Week 13: Celebrating our learning
Download the week 13 lesson plan as a Word document.
Download the paragraph handout for the business communications Olympics as a Word document.
Student notes:
Congratulations!! We’ve reached the end of the semester. I am so grateful for your hard work, creativity and insight. Now, it’s time to look back on what we learned. This week, we’ll have our wrap-up party, where there will be fabulous prizes for the talent show (and <<name of instructor>> embarrassing <<pronoun>>self!), some dance party hangouts, and some other surprises.
BEFORE YOU BEGIN! Work with your pod to make your final mind map for Module 5. Remember: the goal of the mind map is to help you deepen your learning by inviting you to make connections between different elements of the course. You should find connections between the 4 elements of the course (Brenda Knights narratives, readings, interactive lecture, activities/ assignments) and between Module 1-5.
As an optional “reading,” I’ve uploaded a video called “Everything is a Remix.” This is an entertaining video about how everything from Apple to Star Wars came from remixing. It’s optional viewing, but it ties together many of the things we’ve been thinking about during the course.
For your participation activity, you’ll be writing a letter to a future CMNS 1140 student, offering some advice for how to do well in the course. If you give me permission, I’ll share your responses with next semester’s students. And for your bonus activity, acknowledge the hard word of your group members by sharing one thing you admire about each one of them.
As a reminder, here are the upcoming due dates:
- Storytelling video or Cover letter/ resume: <<date>>. (Remember: you can drop either a blog post or this assignment).
- Textbook report or final portfolio: <<date>>.
Thank you again for your contributions to CMNS 1140. Keep in touch, and stay safe!
Readings: https://www.youtube.com/watch?v=nJPERZDfyWc
Participation Activity
To reflect what you learned (and help out next semester’s class), write a letter to a student who’s new to CMNS 1140. Give them some advice about what they need to know to be successful in the course.
Bonus Activity
Share something that you admire about each of your group members.
Instructor’s Note
For Week 13, you may choose to have a synchronous party to celebrate your learning. You can give students control over the party, but the following lesson plan contains activities that you could potentially include:
Activity: Talent Show
To celebrate our success and the community you’ve built, hold a business communication talent show. Tell students about the talent show in advance so that they can plan. Students can work in groups or individually to share something that relates to business communication. It could be a paragraph from their blog that they’re proud of, or they could make up a parody song, etc. There will be a prize (I use gift cards) for winning entry (as voted on by the class).
Activity: Business Communication Olympics
To review the course materials, hold a Business Communication Olympics.
This will have 3 rounds:
- QuizMaster
Business Communication Pictionary - Paragraph Revision-o-rama
You can do the Olympics in groups or individually. Depending on whether you’re doing it individually or in a group, come up with a scoring system that awards a maximum of 5 points to a group/individual per round. Suggested scoring system:
- QuizMaster: 5 points for 1st, 3 points for 2nd, 1 point for 3rd.
- Business Communication Pictionary: 1 point for the correct answer, 1 point if someone guesses your correct answer. Play to a max of 5 points.
- Paragraph Revision-o-rama: 5 points to 1st team to correctly organize the paragraph, 3 to the 2nd, 1 to the 3rd.
Round #1: QuizMaster
Using the quiz platform of your choice (you can also make one in Powerpoint), host a quiz where students are scored on their percentage of correct answers. You can also give 1 point to the first person to type in the correct answer.
Quiz
What are the 3 parts of the writing process?
- Ethos, Pathos, Logos
- Writing, writing, more writing
- Prewriting, writing, revision
- Outlining, planning, brainstorming
What is pathos?
- Using emotion to persuade someone
- Using logic to persuade someone
- Using reputation to persuade someone
What is an email frame?
- Forgetting to send an email
- Telling the reader why you’re writing
- Framing someone for murder through email
- Signing an email ‘sincerely yours.’
We use quotation marks to show that…
- The words were written by someone else
- The words were written by you.
- The words aren’t true
- The words are sarcastic
In the phrase “Read the information security policy for more information,” the link should be put on:
- Read
- Information security policy
- More information
CMAPP stands for
- See this map?
- Call, Message, Amaze, Persuade, Poll
- Context, Message, Audience, Purpose, Product
- Calm, Measured, Analytical, Polite, Prepared
Which of the following sentences is in passive voice?
- The course was taken by the students.
- I took a course this semester.
- The students took the course
- This semester, I took a course.
Round 2: Business Communication Pictionary
Using the multi-user whiteboard in BigBlueButton (Zoom etc), play Pictionary. Tell students that you will be giving them a word (through the private chat function). They have to draw the word, without spelling it out.  The person who guessed also gets 1 point. Play to a maximum of 5 points. You will likely have to do an example of this. I use the word ‘email’ to do so. Here are some words you can use:
- Writing process
- Report
- Communication
- persuasion
- Question of the Day
- Run on sentence
- Audience analysis
- Paragraph
- Ethos
- Citation
- Blogging
Round 3: Paragraph Revision-O-Rama
In this activity, students will receive a paragraph that is badly organized. The badly organized paragraph is contained in the handout for this module. Sentences are numbered, so that students can simply state the correct order of the sentences (1,5, 4, 3 etc) to show their answer, rather than having to copy and paste the entire paragraph. The first person/group to do it is the winner.


23 Cellular Phones and Texting
Communication Technologies of Millennials
Danielle Cann
23.1 Introduction
Keywords
- Cellular phone – a portable, wireless device that allows users to make and receive calls. It interacts with the cellular system, consisting of towers to provide this telecommunication service.
- Also called cell phone and mobile phone
- SMS (Short Message Service) – provides users with cell phones the ability to send text-only messages containing 160 characters or less to other phones
- Also called text messaging
- Multitap – feature of pressing a button multiple times to cycle through letter options
- Flip phone – a cell phone with hinges on it that becomes more compact when closed
- T9 – first autofill technology that allowed users to select commonly used words based on what they have typed so far
- Cross-network texting – text messaging users from different service providers than yourself
- MMS (Multimedia Messaging Service) – a text message that includes a media file such as a picture, video, website link, or emoji
Learning Objectives
- By the end of this chapter, students should be able to:
- Define the main forms of communication used by the Millennial generation
- Differentiate between cell phones and SMS texting
- Understand the impacts that these technologies have had on Millennials’ behavior
Imagine a world where you didn’t have a cell phone until college, or even know what one was… Crazy, right? That was the reality for a lot of people in the Millennial generation. While the first cellular phones were made readily available to the public in 1983, they didn’t become popular to own until the mid- to late-1990s. This huge communication advancement changed the way that society interacted. The creation of the cellular phone allowed people to talk to others in a more convenient way than previously invented house phones. Similarly, SMS texting connected people like never before, changing society in a very impactful and efficient way. Growing up in a time when these communication technologies were quickly becoming the norm, Millennials became very influenced by them.
The creation of cellular phones and text messaging have led Millennials to be reliant on technology to communicate with one another, and have an expectation of portability and convenience. Their common traits of being tech-savvy, adaptive to change, collaborative, and impatient are even more examples of how cell phones influenced Millennials’ general way of being.
Please note that throughout this chapter the terms cellular phone, cell phone, and mobile phone will be used interchangeably. The same goes for SMS, texting, and text messaging.
23.2 What Are Cellular Phones and SMS Texting?
Key Takeaway(s)
To begin, we will first talk about cellular phones, and then move on to SMS text messaging in the next subsection.
23.2.1 What is a Cellular Phone?
I am sure you are already familiar with what a cell phone is, but we are mainly going to be examining cell phones in the Millennial time period, as opposed to current smartphones. With that being said, a cellular phone (or cell phone) is a portable, wireless device that allows users to make and receive calls. It interacts with the cellular system, consisting of towers to provide this telecommunication service. Because of its cordless design, cell phones can be taken anywhere to use, as long as there is cell service (Tien, 2001). This is what made it different from the traditional landline, who’s use was restricted to one area within arm’s distance of the wall.
To use a basic cell phone from the late 1980s, you would dial the phone number you are trying to reach on the numbered buttons. There was no way for you to store your contacts on the phone, so you would have to punch in the number manually each time. To get the best service, you would then have to extend the antenna on the top of the phone so that it can reach the cell towers better.
23.2.2 What is SMS/Text Messaging?
SMS stands for Short Message Service, and is more commonly known as text messaging. It provided users with cell phones the ability to send text-only messages containing 160 characters or less to other phones. For the first time, people were able to communicate in seconds with others from afar, without even opening their mouths to talk! While you couldn’t send pictures or videos until a few decades later, text messaging allowed users to send simple email-like messages on the go, without a clunky computer.
Because early cell phones didn’t have keyboards, in order to text, you had to click the numbered buttons to get the corresponding letter. This feature of pressing the number button multiple times to cycle through to the letter you want is called multitap. This made it take a little longer to type out a message, but it was still the most efficient way to get a message out. Text messaging was convenient because in order to accept a phone call, both parties had to be in an appropriate situation where they could speak and hear at that exact moment, but texting eliminated this aspect. Users could send and respond to messages at their leisure, without the fear that the person on the other end wouldn’t be available to receive it.
SMS uses a digital network similar to the internet, as opposed to an analog network like the telegraph which required a switchboard and operators. This feature made it more reliable and less expensive than a phone call.
23.3 How Cell Phones and Texting Came to Be
Key Takeaway(s)
23.3.1 History and Development of Cellular Phones
Cellular phones didn’t just get invented out of thin air, they took nearly 100 years of progression from Alexander Graham Bell’s invention of the telephone in 1876. Small improvements were made to the original technology, eventually leading it to the mobile phone that dawned upon Millennials. Up until the mid 1980s, telephones were connected to the wall in a home, with no way to bring them out and about your everyday life. The first cell phone made available to the public was the Motorola DynaTAC 8000X, in 1983. Because of the new show stopping technology, the Motorola was very expensive, so only the extremely wealthy owned them. Since then, the improvements of cellular phones have spread rapidly.
By 1990, the mobile phone market was booming as a result of increased interest in these wireless phones. Top brands that dominated the market were Nokia, Sony, and, of course, Motorola. Phones kept being made smaller and smaller to fit the needs of its users, and made it easier to transport everyday. By this point, cell phones were about the size of a hand, with a small screen taking up about a quarter of the whole device. The rest was filled with buttons with numbers, and later letters, on them. An antenna sat on top of the phone, in order to reach cellular towers.
In 1996, flip phones were invented and gained popularity. A flip phone is a cell phone with hinges on it that becomes more compact.
The majority of American adults owned a cellular phone by the mid-1990s (Bratina, 2019). They quickly developed into part of everyday life, and habits of society were molding around these changes in expectations.
“Nokia 6160” by University of Virginia Culbreth Theater Prop Collection is licensed under CC BY 4.0
23.3.2 History and Development of Text Messaging
Short Message Service (SMS) came to life on December 3, 1992 when British engineer Neil Papworth texted his friend “Merry Christmas.” It was a success, even though his friend had no way of responding, since his phone obviously didn’t have a text messaging function. Not long after, the first phone that had the ability to text was created in 1993, and it was the Nokia 2110.
SMS was limited to 160 letters, but you had to be very patient to actually type out a message that long. Text messaging required the user to type out each individual letter from the 10-number keypad on the phone. Each number corresponded to three letters, for example the ‘number 2’ button had the letters ‘abc’ on it, and so forth. While texting was a huge convenience, people from all over still wanted something more efficient. So, in 1995 T9, the first autofill technology, was created. This cut down on the amount of time and frustration it took to send a text message on the keypad. In 1997, Nokia released its 9000i Communicator, which was the first cell phone to have a QUERTY keyboard, like on a standard computer (Trosby, 2008). In order to get to this keyboard, you had to flip open or slide up the phone.
Around the turn of the century, SMS users were finally able to text people from other networks. Cross-network texting, messaging from different service providers, allowed people to communicate with virtually anyone and everyone with a cell phone. It is no surprise that after this, text messaging became a mainstream global phenomenon and the #1 mobile data service used by cell phone users.
“SMS Test” by Scared Poet (user Scaredpoet, scaredpoet.com) is licensed under CC BY-SA 2.5
23.4 Impact of Cell Phones and Texting on the Millennial Generation
Key Takeaway(s)
Like any other technological advancement, cell phones and SMS impacted those around them. While some consequences, like technological savviness, were expected, there were a plethora of unintended ones as well.
23.4.1 Intended Consequences
Mobile phones and text messaging were invented to improve communication, so it is no surprise that Millennials are very connected and collaborative individuals. These teenagers in the late 1990s took advantage of the new communication technology, using it to maintain social ties and exchange information with friends. Mobile phones allowed users to feel connected to one another because you could contact anyone in the world with just the push of a few buttons (Keyani, 2004). This ability to conveniently contact others led users to be more willing to interact and keep in touch with each other.
Another intended consequence of the creation of cell phones and texting was increasing the pace of society digitally, allowing people to be more efficient in getting information to others. Growing up in these circumstances naturally made Millennials extremely tech-savvy. It has been shown that Millennials thrive in a fast-paced, media heavy environment which overwhelms older generations. They are likely to immerse themselves in multiple aspects of the digital world, such as on their cell phones (Geraci, 2004). Another common skill mastered by Millennials is multi-tasking, which was fueled by their mobile-phone heavy environment that they grew up in. It became the norm, and even expected, to juggle multiple conversations at once; in person, talking on the phone, and texting others.
23.4.2 Unintended Consequences
Cellular phone and SMS technology has also had some unintended consequences, as well. Because they allow users to be connected to anyone at any given moment, its popularity has led to an increasing amount of interruptions of real-world conversations, as well as people flat out ignoring others to be on their phone. For example, it is now a common event that during a one-on-one conversation, the other person tells you to “hold that thought” while they either answer their phone or check a text message. This is considerably rude and gives the impression that something else is more important than the person you are talking to in person. This impoliteness is even more recognized in Millennials because they grew up with these experiences around them and consider it ‘the norm.’ Not to mention, Millennials were the first generation that grew up without learning how to maintain eye contact because of the cell phones in their hands. It has become a habit to look down at a phone as an instinct when things get uncomfortable or awkward. Also, always having the ability to edit text messages before they are sent has made Millennials less comfortable with spur-of-the-moment in-person confrontations with others (Agrawal, 2017). This struggle with face to face communication is trivial and can be traced back to the introduction of cell phones during their childhood.
Similarly, a common characteristic of Millennials is that they are impatient. The development of mobile phones and texting brought about the idea that there is always going to be in your hand or pocket to entertain you. The instant gratification of quick, reliable communication instilled this in young Millennials’ heads. Their parents and grandparents in the older generations had to wait to see somebody in person, or wait for a letter to be delivered in order to have a conversation with them. Millennials were born into a society with the privilege to connect in a matter of seconds, without the need to wait. Because of this, they weren’t able to properly develop patience skills. Highlighting a more technological side of their impatience, if something doesn’t load right away on a device or if they don’t get a response rapidly enough, Millennials are known to get very irritated.
In a more positive light, cellular phones and text messaging play a huge unplanned role in the fact that Millennials are extremely adaptive to change. Nobody could have predicted that the communication technologies from the 90s have adapted into what they are today, but Millennials had to adjust to those changes every step of the way. Not only were they introduced to a whole new means of communication at a young age on the cell phone, but they also quickly learned to text a few years later. Then cell phones and SMS had different shapes, styles, models, and methods, such as flip phones and slide phones that required different skills to use. New features were added, and old ones taken away, which constantly made Millennials have to alter the way they used their devices. The MP3 feature on mobile phones became a big hit which threw them even more for a loop. Once Millennials were finally getting comfortable with these changes, touch screen technology came out, which completely changed the game and paved the way for smartphones to come. Because of all of these changes, Millennials knew that they had to expect the unexpected, and quickly tailor their skills to use the latest technologies. This transferred over into their personal lives, helping them become quick to respond and adapt to changes.
“Friends on Cell Phones at Dinner” is licensed under CC BY 2.0
23.5 How Millennial Communication Technologies Have Evolved Useful Today
Key Takeaway(s)
The evolution of cell phones and texting has been nonstop, and it still hasn’t slowed down since the 1990s. As we previously mentioned, SMS became the most popular technology during the turn of the century. People loved the quick ability to communicate with others from anywhere, at any time with their portable devices. However, cell phones were strictly made solely for sending messages to others, and not for delivering content. Texting soon developed from SMS into MMS, Multimedia Messaging Service, where people could send pictures and videos.
This led to the progression into a smartphone era, where cell phones could do everything- from calling, texting, and sending media to browsing the internet, taking pictures, and playing games. The first smartphone to enter the market that had all of these features was the Blackberry, in 2002. The Blackberry reigned the mobile phone world, keeping people more connected and entertained than ever before.
This all changed in 2007, when Steve Jobs created the Apple iPhone, and we entered the mobile era that we are more familiar with today, and continues to progress. In 2019, 93% of Millennials owned smartphones, which shows us how popular it has gotten to own one (Pew Research Center, 2020). You will learn about smartphones extensively in the next section, discussing Generation Z.
“My Cell Phone Changed My Life” Gwen Truchan: A Case Study
The authors of this chapter sat down with Gwen Truchan, a 37 year old woman from New Jersey, to gain insight on her personal experience with cell phones and texting. Born in 1985, Gwen is a true Millennial whose childhood occurred simultaneously with the development of mobile phones and texting.
“When I think of my teenage and early adult years, I immediately think of getting my first cell phone and being able to text all of my friends,” Gwen describes happily. She was lucky enough to have her own mobile phone during her later years of high school, which was a common age to get them. Gwen, as well as the rest of the Millennials were living the peak social years of their lives in the early 2000s, which is also when texting became the biggest trend. Gwen stated, “My mom always told me how lucky I was to be able to keep in contact and make plans with my friends on the weekends because she always had to figure out her plans well in advance.” Her mom, Maureen, was part of the Baby Boomer generation, who did not have the luxury of having mobile phones during high school and college. That older generation had to do everything in person if they wanted to interact with someone else, but mobile phones retired that need.
“It made my teenage years so much more social and enjoyable, and I am so glad that I grew up during that time.” Gwen could not stress enough the importance that her cell phone had on her teen years, and the positive impact it had on her and her friends.
Chapter Summary
As you have learned, the communication technologies of the late 1900s have had major impacts on the Millennial generation, as well as future generations to come. Without the development of mobile phones and texting, who knows where our society would be today. Both technologies brought people together because they were able to communicate easily and efficiently, at any time. They no longer had the limitation of only being able to talk in person, or on their house phone connected to the wall. Growing up in such an era made Millennials more likely to be collaborative with others, tech-savvy, and multitaskers. Nobody could have predicted that this situation would also make them impolite and impatient, but very adaptive to change. Mobile phones and SMS paved the way for smartphones to be developed with even more impressive digital features. Altogether, the communication technologies invented during Millennials’ time have had an enduring impression on their behaviors, as well as society as a whole.
Review Questions
- What are the main ways Millennials communicate?
- a) Facetime and Zoom
- b) Cell phones and texting
- c) Handwritten letters
- d) Face-to-face interactions
- What is the difference between cellular phones and SMS text messaging?
- a) Texting sends a typed-out message
- b) Cellular phones allow people to communicate with their voices
- c) Both A and B
- d) None of the above
- What defining millennial characteristic can be traced back to their use of cell phones?
- a) Easygoing
- b) Hardworking
- c) Creative
- d) Expect convenience
- What did the first text message say?
- a) Happy Birthday
- b) What’s up
- c) Hey it’s Neil
- d) Merry Christmas
Answers:
-
- b
- c
- d
- d
Food For Thought
- Consider someone you know that is part of the Millennial generation, most likely a parent or guardian. Compare/contrast some of their communication behaviors to the defining characteristics of Millennials that we learned.
- How has the creation of cell phones and text messaging impacted your own life?
- In your opinion, what is the best way to communicate with others? Explain your answer.
References
Agrawal, A. J. (2017, May 5). Millennials are struggling with face to face communication: Here’s why. Forbes. Retrieved November 28, 2022, from https://www.forbes.com/sites/ajagrawal/2017/05/04/millennials-are-struggling-with-face-to-face-communication-heres-why/?sh=3823595b26e8
Bratina T. (2019). Mobile Phones and Social Behaviour among Millennials. Journal of Elementary Education, 12(4), 315-330. https://doi.org/10.18690/rei.12.4.315-330.2019
Geraci, J.C. and Nagy, J. (2004), “Millennials ‐ the new media generation”, Young Consumers, Vol. 5 No. 2, pp. 17-24. https://doi.org/10.1108/17473610410814111
Keyani, P., & Farnham, S. (2005, January 1). Swarm: Text messaging designed to enhance social coordination. SpringerLink. Retrieved November 9, 2022, from https://link.springer.com/content/pdf/10.1007/1-4020-3060-6_16.pdf
Nokia 6160. (1990). [Electronic (technology-related concept)]. https://jstor.org/stable/community.22142802Pitfield, K. (2004, December). The social shaping of text messaging in North American Youth Culture. Spectrum. Retrieved November 5, 2022, from https://spectrum.library.concordia.ca/id/eprint/8329/
Tien, E. (2001, January 7). Packing a cell phone. The New York Times. Retrieved November 5, 2022, from https://www.nytimes.com/2001/01/07/style/pulse-packing-a-cell-phone.html?searchResultPosition=1
Trosby, Harris, I., Hillebrand, F., & Holley, K. (2008). Short message service (SMS) : the creation of personal global text messaging (2nd ed.). Wiley. https://doi.org/10.1002/9780470689899
Vogels, E. A. (2020, September 23). Millennials stand out for their technology use, but older generations also Embrace Digital Life. Pew Research Center. Retrieved November 5, 2022, from https://www.pewresearch.org/fact-tank/2019/09/09/us-generations-technology-use/
a portable, wireless device that allows users to make and receive calls. It interacts with the cellular system, consisting of towers to provide this telecommunication service; Also called cell phone and mobile phone
provides users with cell phones the ability to send text-only messages containing 160 characters or less to other phones; also called text messaging
feature of pressing a button multiple times to cycle through letter options
a cell phone with hinges on it that becomes more compact when closed
first autofill technology that allowed users to select commonly used words based on what they have typed so far
text messaging users from different service providers than yourself
a text message that includes a media file such as a picture, video, website link, or emoji


11 Frames of Reference and Coordinate Systems
Introduction
In order to place things in space (such as a location on Earth) a frame of reference is required. A frame of reference offers the spatial extent and reference information for all that will be placed, or can be placed, on Earth. If we want to place locations on Earth, we need a frame of reference that covers Earth’s full extent (all of it). The internet (google) defines a frame of reference as “a system of geometric axes in relation to which measurements of size, position, or motion can be made.” For geographic information, we need “axes” that will allow us to place and measure things on Earth. This is a lot easier if we assume that Earth is an easily defined shape (previous chapter), so we almost always use an oblate ellipsoid geodetic datum. Remember that this is a three dimensional roundish shape defined by two radii (one polar and one equatorial).
Once we have the shape and size, we establish units and origin. All frames of reference have an origin: the 0, 0 location from which measurement begins. Frames of reference also require a unit of measure; these units of measure are Cartesian (distance measurements along a line away from an origin) or Polar (rotation measurements, such as degrees, around an axis, combined with a distance measure away from the origin). In the section below, the units and origins for four different types of spaces will be presented and are defined by their shape (planar (flat, square, grid, etc.) or polar (round)) and dimensionality (two or three dimensional). As stated already planar coordinate systems use distances away from the origin while polar coordinate systems use degrees of rotation away from the baseline around the origin for at least one of the two units.
On Earth, Latitude and Longitude represent a graticule of intersecting lines that serve as a universally accepted frame of reference. The origin is the equator (0 latitude) and the Prime Meridian (0 longitude) with 90 degrees of rotation north or south from the equator to the respective poles and 180 degrees of rotation east or west from the prime meridian. Latitude and Longitude are units in a three dimensional polar coordinate system.
Non-Earth Based Coordinate Systems
There are four classes of coordinate systems relevant to geomatics, they are defined by their dimensionality (two-dimensional and three-dimensional) and the units of measurement (somewhat related to the shape of the space: round or orthogonal): distances or angles. Orthogonal means the space is composed of right angles. The orthogonal frames of reference (coordinate systems) will be referred to as Cartesian. Cartesian means the frame of reference is composed of baselines (axes) that intersect at right angles. The intersection point is the frame’s origin (0, 0) from which locations are specified by a length (or distance) along two axes. These two axes are often referred to as X and Y. The other set of coordinate systems are called Polar and use an angle of rotation around the origin as at least one of the coordinates. (see figures below)
Two Dimensional Coordinate Systems
Two dimensional coordinate systems are also referred to as planar and indicate location on a flat space (or a representation of space). If the coordinate system is Cartesian, the two coordinates indicate distances along one of two axes away from from the origin. If the coordinate system is Polar the pair of coordinates indicate a distance along on an axis and a degree of rotation away from that axis around the origin.
Cartesian:
Polar:
Three Dimensional Coordinate Systems
Three dimensional coordinate systems indicate position in a volumetric space. If the coordinate system is Cartesian the three coordinates indicate distances along one of three axes away from the origin. If the coordinate system is Polar the three coordinates indicate a distance along an axis and two degrees of rotation away from that axis around the origin, each orthogonal to the other.
Cartesian:
Polar:
elipsoid, sphere, oblate, and prolate ellipsoids


Radioactivity and Nuclear Physics and its Medical Applications
129 Food Irradiation
Learning Objectives
- Define food irradiation low dose, and free radicals.
Ionizing radiation is widely used to sterilize medical supplies, such as bandages, and consumer products, such as tampons. Worldwide, it is also used to irradiate food, an application that promises to grow in the future. Food irradiation is the treatment of food with ionizing radiation. It is used to reduce pest infestation and to delay spoilage and prevent illness caused by microorganisms. Food irradiation is controversial. Proponents see it as superior to pasteurization, preservatives, and insecticides, supplanting dangerous chemicals with a more effective process. Opponents see its safety as unproven, perhaps leaving worse toxic residues as well as presenting an environmental hazard at treatment sites. In developing countries, food irradiation might increase crop production by 25.0% or more, and reduce food spoilage by a similar amount. It is used chiefly to treat spices and some fruits, and in some countries, red meat, poultry, and vegetables. Over 40 countries have approved food irradiation at some level.
Food irradiation exposes food to large doses of [latex]\gamma[/latex] rays, x-rays, or electrons. These photons and electrons induce no nuclear reactions and thus create no residual radioactivity. (Some forms of ionizing radiation, such as neutron irradiation, cause residual radioactivity. These are not used for food irradiation.) The [latex]\gamma[/latex] source is usually [latex]{}^{\text{60}}\text{Co}[/latex] or [latex]{}^{\text{137}}\text{Cs}[/latex], the latter isotope being a major by-product of nuclear power. Cobalt-60 [latex]\gamma[/latex] rays average 1.25 MeV, while those of [latex]{}^{\text{137}}\text{Cs}[/latex] are 0.67 MeV and are less penetrating. X-rays used for food irradiation are created with voltages of up to 5 million volts and, thus, have photon energies up to 5 MeV. Electrons used for food irradiation are accelerated to energies up to 10 MeV. The higher the energy per particle, the more penetrating the radiation is and the more ionization it can create. Figure 129.1 shows a typical [latex]\gamma[/latex]-irradiation plant.
Owing to the fact that food irradiation seeks to destroy organisms such as insects and bacteria, much larger doses than those fatal to humans must be applied. Generally, the simpler the organism, the more radiation it can tolerate. (Cancer cells are a partial exception, because they are rapidly reproducing and, thus, more sensitive.) Current licensing allows up to 1000 Gy to be applied to fresh fruits and vegetables, called a low dose in food irradiation.  Doses greater than 10,000 Gy are considered to be high doses in food irradiation and product sterilization.
The effectiveness of food irradiation varies with the type of food. Spices and many fruits and vegetables have dramatically longer shelf lives. These also show no degradation in taste and no loss of food value or vitamins. If not for the mandatory labeling, such foods subjected to low-level irradiation (up to 1000 Gy) could not be distinguished from untreated foods in quality. However, some foods actually spoil faster after irradiation, particularly those with high water content like lettuce and peaches. Others, such as milk, are given a noticeably unpleasant taste. High-level irradiation produces significant and chemically measurable changes in foods. It produces about a 15% loss of nutrients and a 25% loss of vitamins, as well as some change in taste. Such losses are similar to those that occur in ordinary freezing and cooking.
How does food irradiation work? Ionization produces a random assortment of broken molecules and ions, some with unstable oxygen- or hydrogen-containing molecules known as free radicals. These undergo rapid chemical reactions, producing perhaps four or five thousand different compounds called radiolytic products, some of which make cell function impossible by breaking cell membranes, fracturing DNA, and so on. How safe is the food afterward? Critics argue that the radiolytic products present a lasting hazard, perhaps being carcinogenic. However, the safety of irradiated food is not known precisely. We do know that low-level food irradiation produces no compounds in amounts that can be measured chemically. This is not surprising, since trace amounts of several thousand compounds may be created. We also know that there have been no observable negative short-term effects on consumers. Long-term effects may show up if large number of people consume large quantities of irradiated food, but no effects have appeared due to the small amounts of irradiated food that are consumed regularly. The case for safety is supported by testing of animal diets that were irradiated; no transmitted genetic effects have been observed. Food irradiation (at least up to a million rad) has been endorsed by the World Health Organization and the UN Food and Agricultural Organization. Finally, the hazard to consumers, if it exists, must be weighed against the benefits in food production and preservation. It must also be weighed against the very real hazards of existing insecticides and food preservatives.
Conceptual Questions
- Does food irradiation leave the food radioactive? To what extent is the food altered chemically for low and high doses in food irradiation?
- Compare a low dose of radiation to a human with a low dose of radiation used in food treatment.
- Suppose one food irradiation plant uses a [latex]{}^{\text{137}}\text{Cs}[/latex] source while another uses an equal activity of [latex]{}^{\text{60}}\text{Co}[/latex]. Assuming equal fractions of the [latex]\gamma[/latex] rays from the sources are absorbed, why is more time needed to get the same dose using the [latex]{}^{\text{137}}\text{Cs}[/latex] source?
Glossary
- food irradiation
- treatment of food with ionizing radiation
- free radicals
- ions with unstable oxygen- or hydrogen-containing molecules
- radiolytic products
- compounds produced due to chemical reactions of free radicals


Open Pedagogy as Open Student Projects
“And Still We Rise”: Open Pedagogy and Black History at a Rural Comprehensive State College
Joshua F. Beatty; Timothy C. Hartnett; Debra Kimok; and John McMahon
Authors
- Joshua F. Beatty, SUNY Plattsburgh
- Timothy C. Hartnett, SUNY Plattsburgh
- Debra Kimok, SUNY Plattsburgh
- John McMahon, SUNY Plattsburgh
Project Overview
Institution: SUNY Plattsburgh
Institution Type: public, liberal arts, undergraduate, postgraduate
Project Discipline: Political Science
Project Outcome: student-created library exhibit (physical and virtual)
Tools Used: Omeka, LibGuides
Resources Included in Chapter:
- Course Materials
- Virtual Exhibit Website
- Images
- Videos
2020 Preface
On April 9, 2020, between our final edits and publication, one of the co-authors, Tim Hartnett, passed away. Our chapter describes just what Tim meant to the And Still We Rise project, but cannot articulate his importance as colleague and friend. Tim was a musician and raconteur as well as a librarian, and brought the energy of the practiced performer to the academy’s milieu of introverts. For And Still We Rise, he drew the co-authors together; he had recruited Joshua to his position in the library, promoted Debra’s work in Special Collections and the College Archives, welcomed John at a new faculty reception, and early on saw the possibilities that could arise from John’s course, Debra’s archival holdings, and Joshua’s digital scholarship advocacy. Tim himself added a deep knowledge and lifelong commitment to Plattsburgh, exemplified by his labor chronicling the history of musicians and other performers who visited the college. We are grateful that Tim’s estate recognizes the importance of his work and that they are working with the authors to preserve and curate it for future generations.
A fuller appreciation of Tim’s life can be read in “A Meaningful Life,” from the Press-Republican newspaper.
—Joshua, Debra, & John
Introducing And Still We Rise
In Spring 2019, students at The State University of New York College at Plattsburgh (SUNY Plattsburgh) researched, designed, and built And Still We Rise: Celebrating Plattsburgh’s (Re)Discovery of Iconic Black Visitors (ASWR), an exhibit in the Feinberg Library on prominent Black political and cultural figures who had visited the college since the 1960s. The thirteen students in African-American Political Thought (Political Science 371), taught by Dr. John McMahon, researched in the college’s archives and secondary sources to curate photos, text and multimedia for physical and virtual exhibits.[1]
We wish to thank the students in the course, for without their ideas, work, and commitment, neither ASWR nor this book chapter would be possible: Marie Alcis, Jacob Baird, Kyla Church, Juntaro Hirose, Domenica Lacouture, Jenna Long, James McGarrity, Yukari Namihira, Keianna Noble, Nouran Noureldin, Alyssa Scott, Josh Shaw, and Kentaro Wada. The class’ work can be read on the digital version of ASWR available at Plattsburgh Rocks!, and a video of the opening ceremony led by students is available on YouTube: “And Still We Rise: Celebrating the (Re) Discovery of Plattsburgh’s Iconic Black Visitors.”
McMahon conceived of the project as putting into practice a vital component of Black political thought—that it is public in its call for transformation. This thought was not limited to academic books and articles alone, but rather insisted upon the connection of theory to practice and found its audience in speeches, pamphlets, music, film, and the like—all forms represented in the course material. McMahon wanted to design a project for the course that would affirm this element of Black political thought and present its own public challenge. He had also learned from colleagues at his previous institution (particularly from faculty women of color) who developed public-facing projects about race and racism and/or had students draw on campus collections to create a public exhibit.[2] Moreover, McMahon sought to use the course to engage with and provide political reflection upon campus conversations about race and racism. These concerns, in conjunction with his early dialogue with Librarian Timothy Hartnett, led to the initial ideas for the project. He would ask that students investigate the College Archives to find information about the Black political and cultural figures who had held events at SUNY Plattsburgh. The aim was to collectively create a public exhibit to be displayed in the library, presenting this political history to the campus as a whole and declaring that Black lives matter.
Two key ethical considerations undergird the project: the first is the pursuit of racial justice; the second, the embrace of open pedagogy. To understand how these informed the project, it is necessary to situate ASWR in its particular campus context. SUNY Plattsburgh is a rural, comprehensive state college with approximately 4900 undergraduate students and approximately 500 master’s students, with a faculty, staff, and student body that are predominantly white.[3] The percentage of students of color is, however, increasing, and several public racist incidents since 2015 have illuminated ongoing unresolved tensions on campus.[4] Black students regularly express feeling that they are treated as outsiders and their voices go unheard, while white students and employees are unaware of the city and college’s long history of people of color as residents and visitors. By documenting and publicizing the history of prominent Black visitors to the college, ASWR intended to remind the college community of this tradition and to support calls for a more intentional and sustained pursuit of racial justice on campus.
Open pedagogy is a compelling approach to engage this pursuit, in a context where approximately half of the class were students of color, and most of them had not had opportunities to perform open pedagogical work. ASWR was developed with an objective of engaging students by letting them work with primary source materials to create a public work that contributes to scholarly and community conversations, thus showing the students that their voice and work matters. As DeRosa and Robison (2017) emphasize, open pedagogy broadly seeks to empower students, and four principles of open pedagogy shaped the ASWR project. First, open pedagogies center students as reflective creators, curators, and sharers of knowledge who can develop a sense of educational autonomy (Cronin and MacLaren, 2018; De Rosa and Robison, 2017; Paskevicius, 2017). Second, open education practices emphasize active collaboration and social learning (Courous, 2010; DeRosa and Robison, 2017). Third, open pedagogy ought to be built into assignments themselves, for instance through Jhangiani’s five principles of open assignment design (2017, p. 272). Finally, open pedagogy turns student learning outward, to the public: it has the potential to “help our students find relevance in their work,” “contribute to the public good,” and create “engagement with the world outside the classroom” (DeRosa and Robison, 2017, p. 117). The end of the chapter returns to these principles in order to reflect on the project and its pedagogy.
Building and Presenting an Open Project on Black Campus Political History
Librarian-Faculty Collaboration in the Project’s Early Stages
McMahon conceived of the project as a result of a serendipitous conversation with Hartnett over lunch at a welcome event for new faculty in August 2018. The two discussed the African-American Political Thought course McMahon would be proposing to teach in the Spring 2019 semester. Hartnett, who was creating an archive of speakers and performers visiting campus from 1960-2000 for a project called Plattsburgh Rocks!, relayed to McMahon that he might be surprised to learn that important Black political and cultural figures like Nina Simone, Cornel West, and Dick Gregory had held events on campus.
This initial conversation proved fortuitous in multiple ways. As a librarian at the luncheon, Hartnett’s primary purpose was to informally raise new faculty’s awareness of librarian expertise and library resources. In doing so, he learned of McMahon’s subject expertise and teaching interests. Such communication is vital to informing librarians about faculty’s scholarship and teaching activities so as to optimize the library’s resources and services to better support faculty in their work.
So, what began as a chance, casual conversation over lunch developed into what would become a four-person collaboration on an open, student-driven project. Without Hartnett and McMahon sitting at the same table at a new faculty welcome lunch, this project likely would not have happened. This confirms the value of ongoing informal conversation between librarians and teaching faculty, to try to foster an environment where collaborative projects can germinate (Johnson, 2019).
A second conversation between McMahon and Hartnett at the library reference desk in October 2018 more directly launched the project itself. At that point, Hartnett shared a comprehensive spreadsheet documenting the record of campus cultural performances and political events, and McMahon began to ruminate over how to work with Hartnett—and with the other team members he would involve in the project, as discussed below—to actualize the potential of this resource. Hartnett saw an opportunity to connect the professor and his students with some uniquely relevant local materials contained in the library’s College Archives. This would best be accomplished through the help of Librarian Debra Kimok, who manages the College Archives. To further assist students, Hartnett prepared an online library research guide which included links to digitized archives of several of those materials.
In a subsequent email to Hartnett in December, McMahon expressed his desire to have students prepare a library display to publicly present their work. As the librarian in charge of exhibits, Hartnett was thrilled by this news. Given the nature of the students’ research and its contribution to telling the story of SUNY Plattsburgh’s campus history, Hartnett contemplated ways to make it more permanently and widely available to the public. It soon occurred to him that a digital exhibit might be the perfect means for doing so. He contacted Dr. Joshua Beatty, Digital Scholarship Librarian and also coincidentally the library’s liaison to the Political Science Department. Beatty quickly saw the value of and the possibilities for making ASWR an online exhibit.
Engaging Student Research and Discovery
Beatty, Hartnett, and Kimok provided students with an initial introduction to the College Archives during an early class session held in the library, with a follow-up formal research session led by Beatty. Outlines for these sessions as well as the timeline and requirements for student research can be found in the Appendix. Following this, all three librarians provided ongoing hands-on research assistance to students. The thirteen students in the course sought primary source materials that related to their chosen subjects. Guided by the project team, they found local and student newspaper and campus newsletter stories, yearbook pages, an “Artist Series” brochure, and archival photographs related to the campus visits of notable African American figures.
Student discovery in archives is frequently very exciting for them and is a valuable learning experience: “The use of archival material takes [students] into an environment different than a library and one with which they are not familiar. It also requires them to learn new techniques of discovery and creates a real sense of intimacy with people of a different time” (Matyn, 2000, p. 349). This kind of dynamic was most vividly illustrated when a student exclaimed upon opening a College Archives folder and seeing for the first time a 1967-1968 “Artist Series” brochure featuring a brief preview of Nina Simone’s upcoming performance along with a photo of Simone, pictured below. Moments such as these demonstrate the potential thrill of discovery student-researchers can experience, one that also generates original evidence and fosters a connection to the history of their college.
Figure 1
Front cover, “Artist Series 1967-1968” brochure.
Figure 2
Interior, “Artist Series 1967-1968” brochure
Students spent several weeks engaging in archival and scholarly research with a series of scaffolded assignments, detailed in the Appendix. They met obstacles along the way—above all a dearth of archival material on some of the individuals students had chosen to research, leading students to seek further assistance from members of the project team. McMahon slightly shifted the guidelines to leave more room for emphasizing the research subject’s general importance to Black politics and culture in addition to—and, in some cases, in place of—a strict focus on their event on campus. Ultimately, this process guided students toward the final form of their research, a 300–500 word account of the visit to SUNY Plattsburgh by each student’s research subject, text that would become the physical and digital exhibits.
Exhibiting in Two Forms, Physical and Digital
Physical Exhibit. McMahon and his students set May 1 as the date for unveiling the ASWR exhibit to the public. This provided ample lead time to publicize and plan for the opening. By early March, students, supervised by McMahon, had created promotional materials, including several variations of an exhibit poster, copy for a press release, a Facebook event page, and an Instagram account.[5]
Hartnett reserved and readied the display case located in the main lobby of the library where the physical exhibit would be installed in late April. As the project progressed, students came up with ideas for enhancing the exhibit by adding a listening/viewing station at the display case for users to access audio and/or video files containing music, speeches, and interviews of the featured individuals. Hartnett consulted with campus Media Support Technician Eric Laesing about how best to do this. Given space and infrastructure limitations, they decided to set up a dedicated media station with headphones across the lobby where visitors could listen to embedded music clips and view embedded videos selected by students from a variety of Internet sources on a large screen monitor with headphones, pictured below.
Digital Exhibit. At this point, Beatty offered to create a digital exhibit that would contain not only the audio and video files, but the text and photographs curated by the students. The digital exhibit could replace a simple list of video and audio files on the media station in the library lobby, as well as be accessible beyond the library walls. The digital exhibit was not part of McMahon’s original vision for the project, but he quickly realized that it would enable the students’ work to live on beyond the lifespan of the display in the library lobby and would provide access to those unable to visit the library.
The team considered whether ASWR should be a standalone site or a part of Hartnett’s larger Plattsburgh Rocks! digital project. Plattsburgh Rocks! was primarily intended to chronicle the history of musical performances at SUNY Plattsburgh. It had been built by Hartnett and Beatty using the digital asset management and digital exhibit software Omeka Classic. Plattsburgh Rocks! was a work in progress, serving more as a holding place for a handful of posters, news articles, and audio interviews that had been digitized. At this point, the team still considered the digital version as a minor addition to the physical exhibit and opening ceremony. As such, they decided to add ASWR as a collection of items and accompanying exhibit to Plattsburgh Rocks!, but to give ASWR its own visual styling via a different Omeka theme to distinguish it from the rest of the site.
Students collected content from the College Archives and from online databases, notably New York Historical Newspapers. College Archives staff, under Kimok’s direction, digitized photographs and documents identified by students for use in the exhibit. For the design of the Omeka site, the team adapted the off-the-shelf “Seasons” theme with fonts that matched or mimicked those used in the physical exhibit.
Figure 3
Digital exhibit page featuring Shirley Chisholm photograph taken at SUNY Plattsburgh.
Figure 4
Digital exhibit page featuring Cornel West photograph taken at SUNY Plattsburgh
The architecture of the digital exhibit involved creating a separate event item for each performance covered, then adding each news story, publicity piece, video, or audio file selected by the students as an item connected to the event using Dublin Core relationship metadata. Initially the team planned to produce the digital exhibit after the semester was over, but as the project gathered momentum, McMahon realized it was important to be able to point people to a website for publicity beforehand and for news reports afterwards. Given more time, the team might have split And Still We Rise from Plattsburgh Rocks! to its own website with its own domain name. In the end, McMahon created a short URL (tinyurl.com/plattsburghrise) pointing to the exhibit on Plattsburgh Rocks! so that the team could distribute an easy-to-remember web address.
Beatty added pictures and videos from the opening event following the exhibit opening. The digital exhibit, via a dedicated computer and media cart, remained in the library lobby near the physical exhibit through the summer of 2019. It continues to be accessible online, and future versions of the course may add to it.
At the end of the project, the team assessed the digital exhibit and reflected on changes we would make in future iterations. We would purchase a domain name well beforehand and set up the project in such a way as to make it easy to use that domain name even if it continued to be hosted on the Plattsburgh Rocks! server. The best way of doing this might be to convert Plattsburgh Rocks! from Omeka Classic to Omeka S, a newer version intended for institutional collections of digital objects that can then be used in many different exhibits. Plattsburgh Rocks! and a new And Still We Rise domain name could then both point to exhibits built in a single Omeka S instance. We would also like to incorporate students into the design and building of the digital project, rather than just have faculty or librarians build an exhibit based on students’ work. One team within the class with interest and aptitude in digital scholarship could build the digital exhibit, while another team could concentrate on the physical, incorporating open design principles into their work. These students could then make design and organizational decisions from the start, as their peers would with the physical exhibit.
Exhibit Opening. McMahon and his students prepared the program for the May 1 opening, which included remarks by Hartnett, the Dean of the School of Arts & Sciences Andrew Buckser, McMahon, and six of his students. Hartnett arranged for a speaker’s podium, seating, and a professional sound system to create a more formal ambience befitting the importance of the event. Hartnett also enlisted Matt Rist, a library student-employee skilled in videography, to record the program. The Dean of Library, Information, and Technology Services Holly Heller-Ross provided funds for refreshments for attendees. There was local newspaper coverage prior to the opening and Mountain Lake PBS attended the event to shoot live footage of the program and interview participants and attendees afterward. The size of the crowd exceeded expectations. There were a significant number of community members in attendance and an unexpectedly large turnout by faculty and administrators as well. From the perspective of those of us who have been on campus the longest, the ASWR project was one of the most visible events on campus featuring the work of a single class.
Figure 5
Photograph of exhibit, lobby of Feinberg Library, SUNY Plattsburgh.
Figure 6
Media cart displaying digital exhibit, Feinberg Library, SUNY Plattsburgh.
Reflecting on ASWR and Open Pedagogies
Pedagogically, the project works to enact several motivating principles of open education. Important for us is that open pedagogy does not just implicate specific curricula, assignments, and resources, but also carries with it values (Cronin and MacLaren, 2018), such as those identified in the introduction. This project intertwined specific practices with a broader mission. ASWR facilitated students’ development as knowledge creators, researchers, and public authorities on the subject. The project also instantiated open practices and served a broader political and social purpose on campus.
More specifically, in terms of the first principle articulated in the introduction, that open pedagogy can facilitate student educational autonomy, ASWR enabled students to exercise such autonomy in their self-directed research, public writing, and presentation about a prominent figure from Black campus history. Students chose their figures, engaged in the research, and wrote the exhibit text for their figures. The second principle involved active collaboration and social learning. The project fostered this mode of learning through the collective decision-making processes about the exhibit name, display, social media, and so on, and also through regular check-ins and class-wide brainstorming sessions about the research and exhibit. Additionally, ASWR provides an example of how the elements of open pedagogy-driven assignment design in the third principle identified in the introduction can be translated into public-facing practice.
In retrospect, what became most important was the fourth identified principle, that open pedagogy orients student scholarship to public audiences and to public good. In its conception, its process, and especially its exhibit and open presentation, ASWR brought what students had been learning in the classroom to the campus community—and beyond, with the online exhibit—as a project for racial justice. In this, the authors took inspiration from the work at a similarly-situated comprehensive college by Risam, Snow, and Edwards (2017). The authors thus hope the project at least partially realizes the purpose that Smyth et al. identify for open educational practices to “support social transformation, sharing and co-creation of knowledge in fully open ecosystems, where benefit for social good is expected” (2016, p. 211). In the most optimistic interpretation of ASWR, it involved the sharing of instructor, librarian, archivist, and student knowledges for the co-creation of an open resource that positioned students as independent researchers and that can, at the very least on campus, contribute to racial justice projects of social good.
Libraries have been at the forefront of the open pedagogy movement within colleges and universities (Hensley and Bell, 2017; Walz, 2017). At SUNY Plattsburgh, a small group of interested librarians—Beatty, Kimok, and OER Librarian Malina Thiede—had been promoting services related to open pedagogy, such as digital scholarship, student publishing, and Open Educational Resources (OER), while encouraging the library to give these services a more prominent place. The librarians’ interest in open pedagogy stemmed from a belief that one of the best ways to engage students with their education is to show them that the work they do matters. By giving students an opportunity to make their work public-facing, open pedagogy initiatives allow students to directly engage the public and to make a difference in the larger world.
Librarians run digital services necessary to open pedagogy, but the content expertise of teaching faculty and students is essential to making open materials meaningful. Plattsburgh librarians had identified possible avenues that would be most effective for open pedagogical initiatives, with an eye towards the college’s recent history of racial tensions. Plattsburgh librarians had identified the College Archives as a repository of materials that could illuminate the college’s racial history. Students could potentially tell the stories of members of the college community who have been overlooked, especially faculty, staff, and students of color—perhaps even recording, archiving, and publishing oral histories. Finally, librarians might work with teaching faculty or college organizations to make visible the intellectual work of students from historically underrepresented groups.
The ASWR project became the ideal project to demonstrate how the library could support teaching faculty in open pedagogical practices because it was developed by students and directly confronted the college’s recent history. The students developed new research skills, specifically how to search for information in our College Archives and in online newspapers. As detailed in the Appendix, students completed a longer essay incorporating the research completed for the exhibit itself. They gained a better understanding of the history of their college and their connection to it, creating a greater sense of their inclusion in and attachment to that history. This connection enabled students to “see that they are part of a continually evolving life of a university” as a result of engaging “archival records” (Matyn 2000, p. 351). Additional evidence is found in a 2010 study of faculty use of archival materials in their teaching, which reveals that “faculty who have brought undergraduates into an archives or special collections department to let students work with original documents report that students are powerfully moved by working with authentic materials” (Malkmus 2010, p. 414).
The ASWR students benefited from working with primary source materials. Using finding aids to identify archival materials that had been collected and processed, they uncovered a documentary history to bring to a broad campus awareness. This discovery had a visceral impact on the students and gave them a connection to an important aspect of the college’s history. The students created the content for a resource that now is part of the campus historical record and enriches the meaning of the documents in the archival boxes and the news stories online. Moreover, the ASWR project empowered the students in several ways, one of which was to draw on the past to speak to the present and the future.
The team hopes that this project spurs further reflection and research on the possibilities of open pedagogies in the field of political science. Extant literature on openness in the discipline is limited to research on students’ reception of and learning with the use of Open Educational Resources (OER), with two studies finding mixed results (Brandle 2018; Lawrence and Lester 2018).[6] However, much of the scholarship on open pedagogy emphasizes its political mission. For instance, Kalir (2018) argues that open pedagogies are concerned with issues of equity, power, and access, while Cronin and MacLaren contend that critical digital pedagogies that frequently inform open educational practices focus on the “potential of open practices” to “function as a form of resistance to inequitable power relations within and outside of educational institutions” (2018, p. 4). These are political questions that the field of political science finds itself uniquely situated to address. At the same time, the development of open pedagogies in the discipline would be likely to help achieve many of its pedagogical aims, such as teaching democratic engagement (Sloam 2008) or political knowledge production (McMahon 2019a) through active learning practices.
Finally, the team envisioned this project as a way to make visible Black history, politics, culture and campus life. As written in the text introducing the exhibit:
At a time when our campus—and, to be sure, the country more broadly—is compelled to reexamine its relationship to antiblack racism, And Still We Rise testifies to Black pasts, presents, and possible futures at SUNY Plattsburgh. It can constitute, we hope, one impetus among many for an active, self-reflective pursuit of racial and social justice, a pursuit grounded in Black experiences. This is an exhibit that centers Black life on campus and that asserts that Black lives do matter. As you engage with the histories presented here, we invite you to consider the visions and dreams for the events, conversations, commitments, actions, collectivities, and imaginations that And Still We Rise can impart (McMahon, 2019b).
The openness of the project enhanced its commitments to racial justice, emphasizing its collaborative processes, cultivation of student voice, and public nature. In doing this, the project not only centered Black life on campus, but also demonstrated the potential for curriculum and assignments—and for student-librarian-faculty collaboration—to do work on campus that seeks to further racial justice.
Conclusion: Creating, not Consuming
As an open project with the motivating principles discussed in the previous section, we are confident our approach can be effectively adapted by librarians and teaching faculty at other institutions. Librarians and teaching faculty should anticipate that many resources exist in the archives and special collections of their institutions, which could be used to enhance and support courses and projects. Additionally, other campuses should consider building a similar kind of archive of speakers and performers for the purpose of developing course and campus projects. Focusing on materials such as those forming the basis of ASWR would enable collaborators to develop projects and exhibits centering Black history and politics on campus. These archival resources could also be a foundation for similar projects engaging campus histories of particular topics such as environmental action, political activism, or music performances, or of other marginalized groups and identities. Broadly, proactive collection and cataloguing of materials created by marginalized social groups on campus supports a wide range of pedagogical and ethical purposes, and in all of the advice offered in this paragraph, intentional and active collaborative efforts are necessary.
In all of these possibilities, open pedagogy paired with commitments to social justice and librarian-faculty collaboration enables students to develop their skills and their voices as researchers and experts in their own right. Students creating, rather than merely consuming, open public scholarship proves particularly vital for such flourishing. Through ASWR and the pedagogical commitments underpinning it, students could articulate their own voices as researchers, collaboratively investigating campus history in pursuit of public education (in multiple senses of the term) and racial justice. Such is the promise of this type of learning in its future iterations at SUNY Plattsburgh and beyond.
References
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Smyth, R., Bossu, C., & Stagg, A. (2016). Toward an open empowered learning model of pedagogy in higher education. In S. Reushle, A. Antonio, & M. Keppell (Eds.), Open learning and formal credentialing in higher education: Curriculum models and institutional policies (pp. 205–222). IGI Global.
Walz, A. (2017). A library viewpoint: Exploring open educational practices. In R. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 147–162).
Contact Information
Author Joshua F. Beatty may be contacted at<EMAIL_ADDRESS>Author Debra Kimok may be contacted at<EMAIL_ADDRESS>Author John McMahon may be contacted at<EMAIL_ADDRESS>Feedback, suggestions, or conversation about this chapter may be shared via our Rebus Community Discussion Page.
Appendix: And Still We Rise assignments, timelines and lesson plans
Outline for Library and Archives Information Session, 2/11/19
- Introductions
- Overview of the multiple roles Debra, Tim, and Joshua will be playing to support the project this semester
- Overview of resources
- Cardinal Points
- article(s)/photo(s) about event
- What else was happening on campus in the month before and after?
- Press-Republican
- Photo collections
- What to do if there is *not* much info about the person they’ve chosen?! → (e)
- Other resources
- People: seeing if it’s possible to track down writer and/or photographer, etc.
- NYS Historic Newspapers, etc.
- speaking/performing tour – what did they talk about in other places, etc.
- Cardinal Points
- Practical considerations
- Accessing the archives
- Relevant technology and devices
- Hi-res scanning
- Preview of what’s come with session with Joshua next month
- Exhibit
- 2nd floor displays cases
- Online
- Any logistics worth discussing now?
- Closing – why, from standpoint of Debra, Joshua, and Tim, this is an interesting, meaningful, and/or important project!
Outline for Research and Database Session, 3/13/19
- Review: what are primary sources?
- Different kinds of primary sources
- Text, images, audio, or video?
- Printed or handwritten?
- Specific databases to search:
- New York Historical Newspapers
- College yearbooks, in New York Heritage
- Hands-on searching, with librarians guiding when asked
- Encourage students to share findings throughout class
Requirements for Exhibit Research
For your research subject, you are required to complete the following research in SUNY Plattsburgh and NYS archives:
- Find and read relevant Cardinal Points, Press-Republican, and any other local articles about the visit to campus
- Look through Cardinal Points archives one month before and after the event (to get a sense of campus political and social climate and events, etc.)
- Search for and identify images (one photo + one poster/flyer, or two photos) for possible inclusion in the display
- Cardinal Points and/or College and/or P-R preferred, but can search for use-able other images from the time period if necessary
- EITHER: a) attempt to contact at least three people possibly connected to the event (writer(s)/photographer(s), SA President/Activities officer, campus figures, etc.) OR b) research other speaking/performing engagements of your subject around the time period they came to Plattsburgh
- For (b), one can assume that the subject visited Plattsburgh as part of some kind of tour, and thus it can be worthwhile to examine other possible stops on the tour, especially in the region and in New York state.
Required elements for the exhibit display:
- Text: write-up summarizing a) context of person’s importance to Black politics and culture, and to American politics and culture more broadly; b) relevant information about their activities around the time of their visit; and c) information regarding their visit to SUNY Plattsburgh
- Individuals: 2-3 short paragraphs; pairs, 3-5 short paragraphs
- You will (hopefully) develop more research and information than there will be room for in the exhibit itself. Part of the writing process for the display text will be deciding what is most essential to achieve those three goals.
- Draft text for exhibit will be due at the start of class on 4/22, for a peer review workshop on that day.
- 1-2 photos, posters, etc., preferably of visit to Plattsburgh, but other images okay
Timeline for Exhibit Research
- Monday, 3/25: One to two sentences to put on And Still We Rise social media + link to one image of your subject (can be from anywhere)
- Wednesday, 3/27: Summary (about 100 words) of available archival material on your research subject
- Include names of any alumni you want to possibly contact + any other special requests
- Monday 4/8: Identification of images from Cardinal Points, Press-Republican, yearbook archives for inclusion in display
- include identifying information (for instance, the date of the Cardinal Points issue + page number of photo)
- If no photos available, choose online image(s) of that person from around the time of their visit to campus, including identifying information for the photo source
- Monday 4/22: Text for exhibit display (2-3 short paragraphs for individuals, 3-4 short paragraphs for pairs)
- Bring to class for peer review
- Display text should include a) context of person’s importance to Black politics and culture, and to American politics and culture more broadly; b) relevant information about their activities around the time of their visit; and c) information regarding their visit to SUNY Plattsburgh – what they spoke about/performed, campus climate and political debates, etc.
- Wednesday 4/24: FINAL text for exhibit display
Requirements and Timeline for Final Research Paper
Your final paper will be an essay of approximately 2500 words on the political thought of your research subject. Your paper will include: a) analysis of central political themes in the work of your subject, including an interpretation of one or more key essays, books, articles, songs, poems, etc.; b) historical context about the political activities of your subject; c) examination of how your subject relates to the traditions of Black political thought—here, you should discuss relevant themes and thinkers from the class.
- Formatting requirements will be the same as for the midterm essay assignment
- You must cite at least seven sources that are not part of the class (at least three of these must be written by someone other than your research subject), and also must cite at least two sources from the course.
- You will be required to use American Political Science Association (APSA) citation formatting. Information will be provided about APSA style.
- Intermediate assignments
- Wednesday 4/3: List of 12 possible sources
- Monday 5/6: Outline/planning document, minimum 500 words
- We wish to thank Holly Heller-Ross, Dean of Library Information and Technology Services at SUNY Plattsburgh, and we are grateful for the support and contributions of Mike Burgess, Eric Laessig, and Sydni Reubin to the project. ↵
- Here, McMahon would like to thank Debra Majeed, M. Shadee Malaklou, Catherine Orr, Nicole Truesdell, Kylie Quave, Jesse Carr, and other previous colleagues who have taught him a great deal about the vital need to work with one’s students to engage campus on issues of race and racism beyond the walls of the classroom itself. ↵
- According to institutional data available to the authors, White, non-Hispanic domestic students comprised 62.9% of the SUNY Plattsburgh undergraduate student body in Fall 2019, compared to 12% domestic Hispanic/Latino students, 10.3% domestic Black/African American students, and 6.3% international students, among other identifications. In Fall 2009, Hispanic/Latino students and Black/African American students constituted 4.9% and 4.6% of the undergraduate student body, respectively. In 2014, Hispanic/Latino domestic students made up 6.5% of the undergraduate population, and 9.5% of undergraduates were Black/African American. ↵
- In fall 2015, the student newspaper, Cardinal Points, printed a racist cartoon on its front page. Initial anger was directed at the editors and artist but soon widened into a condemnation of racism across the campus: "For hundreds at SUNY Plattsburgh, cartoon reveals systemic racism." In January 2018, a white student posted a picture to Snapchat with a caption that referenced lynching.  ↵
- The name was developed by students drawing on Maya Angelou’s groundbreaking poem, “Still I Rise,” shifting it to “And Still We Rise” to emphasize the collectivity generated by the class and on campus through the project, and also to draw on themes of resilience and resistance to racism and racist incidents on campus. Hartnett’s initial research indicated that Angelou came to campus, but shortly before the exhibit, he discovered that two scheduled events had to be cancelled. The exhibit website provides further information regarding Angelou. ↵
- Both articles state that using OER in introductory American government classes did not improve student success measured in terms of student learning outcomes. However, Brandle noted that using the OER book led to pedagogical development and a meaningful course redesign, while Lawrence and Lester identify increased affordability and access to course texts as a benefit of OER. ↵
Political philosopher Christopher Lebron develops an account of racial justice in terms of the social value of black persons in a racially hierarchal society, from which he articulates three principles of racial justice: education that helps individuals positively value black identity and more deeply understand historical and social facts; education about the negative and oppressive norms about black social value; and the regulation of institutional practices in line with socially valuing black life (2013, Chapter 5).
Lebron, C. J. (2013). The Color of Our Shame: Race and Justice in Our Time. Oxford and New York: Oxford University Press.
Assignments that: develop student skills in alignment with the course; create a project "that will add value to the world"; produce something that is itself "openly available"; provide support to students; and creatively builds (rather than repeats) over time (Jhangiani 2017, p. 272).
Jhangiani, R. S. (2017). Open as Default: The future of education and scholarship. In R. S. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 267–279). https://doi.org/10.5334/bbc.i
“[T]he use of digital evidence and method, digital authoring, digital publishing, digital curation and preservation, and digital use and reuse of scholarship.” (Rumsey 2011)
Rumsey, A. S. (2011). New-model scholarly communication: Road map for change. Charlottesville, Va.: Scholarly Communication Institute, University of Virginia.


[From Fairy Tales from South Africa by Mrs. E. J. Bourhill and Mrs. J. B. Drake, 1908. See item #36 in the Bibliography. The illustration is by W. Herbert Holloway.]
Once upon a time there lived a great King who ruled over many thousands of men. The city in which he dwelt was so large that it would have taken you many hours to walk round it, and no one had yet counted the multitude of his cattle. But in spite of his great wealth, he was of so grasping a disposition that he never seemed to have enough, nor did he care whether he gained his ends justly. You shall hear the story of the misfortunes he incurred through this same passion of greed.
One day he sent out a party of men headed by his bravest commander to hunt for otter-skins for the royal body-guard. This regiment was the finest of his army, and he prided himself on its perfect equipment. To show how highly he esteemed the men belonging to it, he allowed them to wear otter-skins, the royal fur, and long, waving head-dresses of ostrich feathers; no soldiers equaled them in all the land.
The hunting-party had good sport, traveling for many miles down the river and attacking the otters by night when they assemble under the great rocks. The nights were warm and pleasant, and day after day they followed their quarry till they were far from home and found themselves in a new country. Then in a few hours, the weather changed. Clouds came up and covered the hills, and then followed a cold misty rain. It grew colder and colder, and they had no shelter and were drenched to the bone. They tried to light a fire by rubbing two pieces of wood together, but the wood was damp and no spark came. They tried flintstones, but the rain had spoiled their tinder. They then thought of going to a neighbouring kraal and there obtaining fire, but the country round was bare and empty; not a soul was to be seen. And the rain continued to fall heavily.
At last they decided to mount a hill and see if any habitation could be found. They ascended the highest point within reach, and far away, in the middle of a great plain on the other side, they saw a single column of smoke. They all set out at once in the new direction, and at the end of some hours they arrived at the gate of a big kraal. Many hundreds of huts stood round the cattle-pen, and there were oxen in plenty and large herds of goats and sheep, but not a single human being could they see. The men walked round the whole city, but the only occupants of the huts were fowls of every size and colour who walked in and out of the doors, and seemed busy and occupied on important affairs. The commander grew more and more puzzled.
At last they reached the great entrance of the cattle-kraal, and there a magnificent golden Rooster stood on the fence, whence he could survey the whole city. He did not move at their approach, but surveyed them boldly with his bright yellow eyes.
“What do you want?” the Rooster asked in the tones of a man.
The commander and his warriors were so surprised that they could not answer for a moment.
“Do you seek shelter?” repeated the Rooster. “If so, my people will help you.”
“We thank you,” said the commander. “We only want fire. We are far from home and have no means of warming ourselves or cooking food.”
“You shall have all you want,” said the Rooster. “I am a man like yourselves, but a wicked King who was stronger than I has bewitched me and all my people. He was a cannibal, and he actually asked for the hand of my daughters in marriage for his sons. I refused to allow them to have anything to do with such a wicked race, whereupon his magicians changed me and all my subjects into roosters and hens.”
“Can you not win back your old form?” asked the commander.
“Only if I overcome a more powerful King than myself, and that I shall find difficult in my present shape,” said the Rooster sadly.
Then he took the commander and his men to two beautiful huts, gave them food and drink of the best and, when they departed, provided them with a thin stick lighted in the fire which would smoulder for many hours. The hunting-party went back to their otter-skins, lighted a fire, and presently returned home with their booty.
They related all their adventures to the King and gave him a full account of the enchanted Rooster, his beautiful kraal, and his great flocks and herds. The King’s greed awoke at once, and he cried, “What fools serve me! Why did not you take the cattle and come back with them at once? Could you not overcome a few roosters and hens?”
“Great King,” said the commander, “there was no order to conquer. Why should we steal from the Rooster, who gave us all we wanted freely?”
“How could you possibly miss such a chance?” said the King. “I will see to the matter myself at once.”
Then he ordered one of his regiments to start for the Rooster’s kraal forthwith, and he waited at home for the expected spoil.
His men soon found the path and, after a few days’ traveling, arrived within sight of the enchanted city.
The golden Rooster was at his usual post at the gate of the cattle-kraal. As he saw the regiment approach in battle array, he called all his sheep and cattle and sent them into the kraal. Then he flew to the main hut and called to all the fowls who lived in the city, “Come out, come out! Here are warriors who have come to take your cattle. Come out, come out, and defend your homes.”
The fowls flew in from their lands in hundreds and thousands and stood each at the door of his hut. Directly the regiment set foot in the city, each picked out his man and flew towards him, flapping his wings around his enemy’s head. In a few minutes, each bird had pecked out the eyes of his opponent, and such was their strength and ferocity that but two or three men escaped alive out of the whole regiment.
The King was greatly incensed when he heard the news. His blood was up, and he instantly sent forth his royal bodyguard, the flower of his army, under the command of his favourite son. They set out, clad in rich otter-skins and crowned with long black feathers, each man a perfect warrior.
Many long days passed. Every evening at sundown the King looked for the victorious army driving before them great herds of lowing cattle, themselves scarcely visible in the clouds of golden dust. But no one came, and the days grew into weeks. At length one night at dusk, a wretched fugitive arrived, footsore and scarcely able to drag himself along. His plumes were gone; a fragment of otter-skin was still about his loins.
“Great King,” said he with many groans, “I am all that remains of the royal bodyguard.”
“Is my son also dead?” cried the King in horror.
“Great King, the Prince is dead and all our men; no one can stand against the assault of the enchanted fowls. The golden Rooster spared me alone so that the fate of our warriors might be known. He bade me say he is still ready for you.”
But the King owned himself beaten. “How can I fight anymore?” he said. “My bodyguard is destroyed and my bravest son killed. Let the Rooster keep his city and his cattle.”
As the words fell from his lips, the golden Rooster and all his men regained once more their rightful shape. They had conquered in fair fight and now ruled over a great land in happiness and peace.


Epistaxis Management
Alter, H. (2018). Approach to the adult with epistaxis. Retrieved from www.uptodate.com
Areaux, D. (2014). Epistaxis: common and uncommon nosebleed. Clinical Advisor, 17(7), 28-43.
Goralnick, E. (2017). Anterior nasal packing for epistaxis. Retrieved from www.medscape.com
Hakim, N., Mummadi, S. M., Jolly, K., Dawson, J., & Darr, A. (2018). Nurse-led epistaxis management within
the emergency department. British Journal of Nursing, 27(1), 41-46. https://doi.org/10.12968/bjon.2<IP_ADDRESS>
Issacs, L. (2011). Procedures for controlling epistaxis. In T. Campo & K. Lafferty (Eds.), Essential procedures for practitioners in emergency, urgent, and primary care settings: A clinical companion (pp. 171-174). New York, NY: Springer Publishing Company.


F.R. Havergal
JESUS, Thy life is mine,
Dwell evermore in me;
And let me see
That nothing can untwine
Thy life from mine.
2
Thy life in me be shown,
Lord, I would henceforth seek
To think and speak
Thy thoughts, Thy words alone,
No more my own.
3
Thy love, Thy joy Thy peace,
Continuously impart
Unto my heart,
Fresh springs that never cease,
But still increase.
4
The blest reality
Of resurrection power,
Thy Church’s dower,
Life more abundantly,
Lord, give to me.
5
Thy fullest gift, O Lord,
Now at Thy Word I claim,
Through Thy dear Name,
And touch the rapturous chord
Of praise forth-poured.
6
Jesus, my life is Thine,
And evermore shall be
Hidden in Thee.
For nothing can untwine
Thy life from mine.


3.5 Supervision
The licensed nurse has the responsibility to supervise, monitor, and evaluate the nursing team members who have received delegated tasks, activities, or procedures. As previously noted, the act of supervision requires the RN to assess the staff member’s ability, competency, and experience prior to delegating. After the RN has made the decision to delegate, supervision continues in terms of coaching, supporting, assisting, and educating as needed throughout the task to assure appropriate care is provided.
Because the registered nurse is accountable for client care delegated to other team members, communication and supervision should be ongoing processes throughout the shift within the nursing care team. The licensed nurse must ensure quality of care, appropriateness, timeliness, and completeness through direct and indirect supervision. For example, an RN may directly observe assistive personnel reposition a client or assist them to the bathroom to assure both client and staff safety are maintained. An RN may also indirectly evaluate an LPN’s administration of medication by reviewing documentation in the client’s medical record for timeliness and accuracy. Through direct and indirect supervision of delegation, quality client care and compliance with standards of practice and facility policies can be assured.
Supervision also includes providing constructive feedback to the nursing team member. Constructive feedbackis supportive and identifies solutions to areas of weakness. It is provided with positive intentions to address specific issues or concerns as the person learns and grows in their role. Constructive feedback includes several key points:
- Was the task, activity, care, or procedure performed correctly?
- Were the expected outcomes involving delegation for that client achieved?
- Did the team member utilize effective and timely communication?
- What were the challenges of the activity and what aspects went well?
- Were there any problems or specific concerns that occurred and how were they managed?
After these questions have been addressed, the RN creates a plan for future delegation with the nursing team member. This plan typically includes the following:
- Recognizing difficulty of the nursing team member in initiating or completing the delegated activities.
- Observing the client’s responses to actions performed by the nursing team member.
- Following up on any problems, incidents, or concerns that arose in a timely manner.
- Consulting with appropriate nursing administrators per agency policy if the client’s safety was compromised.
- Creating a plan for monitoring outcomes of future delegated tasks, activities, or procedures.
Supportive feedback that offers solutions to areas of weakness.