imagine 25 to 30 classroom teachers in the series from all over the country literally talking about television series. But this was not a finance program. The other great disadvantage I think with CAD was that it would have been a great help to us and I believe actually written bricks had been written to call these people together which we had no funds to do. But notwithstanding it was a very interesting experiment and it proved the one thing that
we were hoping it would is that people said it could be done but it can be. And that institutions with their own funds if they're if they believe in these things. Somehow confirm the means in the ways to produce these programs and this is not withstanding that there are many fine things that come from an organized effort and so forth it is funded. But we also have resources of our own to do things like this and to work together and we don't have to always wait for somebody else to come and hand these out to us before we can do. Well I'd like to show you just this five minute yes or no time rather just to reinforce your reaction now to the GMC. The Japanese did a very fair piece of research three years ago in which they shielded every teacher's picture in the brain injuries. When Latin teacher was teaching about 3 in the list Don't be bound by the notion that somehow there is magic in a man's face.
Well this is we were very happy to have one program that didn't have this to show them that it is or can we just look up five minutes of a gift idea what's before them. This group produces this. Their only advantage was in this was one they got for their work is that each co-operative producer for producing one program. For 100 needed hours I believe if he paid this and sent his own tapes to Lincoln Nebraska could have the use of all 10 programs for three years in his location. This was his only reward for his efforts. Our Mr Chute Baku was more or less the coroner to make this possible. As been distributing these and I can tell you some of the reactions that we're getting to
this kind of a production and maybe a little bit about other possibilities in the future. I'd like to preface my comments with if you have the money to work with quality production the next. That's probably even better things to have to do with people with a lot of interest to look into their time and their efforts got well and lives. In this large project. Well worth many hours last year or so. Duction is the way the next best thing. Yeah but having money is good people like these are willing to work with you afford respect reactions. It's perhaps a little early to tell the general overall reactions are to the series.
Probably they have not been used for years. Places At the same time doing that something are already here. For example before the series was released and this is a long useful for you it was shown in entire new research. Did you lose the reactions of these moves were fired. There were witnesses about the whole thing. Typically there have been a few teachers who knew something about that finished polished production because it bothers them. There right there are variations in production skills or while there were some native commas in this fashion. There were some very strong and negative comments from some people who are in the production deal. Perhaps you yourself as you know of the series might say this is too simple. We don't need this kind of cereal. Geez there the job is shot right. Didn't spend enough time for something like
this where I live that I never have and you might very well wind up as the whole of my universe. By saying that this is his or this might be your reaction and the reactions from the teachers when I was in all those were just beginning. Very good way of saying that nobody likes it but the audience intended it is not intended for skilled producers directors. People look for beginning teachers and they do like at least one series in a very obvious question I think that question might well be asked what are we going to do with the six subject matters that we now have and the answer is frankly we do not know. We have no plans for production it will take this as far as getting more water gushing started in these six general areas. However in two instances
states and their representatives. In two instances thought the subject matter is the word I've heard and read of why subway structure was on more than at least to this wriggle room in the news locally and then made by. Organizations just for the overall survey which in a sense is another kind of block reproduction. I they can barely see the trail they have. Headed out of scope and sequence a certain point and now we see cases of someone else's figuring out will go forward with these reset itself matters. We've had. Another high quality effort that was thought of by the committee or myself since then it is again rather interesting perhaps it won't happen again but there might well get to series which the library
distributes that there were no text books. And this was intended by the original producer on the other hand people who were using the series thought there should be textbooks and they're all right he said. Very well we have now is a series we have two series exactly the series was reused in one school system and another school system has reduced the working man for the teacher and they read that we may distribute this material so this is the other possibility that the materials are available for you to look at your actions if you like to do this. I don't think anyone wants to sit down with them. There are no lessons or programs. However by making the same one applied to the life jacket there show as much as anyone wants to
see you like for the job. Those are not going to let you look like the last we do have a few outlines here we don't know if you are right. Try as you can here you have this series you are a part of the series you play university level faculty and so you get reactions from out only on the evacuation committee that we had several people representing the college group. I understand that some of the producing institutions have used at least their own programs with their own people. Person I think a little biased but they said they were. Well I don't know of any university this tried out one of the interesting little sides of this that are of the factors in one particular sequence in one program.
But this was not good and that it shouldn't be believed. We piloted with teachers. We just couldn't get teachers into the group with your expertise they thought it was a very fine delightful and this is a problem I think we all have. We've managed to think that we can play the role of our audience but I think we have to go to the. People in waiting we're very happy to find this and my friends of this other couple of letter bombs in this ritual or that's fine. I mean that's your opinion. What we chuckle to ourselves is that as they hadn't read the ones they think are now in with the same program and so I like the quality of the media vans of the people were real and I would suggest anybody looks at these very hard when not used in the series really. Maybe we need to become more sophisticated in our selection of what we use but you don't have to use always a tight package but we can adapt and use what we think is good it would mean a charade of what we think is good somebody else I think is good. I think this might mean.
And he might go just one man. Well what we use basically they said was that in the market public schools we produce the series very similar to this and we were getting reactions from our teachers to our program as to what they wanted and what they didn't want as a result of this we did change the outline of a study by 200 teachers in the war. Yuri watched our series and we had things in here they said we should go into the house. This was really a second attempt at learning this. We also had a committee who represented curriculum people and so forth and then went with this outline to what we did not take the outline and then teachers and either because of in some way smoke and we have this doctor who are Western And so the public schools works very closely with television and teachers all the time is quite familiar with their problems forms as a job of government.
We decided that we better do something you know that yeah this is true. Or the guy who's taking the form balls and getting the questions and so on we had some of those people and we were withdrawn or experience. Yes. Yes they're available for use in workshops they're available under a variety of conditions and different prices. It's my opinion that they're more suited for this type of gathering with a discussion leader who will follow up and lead in a discussion post presentation the cost of running a single program is $5 per week. If you wish television broadcast rights I personally feel that they are also the voice television broadcast medium although some are not talking about bottoming out just like any other discussion. Rather then the rights are higher and that is a
videotape where they're all available for the usual. Is this just go a little $5 a week. Yes do you think this is going to go broke. There also over there work for those people who are seriously interested in their you can buy them you can rent them and so on so when we tried to make them available at under any set of circumstances one further question the company communications company in the east. Users that just go to the school systems. How does this film showing you the station of educational television right where I am. Step back TV3 here how this is it he. Person made the series live this series so it's
nice to have these right you know. And five in one piece we mean use of some commercial film that had me believe me we only picked the segments and use them as examples but we've made no attempt. This is one of the reasons very frankly why what we think people should do is that. And in one place this may be excellent in other ways that mean that we know the true critic in sitting in a city care how big they are. We reject a reprimand and so our recommendation is look and think what you would like to build on your own programs to fill out what you think is missing and so forth. And that the sophistication of your people involved in this is a very very broad. They were all designed so they can stand alone with the exception of I think the first program which does refer to the series the one of the others are either
directly by making it impossible you might never see the last leg of the last one does this a little bit of this do but for this is this program you see here in the future of this group and I mention that he knows there is nobody know the difference. It's a total package you know the result you hear. Do you think. There you go. Well our buddy Yes I did not mean we did recommend and this is a very difficult thing when somebody donates their time due to go back tell me do it all over again. However these are cases we did do some revision. Our We believe this is so. We're not quite sure how far you want to go on this directly on
part of this is going to be getting a consensus in terms of reaction to various issues that you and I think this will have some inclinations for future oil reduce production. I do these productions have to come very close to the standard work in there be variations without affecting what we're really interested in is a like you know we're in the process. And if this does that mean and I don't know is there some way you might have done it in an area little boy. He's the Lord. I think one of the big things would have been to and I'm to bring these people together so that they would have had a chance to share the ideas and I think some of the groups who were at different levels of television production this would have helped to bring some of them here to say we're going to do this nuance it was you know maybe
we are too. And then too many can take when institutions make a pilot and the rest of them look at the pilot to get some idea so that they will bring this up to the guys who think our leader probably did the same we found the knife. I'll have to credit the worse thing I think in the whole program is the opening closing credits because we tried to make this in one place and we're just happy people to be in the room these duplications this really helped me so they can help out the poor and I would think maybe we should have turned this over to somebody who can do this better or let everybody do his own but we thought we won the continuity of the closing but we couldn't get the kind of quality we wanted to be and distributed 10 locations so they can put it on. I think these are things we overlook. We are going to be easy but it was a great alarm problem that we could do that part of our writers like say live
fire. Control Yes. Necessarily that he's right. Many there are in fact three programs that are in total or part of the set had changed her mind. So it does have some overalls so I can't necessary mouse the whole program that says Are you going to get over here. Oh yeah that's right yes. What are you hearing when you speak of. Well if you mean Time to check all three all in with any instances that you mentioned as well as the one I think you know you think oh one turns the engineering for you. It's only when I am one of the engineers couldn't doubt because the signals are fortunately at the station near me that Master is really recording dual machines All
right. Another place we think we had some trouble with the race had seen him you know through the Jews and so this truck the whole we love actually where we get rather their attention and they looked at us and we don't we don't want to know how I actually read the program. Origen there was no way to do anything. But there are variations in production and I would have been helpful if we were on the driving force for these. If we would have had time to get a little closer to you I knew you were not. Would you believe me Larry. Yes just as you say start here. I think that it depends a great deal on the subject that you pick to do this and.
This one was rather simple content wise of his making some of those mysteries of market mention. I cannot mix for fourth fifth and sixth grade I don't think anybody would just relegate to some maybe to make up a series of 15 have a school system or university just produce one blind in an area like this. I mean absolutely essential and wise at least to be sure that these people were all I'm really done in the role. Still remarkably brave as you are just that. But it's very big. Are there any other was that why you think again. Or would you say worse. I had to walk right for you last night. If you had a lot of money you mean I gained a great deal of one of the crown jewel of routines is that
you knowing how well they can measure hardware your own making runs in the right school or so and so or very simple for these people. Will the truck this person or get to this place. It cannot be shown that you know your weather systems there are they have the shows I'm not sure if you will find these in all places and for one year it doesn't have all the resources it has a lot of money to bring them in their cars and go on with this is in little very long and I think we many of us have used the places in the new series. There are probably places outside of New York where you can get the facilities that he has for the picture. So he has a restart of the same time I think it will be very difficult there in the city of New York. Why not.
Will the grasslands of. Which are like the back doors on people what resort you think do you think America really young but they're caught in Shelby. This is a good place I think and I think you can if you approach this that we are living a life that series for life and the people will use it. Me Air me believe me use it in the way that they knew it was best for me and I thank you for watching this way will be the only one and that you're from the U.S. through 30 programs and maybe more of these are really their own but they are here they are the reason for your Because very That's what we're going to find out here the jury in this series and the right as it is you might see
one or two things like it was really fun as a producer or something with your being Miley and you better be able use that they are using the way we think. People on the scene know better than I do sitting in some remote centers like either like or expect this in college. Pretty low when it's actually present. Thank you very much.
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1965 National Association of Educational Broadcasters Convention
Cooperative Production At The Great Plains ITV Library
Contributing Organization
University of Maryland (College Park, Maryland)
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Public Affairs
Media type
AAPB Contributor Holdings
University of Maryland
Identifier: 5505 (University of Maryland)
Format: 1/4 inch audio tape
Duration: 00:30:00?
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Chicago: “1965 National Association of Educational Broadcasters Convention; Cooperative Production At The Great Plains ITV Library,” 1965-11-03, University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed December 4, 2023,
MLA: “1965 National Association of Educational Broadcasters Convention; Cooperative Production At The Great Plains ITV Library.” 1965-11-03. University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. December 4, 2023. <>.
APA: 1965 National Association of Educational Broadcasters Convention; Cooperative Production At The Great Plains ITV Library. Boston, MA: University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from