Hello you watching News Made Easy and I want to apologize in advance because this video is going to be a bit of a rant because it's been more than a year since COVID-19 hit India. We went into a lockdown and now we are back to square one. Nothing has changed. We appear to have learnt no lessons from the worst year in our recent history. The center has learnt nothing, state governments have learnt nothing and to be honest, we haven't learnt anything at all either. So cases, daily cases are hitting all-time highs, we are talking about restrictions in all cities, we are getting night curfews, public transport, the number of people they can carry as half, restaurants can't take that many people, cinema theaters are being closed in some places, in some places they are only allowed to take 50% of the number of seats that they have. So restrictions are in place and Maharashtra is once again talking about a possible lockdown. So basically we are back where we started and if news reports are to be believed and you can see the pictures as well and the data suggests as well that this is happening migrant workers have started going back to their villages because they're scared that the lockdown is coming and they'll get caught in cities without any food, without any money, without any work. So the process is restarting once again 12 months later. And by the way, even if there's no official lockdown, people have stopped going out because when there's such a surge in COVID cases people begin to be scared and they stay at home. So restaurants aren't getting footfalls. I have a friend who has a restaurant just outside Delhi and they told me that their footfalls in the restaurant had never really reached their peak that it had in let's say last year and 2020 before COVID hit. But it went up to about 70-75% of their peak by late February, early March. That has dropped now back to below 50% so you can see what is happening. And this is not an isolated case. In every customer facing service industry that is exactly what is happening. And what does that mean? That means that suppliers are getting affected, small suppliers, vendors are getting affected, those who transport things are getting affected, rickshaw wallas, cab drivers, hawkers, daily wages, everyone is getting affected. But if this continues for long, then jobs will be lost. Salary jobs will be lost exactly like it had happened last year. We've seen a bit of a recovery, but if you compare the data then even now we have not gone back to what it was pre-COVID. And now once again it's threatening to go down further. And we know what happened to migrant workers last year. A study shows that when they went back to their villages, they did not find work. One in three people did not find work. Even though the government increased Manrega transfers, the number of jobs under Manrega, the mandates increased. Despite that, one in three did not find work. There was a huge rise in employment in agriculture, in the farm sector, which is nothing but disguised unemployment. Because what the work that could have been done by two people was being done by three people. And therefore that extra person who had come in from the city back home might have called themselves employed in the farm. But actually they were adding nothing. Effectively they were not getting any extra income and therefore were unemployed. So by the way, why are we talking about a lockdown again? If there had been enough hospital beds, if there had been enough medicines, if there had been enough oxygen, doctors, nurses, then we really wouldn't have been worried about a lockdown, right? We would have said, okay, continue with your work, maintain social distancing. But even if the disease spreads, there are enough hospital beds, enough critical care beds, ICU beds, for the various states to take care of their patients. One year has gone by, we've done nothing about it. Once again, why are we talking about a lockdown? You know, lockdowns do help in curbing infections, but that takes a long time. Because what happens immediately if you also do not have isolation places? Places where there is a decent living accommodation and treatment for people who are infected. What happens? Those who are isolated inside their homes, quarantined inside their homes, if there's one infected person, they're in constant touch with the rest of the family. So at least another two, three people in the family end up getting COVID. So therefore, you actually see a sudden increase in numbers precisely because of the lockdown. And lockdown does not immediately help. So lockdowns only work if you have decent, as I say, decent, clean, hygienic, well-maintained isolation centers for those who are infected. They need to be given the option to leave their families, even if they're not severe cases. I'm not talking about going to hospital to just go to an isolation center so that their families remain unaffected. And that is what stops the spread, not just a lockdown. And again, we had one year to do this. We had one year to build more hospitals, to put in place more beds. We had one year to train paramedical staff across India. We have many people who work as compounders. They could have been trained to work on COVID patients, to help COVID patients. We did none of that. We did not build any good isolation centers and cities to put those who are infected away from their families where they would feel confident to go and not be scared that they'll be treated badly. Now, compare that to China. Last year, in February 2020, China built a COVID hospital in 10 days flat. In 10 days, they had a temporary hospital ready. Again, in January this year, when they started worrying about a rise in COVID numbers in Beijing, they immediately built a 1,500 bed, 1,500 bed COVID hospital in five days. An isolation center was set up with 1,300 rooms and structures in record time. This was done in China. All right, you can say China is an authoritarian country. And there, if an order comes from the top, no one can question it. They can command your resources. They can command your land in a very authoritarian manner. Fine, you can't do that in India. But you can do something.  So here's the other point. We were in the last two months extremely complacent, congratulating ourselves that India has dealt with the COVID crisis so brilliantly. Our netas were out there without masks, mingling with crowds, campaigning for elections. And what message were they sending to the average citizen? They're sending a message that, OK, it's over. Don't worry anymore. You can go into crowded places. There's nothing to worry about.  So you can go out. There's no need to wear a mask because I'm not wearing a mask. I'm a big leader. Why do you have to wear a mask? So therefore, we instilled our leaders, our political establishment, instilled in the average citizen a sense that COVID is over. And once that has happened and COVID has started increasing again, what has happened? Our netas are blaming us. Our governments are saying people were lax. But what were the leaders doing? So leaders sent a message that it is OK. And yes, people are equally to blame. I'm not saying they're not to blame. There were many people who were roaming around without masks. They were going to places where they needn't have gone at all. They were in parties and social gatherings without masks with no social distancing. They were going off on holidays to these spots where there were a lot of people in one place. So that has been happening. There's no doubt about that. And all experts are saying that it's a combination of two things, a faster spreading variant or maybe more than one variant that has come in of COVID and the fact that people were lax. They gave up all the protocols like wearing masks. But that's the problem. As I said, that if the leaders, if the establishment sends a message that it's OK to not wear masks, then how can you expect the citizen to not follow that same principle? So here is point number two. Number two of the things that have led to this crisis and finally the vaccines. 65 million doses have been exported. And there's already a shortage in various states. Now, I'm not saying don't export the vaccines. It's part of, let's say, building your goodwill as a nation, helping other countries in a crisis situation. Yes, indeed export. But has the Indian government at all helped companies like Serum Institute or even Bharat Biotech produce more? Has it helped other pharma companies in India to develop vaccines, to tie up with other vaccine makers across the world and produce them in India? Compare that to the United States, where the orders were given in bulk to pharma to vaccine manufacturers. And that was after they'd been given billions of dollars in aid to develop these vaccines. Nothing like that has happened in India. So at every stage, we have been behind the curve. We've been self congratulatory. And frankly, those who are taking steps, those who were trying to be secure, trying to protect themselves, we laughed at them. We said that you're paranoid. You are doing things which are not required anymore. Today, we're facing a surge because of precisely this lax attitude towards this pandemic. And because of that, we have again faced a setback. It's setting us back. We could have had economic growth. We're now staring at another few months of low economic growth, joblessness, poor people becoming poorer, salaried people losing jobs. So this is a crisis which has been created by us, which we could have stopped.


Here is a quick update on the new Remembering World War I app from the U.S. National Archives, NARA for short. NARA has been working to develop an engagement strategy to complement a large-scale digitization project on films and photographs from World War I, and this app is helping us further our goals of greater access and increased local reuse of this content. NARA has been digitizing a rich collection of World War I content over the past few years, much of it never before seen by the public. This includes over 100,000 photographs and several hundred reels of film originally shot by the U.S. Signal Corps on behalf of various Armed Forces units in the 1914-1920 time frame. We want to make sure that all of this expertly digitized content reaches different audiences. The app is the outcome of in-depth user research and targets teachers, museum professionals, and digital humanities scholars. We want teachers, for example, to use the app to enhance a lesson on World War I in the classroom, museums to use NARA's World War I materials to enrich the narrative around their own local World War I collections, and on the back end for humanities scholars to utilize and reuse the metadata that we are generating from this content. Through the Remembering World War I app, we are introducing new visually compelling ways of exploring this public domain material, such as organizing the films and photographs added to the app into collections for the opportunity to better explore themed World War I stories. These collections are in part based on subjects recommended by our audience design groups. Teachers, museums, and other members of the public will be able to create their own themed collections and build and share new narratives around the World War I people, events, and themes they're exploring. Remembering World War I is a national collaborative effort led by NARA with the Library of Congress and Smithsonian's National Museum of American History joining as content partners. We also partnered with the World War I Centennial Commission, American Association of State and Local History, and the National World War I Museum and Memorial as distribution partners that will help make sure our audiences are connected with the resources to provide a further enriched experience with the app. Remembering World War I is now live in the iTunes and Google Play stores. Download it and discuss it among others using the app, including teachers, museums, and digital humanists and coders. You'll also find app walkthroughs and answered questions that might also be helpful.


All right, so it is a few minutes after 10. We're going to go ahead and get started. Welcome to the workshop on incorporating FAO library resources into your online courses. My name is Junesh Leslaman Tarango. I'm the coordinator of library instruction. And today, along with three of my colleagues, we're going to be talking about how to make your life as an online instructor, hopefully a little bit easier. The way this is going to go is that my colleagues are each going to take a turn addressing our respective areas. So we're going to start with Stacey Magadans, who's our coordinator of electronic resources and serials. Hi, Stacey, she's waving. Then we're going to move to Barbara Corton, who is the coordinator of library media services. And then Kim Wabek, who is our head of access services, will speak and then I'll wrap up an address instruction. We are asking that we hold off until the end for Q&A. There is going to be a slight bit of overlap likely in what we addressed today. So I'm assuming we'll answer some of those questions as we proceed through the presentation. We are recording this session. We've had a number of requests from faculty to do so. So just be aware of that. And we do ask that you mute yourself, just so everyone can clearly hear who's speaking. So before I turn it over to Stacey, we did want to run a quick poll just to get a feel for everyone's experience and comfort with online teaching. So in a moment, you should see a poll pop up. And the question is, have you incorporated file library resources into your online courses? Yes, a lot. Yes, but spring was my first time or never. All right, I see answers coming in. Okay, cool. So it looks like most everyone had an opportunity to complete this. So at 54% of folks have never. And then 31% have done it a lot. And then spring was the first time at 15%. So we have a mixed group today, which is excellent. And I'm sure those of us who have done this a lot will have a lot to contribute in our discussion at the end. So I'm gonna stop talking now and I'm gonna turn it over to my colleague, Stacey. Okay, hello everyone. I will just talk here for a minute. And I am going to set my timer so that I do not go wildly over my allotted time. So you may have seen some of my announcements this quarter about how many publishers were making their resources available freely, which was unusual. They had taken them from behind their paywalls in order to address the closures affecting higher education during COVID-19. But what happens normally when these things are behind paywalls? That means that the publishers have to control access to them in such a way that only members of subscribing institutions are able to get to them. That's done in a couple of ways. It's usually some combination of what's called IP address recognition. It means you're sitting at a computer on the campus network that knows you belong to the campus. The other way is by using a login. And so we use a product that sort of streamlines this process for the user. It's called the easy proxy. And you might say, well, I've never noticed that. And that's because when it's working correctly, you won't notice it at all. It will pass you through invisibly, seamlessly to exactly what you should have access to, which is all fine from the user's side. But if you are the person setting up the links, you need to be aware that there's a little bit of code you have to include in your links to make sure that everyone gets seamless access to what they should be getting. So to talk about that, I'm gonna share my screen with you just one moment here. And so now you should be seeing the library's homepage. I just wanna point out that there is a library guide about linking and it will give many more details than I can give here. We do have a tile on the library's homepage for library guides, but I've also made it easy to find if you type the word linking into one search, one search will pull up a link to this guide so that you can get to it easily. Here it is, linking to library resources. And it has my contact information on it if you need to get in touch with me. So the basics as it discusses here are that you need to have a link that is stable, something that you can grab onto that will be stable, that will be durable. And then you need to include with that link this bit of information, which is the library's proxy prefix. With this in mind, you can link to any of our content. You can link to full text articles. You could link to an entire database to the homepage for a journal if you wanted your students to browse articles from that journal. You can link to one of our e-books. You could even link to searches, canned searches in some of our databases if that's something that interests you. I just wanna show very quickly a little bit about articles because this is probably the most common thing that people want to link to. So there's two ways again that you could do this. Most of our products, what you would do is navigate to the article that you want. You would look at the URL in your browser and then you may need to add the library's proxy prefix to that. And so here I have an example of what a correctly prefixed URL would look like. And this would be the link that you want to offer to your students. Now, because we're all working at home, so effectively we're all off campus, if you are not using the campus VPN, I don't know if you're habitually signed in to the VPN or not, but you at home then will be pushed onto the proxy without really ever knowing it. So here I've gone to, I've gone to the library's link to Wiley online library, I've done a search. So here is an article I would like for my students to read. Here up here in the browser, out as far I have my URL. And I can actually see right here that there is a bit of code in that which says libproxy.lib.csusb.edu. That's actually okay to use as well. I don't need to add more proxy information to this because it's already done it for me. So that's pretty simple. But if I had been doing this while I was on campus sitting on the campus network, I probably wouldn't have had that in. So I would have had to manually add it in the way that it indicates here on the instructions. So let's say I am off in my Blackboard course. I have here a fake course that I use for practicing links and I wanted to just add a link to this article. So my students could read it. I would go to build content and I could just pick web link. It's the easiest, simplest way to do this. I can just do our earthquakes. Now let me just do, I can't type fast enough. Pardon my typing. We just paste in my link. I know that it has my proxy information. I could give it a description if I wanted to or not. I could just go ahead and say submit and it will then create that as a link to my article and it will then take me to it. So I don't have to make the students look for it. It's just gonna take them right to it. The other common article link, oh and I'm at six minutes. So I will make sure that I stop. Just one other thing I would show you. This is an EBSCO host full text article. I'm here in one of our EBSCO host databases. Two of our database platforms actually try their best to make this easy for you. Their URLs up at the top are not stable. You see all of this weirdo code in here. It's all linked to a session so it won't last but what they've done instead is over here, they've given me what's called a permalink or a durable link. And so in that case, they've made it super easy for me. They've already included the library's correct proxy information, all I have to do is copy and paste that into my Blackboard course. It's good to go. All right, so that was what I wanted to show you. I will stop sharing, hold on one second. All right, and I will turn the mic over to Barbara who will talk a little bit about specifics of video and I will mute myself. Hi everyone, it's great to see you all. We spend so much time emailing each other back and forth. We rarely get a visual. So let's talk about how to incorporate streaming video into your online course. The library has five streaming video databases which I'll quickly overview today. I won't show you how to use any of them because that would take us down a rabbit hole because they're so fun to go through. But if at the end, if people are interested, I could set up another Zoom session to walk you through some of their features. Hold on, I'm going to set my timer here. I forgot, okay. So in the last three months, we've seen a big uptake in usage statistics for streaming video. Just as an example, between August and February, seven months, our video database academic video online, which we call Avon, had an average of 200 plays per month. In March, April, May of COVID, Avon had an average of 870 plays a month, which is huge. So you can imagine that we've gotten a lot more questions about how to use videos. And I'm happy to say that we have a pretty great collection across our databases. So let's say, let's see how to find them, okay. Let's say you have a specific title in mind for a particular video you wanna see. You would just type in the title here into one search, and this is gonna search all of our video databases. Need to change it to books and media. And remember when you get to the results, it's going to have books and media. So there's one extra step you have to take, you have to go to the left-hand side and click video. And so what you're gonna end up with is usually it's gonna be one of the first hits. And you can see that this one we have as a DVD, but that's not gonna help you when you're teaching online. So you would choose this one. And you can see on this one, each time you jump into a record for a video, you're going to see where it's available. This one is in Media Education Foundation. And as I said, I'm not gonna jump into, well, I'll jump into it, just really briefly. And let's see if it'll pop up. Right, so there we have it, consuming kits. At this point, you would just go ahead and play that. Now, if you just wanna browse each database on its own, you would choose a database. And then you would go down to the category video. And let's see. By way of a quick introduction, Avon is our biggest database with nearly 70,000 videos. There are documentaries, instructional materials like presentations, so on, lectures, interviews, counseling sessions, but because it's so big, it addresses most disciplines. Avon Local Titles is where we host the videos that we purchase on our own. So you can see the alums video, 1948 is right there. We just started hosting our own videos this year, so we only have about 20 right now, but there's some great titles in there, like Ethnic Notions, Feed the Green, Diagnosing Differences, Latino, The Changing Face of America, Media Ed Foundation, MEF for short, might just be my favorite. It has a wonderful collection of videos on gender and culture, race, representation, mass media, politics, titles like Codes of Gender, great white hoax, white like me. MEF produces and distributes its own documentaries, but they don't have a streaming service, so they use the Canopy platform, and that's why you see Canopy up here. We also have DocuSeek 2, which distributes documentaries by independent filmmakers on spiritual and environmental issues. It's a small collection of about 800 films. There's a wonderful series in here called Thinking Existence. It's a 10-part series on philosophy, politics, and society. We also have Safari Tech videos. They're mostly computer science and business. This database has e-books too, which is unique in our video databases. And let's see. So all of these databases are subscription-based, except for Canopy. As long as we subscribe, we get to view all the videos in all these collections. Canopy is the only video database where you need to actually request the title, and then we will license it for you for a year. Students can't request them because we're trying to be cost-effective, and it doesn't make sense to make to purchase, or excuse me, to license a video for $135 for only one student. So at this time, they only have access to what we have now, which is what faculty have requested, and that's about 120 databases. So what if you want to link a video in your course? So Stacy has created this awesome video tips library guide for you. And again, she goes over what she talked about earlier about that ever-important proxy prefix. So take a look here, and we'll give you, we'll show you these, we'll provide all these links later. And then these library guides will help you with other things. For example, if you want to know more about Canopy, this shows you how to request a video, and it shows you our approval criteria for whether we can go ahead and borrow that. Oh, there's my timer. So, and the last one I wanted to show you real quick is this one using streaming video in your course. This is a really good one. It's got ideas for assignments and lots of articles having to do or buy faculty who have actually done this in their work. So now I'll go ahead and pass you over to my colleague, Kim Wobeck, who is the head of Access Services. Good morning, everybody. So let me share my screen with you here, and we're gonna start the library website, which is where you start with everything. And so this morning, what I wanted to go over as many of the services that I know a lot of you are very familiar with, such as course reserves, interlibrary loan, and then give you some insight into things for services we're potentially looking at for future services as we continue in courses online. So first and most importantly is course reserves. So as many of you know, course reserves has its own tiles, so I'm gonna click on here, then we can see what it looks like and you kind of get the view of what your students are looking at. And let me, so the book, the information that about the books that you use in your courses, we actually get directly from the bookstore. And while we are not able to purchase everything due to budgetary constraints, we purchase as much as we can. And traditionally that's been in print, so your student has come to the circulation desk on the first floor of the library, asked for a book that is here for our class, we've checked it out to them for two hours. But what we're doing now, starting with the spring quarter is purchasing as many e-books as we possibly can for your courses and in general. And the caveat to that though is unfortunately not everything is available as an e-book. So we try our best to locate it, but please know that we cannot always get the book for whatever reason. And most of the time, the reasons that kind of get in the way of us getting an e-book are on the publisher side. So, but we will continue to do our best, our collections development department headed by Lisa Bartle. I know many of you have been in contact with her. She does explore different options for getting e-books. But what I wanted to talk about right now was how your students and you can access this. So course reserves, you can, we're here on the library page, you can look at this or look up a course either by the course number or by the instructor's name. So for example, if I was in chemistry 216, and what I'm gonna do is just show you what that e-book looks like. It's very similar to looking at journal articles, videos online and embedding these in your course. I would refer you back to the library guides that Stacey put together for what links you would put into your course. So here's my class, Chem 216. And it's gonna tell me what books that we have on reserve for this class. And so for the location for this one, it says online. So I'm gonna click through, I clicked on the title just to give you a sense of what it looked like. If you haven't looked at an e-book lately, we have many different platforms that e-books are available on, they're all different. As I like to say about our databases, they all have the same features but presented in different ways. So it's kind of good to expect that you're gonna be looking at a different screen every time you click a link, especially for an e-book. This particular chemistry book happens to be from the open textbook library. So I'm gonna click on that. And then it's going to give me some options on how I can look at this book. And right away it gives me the table of content. So we won't necessarily link to a specific page. You can definitely do that in your class, in your Blackboard class, but we will get your student to the book. So if we take a look at reserves in another way, I'm gonna go back to the search and I'm gonna search for an instructor's name. My instructor for this class happens to be Norris and I'm in Criminal Justice 629. And so the same thing. However, so we've got two books here and you notice one's in print to our reserves and the other one's online. So I could also click through to that and you'll see that this is in a different database. So this one is from EBSCO, which we're all familiar with. That's where some of our most inclusive databases as far as subject areas are. And they also include e-books and you'll notice that looks very different, but it has many of the same features. You can get to a part of the book by clicking on the table of contents and there's many different features here, which we won't go into now, but just so you know, that's what that looks like. And you may see this sometimes as well. We also have this particular title in a number of different databases. So that's sometimes a nice feature to have. One thing I should point out is what's particularly important for e-books is how many users the publisher will allow at any given time to use this book. This particular book, we do have unlimited copies available. So whenever you click on into a database that has the e-book, there will be one of the categories will be what the availability is that is for that particular title. Most likely you will see either unlimited copies, hopefully more so than not. Three users are one user, or one user and those are limited set by the publisher. So we try to work with you as much as we can, especially if the book is needed for a class. You're obviously going to need the availability that more than one person will be able to use the book at once. So one thing I wanted to focus on, let's go back to the reserves list for this class and talk about this one that's only available in print. And it's here onto our reserve. So it's sitting in the library right now, but unfortunately nobody can check it out. So what would you do in that case? Many of you may have seen the emails and I'll be sending out another one soon about a limited time scanning service that the Access Services Department is providing, the circulation department. And I will be sending out a link to a form. And all I ask you to do is put in the book that you have on reserve for your class or that's required for your class and with pages you need out of it. So that brings us to the issue of copyright. And I just want to give everybody a quick reminder of the fact that if we only have a book in print, we can explore to see if it's available and as an e-book copy and we definitely will do that. But if it's not, I cannot scan the whole book for you. We can only scan what you need for the class. So really we always have to be considering copyright and there are many copyright guidelines, but what allows us as a library and educational institution to use these resources for our class is the concept of fair use. And you'll see that there's five different categories here. And the use, how we use books, textbooks, whether they be textbooks or books like memoirs or things like that really fall under the fair use guidelines because they're being used for educational resources more often than not. We're only using a small portion of the text. So if you needed a couple of chapters scanned from a book, we could possibly do that for you. And... Kim, I'm sorry. Are we supposed to be seeing a slide right now? Oh, you can't see it? No, we see the Cjust 629. Oh no. Okay, one moment please. I did not anticipate that. I thought when I changed my screen that it would change with me. I do apologize for that. Okay, let me, here we go. Can you see the slide now? Awesome. I do apologize for that, everybody. And I will make sure that this, basically it's a quick guide to considering how your work or how the use of a textbook fits into fair use when you need a digital copy. And there's my timer. But basically because we're using these books for educational use, your students will be using them on a one-on-one basis that you're not going to make a scan of an entire book and give it to your class. And the fact that it's password protected in your Blackboard also helps with the use of the textbook. So if you have other questions about that, you can definitely ask more of the librarians. But I just wanna put out there that I'm not able to scan a whole textbook for you if we only have it in print, but we can try to work something out. So please contact me. Let me go back to the library website real quick. And a couple of reminders that I wanted to give everybody would be our interlibrary loan service, which is free to all faculty, staff and students. And you can request an interlibrary loan here from this button. It takes you directly into the software. And as a reminder, you can request book chapters and journal articles that we do not have in the FOW library databases at this time. We are not requesting books. That's something that we're in discussion about with the other CSUs and other libraries right now. As you can imagine, across the educational landscape, everybody, all institutions are trying to figure out what that looks like, how to increase services that are provided and how to make the collections more available. So you'll be hearing more from us as the summer term goes on. And in light of that, a couple of things that we're exploring, different services possibly for fall to really expand the use of the collection for all faculty and students is possibly having an expanded scanning service from the books in the FOW library collection or possibly some kind of digital lending service. So you'll be hearing more about that. Like I said, we're looking at some options. If you have any questions about anything, feel free to send us an email. And now I'm going to turn it over to Gina. And so thank you so much. Thanks, Kim. Let me just go ahead and pull up the website here. Okay. So I'm going to be talking a little bit about resources to help you incorporate critical information literacy into your courses. I know a lot of us have some sort of research assignment for students. And so there's a lot of things we offer that can help you scaffold that so that when the final products do, they give you quality stuff. So I'm going to navigate to services right here. And on the bottom right, we have services for faculty. And there's a lot here, including information about course reserves, et cetera. But what I want to navigate to first is request and instruction session. I know a lot of you who are here in this call have taken advantage of library instruction before, but if you haven't, we essentially will come to your class and when we say that now, we're going to be doing so virtually, right? But a librarian will come to your class and work and collaborate with you on doing a session for your students that speaks to your specific assignment and or learning goals. If you are interested in that, we ask that you do submit this request. I won't walk through this form in detail, but essentially we're going to ask you, your preferred date and time, number of students, all that good stuff. We also have here, you can see preferred mode of instruction. So in this online environment, we are happy to use Zoom to do synchronous sessions with your students. But I know a lot of us prefer asynchronous teaching and I know there are pros and cons of both. So you also have the option to work with your librarian to do something sort of prerecorded. And we do ask that if you request a synchronous session that as the faculty member you'd be there, we've learned over the years that if the faculty member isn't there, the instructor isn't there, students sometimes have questions about the class or the assignment that we're simply not able to answer. And it also helps make sure students attend the session if you're there. The other piece here is that we ask that you attach either your assignment or three things that you want your students to learn. Be as specific as possible. If you type in you want your students to learn how to do research that doesn't necessarily help us prepare. So the more specific, the better. And then you'll just hit submit. That request will come directly to my email. And so usually within a couple of days, I will get back to you with the name of the librarian who is able to work with you, the time and date and all of that good stuff. We do ask that you submit your instruction request at least a week in advance. That's even more important now I feel because of course everyone is just in this sort of weird hectic schedule. So the more time that we have to prepare the better, of course. Okay, so that is instruction. I'm going to return to services where I started and navigate back to services for faculty. And I want to show off the CIL lab. CIL means critical information literacy. You might have heard this term. This essentially is our approach to information literacy where we like to stress critical thinking about information, such as its production, how it's disseminated and how it's accessed. And so if this is new to you or if you're interested in exploring it more, I want to point out some of the tools we have here. I won't have time to cover everything on this page. But the two most important pieces here, the first is instructor's corner. And this is essentially a plethora of resources for you if you are interested in incorporating CIL into your research assignments. So this page is structured around SLO, Student Learning Outcomes. And these are SLOs for the library instruction program. So you can see we're interested in free versus fee based information, right? And what that means that some information is behind a paywall and some isn't. Effective searching, popular and scholarly sources, the differences and utility of those types, what shapes information and then attribution. So if you were interested, for example, in exploring attribution or citation in your course, what you can do is open up this SLO and then you'll see we have discussion prompts, activities, videos, related resources, infographics, all sorts of good stuff here that you can explore. The nice thing too is that a lot of this you can easily modify depending on your class level and make it work with your other course learning outcomes as well. If I pop back into instructor's corner, we also have a list of recommended readings and videos and also CIL assignments from CSUSB faculty, which I'm going to open up here. A few years ago, we were hosting a CIL faculty award program where a librarian worked with faculty to develop assignments for their course. This winter we also worked through the GE program to offer some professional development. And so here we have some assignments that came out of that work. We have gotten permission, of course, from the faculty members to share the information here. But if you're interested, you can browse these two for ideas. So the final piece here in the CIL lab that I wanna point out is video tutorials. And I know a lot of folks have been using these for online teaching. Video tutorials are basically a slate or a number of videos, followed by an online quiz that students can take. So you'll notice that we have these for three levels. Beginning researchers, whoops. Intermediate researchers and advanced researchers. So by beginning, we mean first year students, maybe transfer students who haven't used our resources before. Intermediate would be upper division students and advanced researchers would be grad students.  But let's take a look at tutorial too, just so you can have a better understanding of what this looks like. So each of these is a video. I'll click on this first one, Peary You. And above each video, it lists the student learning outcomes. Again, these are the library learning outcomes that the video addresses. And below you have some vocabulary terms. These vocabulary terms also show up on the quiz. So make sure if you assign these to your students, you point that out to actually do the small bit of reading that accompanies each piece of media here. And then you can navigate through this tutorial at the bottom. It'll take you to our next video here, which is about the literature. Navigate to the final video here, which is about intermediate database searching. And then when we get to the end, it's taking a second to load here. Here we go. What we see is the quiz. These quizzes are about 20 questions. So they're not too onerous as far as student time. And students can take them as often as they want. But the quizzes cover the content in the videos as well as those vocabulary terms that I pointed out. What's nice too is once students complete the quiz, they get a PDF, a digital certificate, that they can either email to you or upload to your Blackboard space. And again, each of these tutorials, the beginners, intermediate, and advanced, they have a separate quiz. So if you want to go wild, you can assign all three. The certificate of completion lists the student's score. So what I recommend and what I've done in classes I've taught before is ask that students take it as many times as they need to, but require that they at least get like an 80% or whatever you want to put that bar. And then once they do that, they upload that. The certificate also has their name on it. So you'll have that evidence that they've completed the task. So these are all open access. So you don't have to worry about doing any proxy linking or anything like you would need to do for our articles. You could simply navigate to the quiz of choice. Let me go here. This one. And then you would just share the link up here in Blackboard. I have reached out to ATI to see if we can collaborate on maybe creating these as modules in the Blackboard space, but we're still working on that. So for now, you can just link this way. OK, I'm going to go back to the library's home page and just point out a few more things before we open it up for Q&A. You've probably seen emails from me about our workshop series. So we have this workshops tile on the home page. And you obviously registered for this workshop. But your students can attend these. Some faculty will assign extra credits for students who attend. And we can always shoot an email afterwards to confirm that the student attended. We recently did a library survey and got feedback that folks wanted recordings of these workshops. We've always had those, but we realized it wasn't obvious where those were. So if you click here, it says calendar registration and recordings. And navigate to recorded online workshops at the bottom. This will plop you into our YouTube channel and our recorded online workshops playlist. And so we're always updating this and adding to it. Our YouTube channel in general is a really good resource of videos on all sorts of topics. So those workshops were just a slice of what we have. We have this social media link on our home page here. And so if you go into the YouTube channel, you'll see all sorts of good stuff. Earlier, we mentioned library guides. So not only do we have guides for faculty for things like linking to library resources and using video, but these can be really useful for students. I'll just open up citing and writing here. And you can see we have all of these citation guides. And again, we are continually updating this content. We can create a guide for your class. I know some of you here have collaborated on that with our librarians before. So we're all about tailoring materials to what you need to the extent possible. And I will just wrap up by pointing out that if your students ever need help, we have many ways to reach us virtually, including this Ask a Librarian chat option here where they can actually chat live with one of us. And there are other options here. I'm not sure if you can actually see this box that opened, but you can email us, text us, call us, et cetera. We also are available to meet students and faculty through research appointments right here. And we're now doing offering these through Zoom. And they can select a staff member, a librarian, or it defaults to no preference and a date and time. And then we can set that up to meet with you or your students. So I'm going to stop for now. We have 15 minutes, so we've got plenty of time for Q&A. I will go ahead and sort of monitor that chat and act as the moderator. And I would just ask my colleagues to step in when a question comes up that they can address. All right, so let me review this chat here. Oh, and Stacey has been feverishly sharing all these links, so we appreciate it. Okay, so Sunny asks, question about copyright. If I post a PDF of a journal article or scan chapter from a book that the library or its databases does not own to my Blackboard site, and I keep posting that chapter to my Blackboard site every time I teach the course, is that considered fair use? I remembered reading at one point that I could only post such a chapter once, i.e, one quarter, not quarter after quarter, due to the need to meet a spontaneous use criterion for fair use. Does that criterion still apply in current understandings of fair use? Thanks. So I would default to Kim or Stacey on this one. I can chime in and I'm sure Stacey will have extra information as well. In terms of posting quarter after quarter, if it's a book we don't own and you find that you are continually using a resource for your class, I would definitely reach out to the library so that we can buy it. It's always better if the library owns something that you are going to use in your class. With that said, the fact that you're only posting it to Blackboard so your students have to enter a password to access that material is also helpful. But probably the best thing to do would make sure that the library owns the material you want to use. Yeah, the spontaneity exception that Sunny mentions isn't actually written into fair use. The fair use criterion is the four factor test. The spontaneity criterion comes from what used to be called the guidelines for classroom copying back in the days of photocopying. It was originated in the 70s and it did allow what people generally called the spontaneity exception, meaning that you needed it right then for the class and you couldn't get permission to use it. You got a pass for the first time you used it but after then it was assumed that you know you're gonna need this from now on you need to get copyright permission. So strictly speaking, no, using the same thing over and over again does not fall under either of those criteria but as Kim said, maybe we can get a licensed copy of it. Check with us, we'll certainly do our best to do that. Were there any other questions? You're free to unmute, everyone is muted so if you're trying to talk you'll need to unmute yourself first. Yes, I have a question. This is Fadi Mohideh at Computer Science and Engineering. I teach engineering classes so sometimes I use the IEEE papers or journals for East of the students. I download them using my account or like my professional account order from the university network and I put them in a blackboard. Is that recommended or just provide the links on a blackboard will be safer behavior? I can speak to that. We do have an IEEE subscription. I don't know if it covers precisely the same content that you've been using in your course but we have an IEEE subscription that covers most of their content. So the thing about linking out is that linking does not make you a copy. You have evaded copyright restrictions because you haven't made a copy. You've linked to a licensed version of that for the campus. So we would always encourage people to link. You can link to items in IEEE. They do have stable links. So yes, and Kim is affirming what I'm saying in the chat. Linking is always best because as I say, linking gets around the copyrights or restrictions because there is no copy. Thank you. And I wanted to add another thing about why linking is really good as well. So not only does it fall within fair use and you're solidly there but if you're using library resources it helps us at the library know that you're using our resources. So we really would like to have you link when always when possible. Yeah, I mean, what I did, I basically used the library. I downloaded them from the library but you know, students sometimes even though you say tomorrow we have this you have to keep repeating, repeating, sitting instructions. So it was easier for me to have them like just one spot, this is the data. You don't have any issue accessing that from off-campus, on-campus using smartphones, et cetera, et cetera. That's why I put it that way but I would go with your recommendation kind of next time hopefully with the linking. Yeah, I appreciate the answer. And by all means, if you ever need help with a link just let me know. I'm very happy to help people construct them. It's no problem at all. Appreciate that. Thank you so much. Any other questions? I have a quick question. Probably it's not possible to answer it now but I just wanna know who can I work with to find out more. First of all, thank you so much. Every time I browse library resources I always find something new and very helpful and this workshop has been very, very helpful. So my question is, I also included it in like a question box when I signed up. I'm thinking about like developing something like a play-posit videos with incorporated questions for the APA style guide. I know you have a very extensive guide and I do have it embedded in my courses. I was wondering if there was a way to work with someone to create an interactive video with the questions so that students can learn better about the APA style. Thank you. Yeah, thank you for reminding me. I saw your request in the registration form and I already reached out to my colleague, Lisa, who has put together all of our APA content. So what I'll do is I will go ahead and send you her email address so you can connect with her but she said that she's definitely interested in exploring something like that this summer. Thank you. Anything else? Oh, thank you, Alon. Before we head out, folks, I am gonna share a link to a survey in the chat box. We were hoping to develop either offer more workshops like this or develop more for faculty this summer to just support y'all as much as possible before we move fully online for our first fall semester. So if you could please provide us some feedback that would be really useful as we develop those additional workshops. So I will go ahead and plop that link in the chat and if you just take a minute to complete that survey, it'd be great. And then my colleagues and I can hang out for a few minutes but if that's it, then thanks again for attending and best of luck this summer as you prep your courses. It's really great to see everybody. Thank you. Thank you, bye-bye. Thank you, Al. Gina, should we stop recording? If people have questions. Yes, we'll do. Thank you for reminding me, I always forget.


Hello citizens of Earth and welcome aboard Station 204. Now we've got one hell of a Space News episode ready for you this week. We've got some boards, we've got some health issues, we've got some Venus action. So why wait? Let's go ahead and dive straight into space traffic and get this started. And we have a release. We start in orbit with JAXA's HTV-8 cargo freighter being released by the Canada Arm 2 on November 1st at 1721 universal time. After delivering supplies and much needed battery upgrades to the International Space Station, HTV-8 was loaded up with trash and equipment tagged for disposal. It de-orbited and performed an intentional destructive re-entry on November 3rd at 0209 universal time. The first upgraded Northrop Grumman and Tari's 230-plus rocket left the pad at the Mid-Atlantic Regional Spaceport on Wallops Island, Virginia on November 2nd at 1359 universal time, lifting the heaviest supply load carried by a U.S. cargo vehicle. The Tari's 230-plus rockets upgrades include removal of some insulation, a new fairing, simplified avionics and take systems, and a beefed-up aft structure, allowing the RD-181 engines to run at full throttle. It successfully placed Cygnus NG-12, dubbed the SS Allen Bean in honor of the late astronaut, into an orbit to catch up with the ISS. Hey, Northrop, can I get a few nominals? Nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal, nominal. Blasting off at 0322 universal time on November 3rd from the Tian Space Center, the Long March 4B rocket successfully lofted a rideshare payload that included a Chinese Earth observation satellite, Galfin 7, a breakthrough French, Chinese experimental iodine propulsion CubeSat, and a small sat for the country of Sudan. The arm is now over the pin, alignment looking good. Arriving on November 4th, the SS Allen Bean was captured by the Canada Arm 2 on the International Space Station at 0910 universal time, with birthing, or docking, depending upon who you ask, occurring shortly after at 1121 universal time. Now my favorite experiment on board absolutely has to be the zero G oven, which has already successfully baked a cookie, even though the physics of cooking in microgravity is wildly different compared to cooking on Earth. Now, you'll also note that Cygnus NG-11, the SS Roger Chaffee, it's still in orbit. Northrop Grumman is gaining experience in operating separate spacecraft at the same time, and also potentially providing Cygnus vehicles as long-term microgravity experiment platforms. Continuing to build out its own homegrown navigation system, China launched a new Bidu navigation satellite on November 4th at 1743 universal time on a Long March 3D rocket. Successfully placed into a geostationary transfer orbit, the Bidu satellite will expend its own fuel over the next few weeks to reach a very special, high inclination geosynchronous orbit. This is pretty neat to me, but China is the only country with navigation satellites in geosynchronous orbit. Three, two, one, zero. Ignition, lift off with gratitude to our veterans today and always go USA. Now wrapping it up this week, we're catching some sun along the beaches of Cape Canaveral in Florida as this company called SpaceX, who hasn't launched the rocket in three months, decided now was as good a time as ever. Saying goodbye to Earth at 1456 universal time on November 11th. All was well as this particular stage one, B1048 made its fourth flight. This is the first stage one booster to do so. After separation and stage two ignition, the standard turn in burn saw what appeared to be the smoothest stage one landing ever. And look, the video feed didn't even drop out. Maybe SpaceX finally listened to the geniuses on Reddit and used a buoy. Also another milestone for a Falcon 9, the first reflight of payload fairings. These particular fairings had flown on the ArabSat 6A Falcon Heavy launch earlier this year. Once successfully reaching its target orbit, the 60 Starlink satellites, the heaviest payload a Falcon 9 has ever lifted were deployed. Now they're gonna spread out over the next few weeks and begin work to make Starlink an operational constellation and a headache for astronomers. And here are your upcoming departures. Now for a few weeks now, we have been talking about upcoming abort tests that both SpaceX and Boeing will be doing with Crew Dragon and Starliner respectively. Now SpaceX's in-flight abort test is still on the horizon, but Boeing just completed its pad abort test with its Starliner and they got a little additional sort of, ooh, what could possibly happen if this goes wrong in their test? Now if you're like me and you thought you were hung over washing the camera work in this, don't worry, I was too. Luckily, there was some actual stable footage taken of the test. 180,000 pounds of thrust from its four launch abort engines and 12 orbital maneuvering and altitude control rockets zipped the Starliner capsule away at five Gs of acceleration. Five Gs of acceleration, that is a bit of a kick in the pants. Woo! Upon reaching Apogee, a quick turnaround of the capsule saw drug parachutes and then main parachutes deployed. The service module separated and then the main parachutes opened. Although you'll notice that only two of the expected three main parachutes actually opened. Then the heat shield was jettisoned, airbags for cushioning the landing of Starliner inflated and then the capsule touched down. It was a quick 95 second flight and went by pretty darn fast but there sure was a lot to be learned from it. Now the Boeing engineers say that the third parachute just flat out didn't deploy and they're still gonna take a look at it even though the parachutes used on the pad abort Starliner are not the same parachutes that are used on the space worthy Starliner. And that space worthy Starliner's rocket, a United Launch Alliance Atlas V which is gonna fly in the N22 configuration. It's currently being stacked in Cape Canaveral on track for a December 17th launch. I wanted to talk to you all about a previously unknown risk of human spaceflight. An astronaut on the International Space Station has suffered from a blood clot in the vein that carries the blood back from their brain. And if we wanna have a future where Starship from SpaceX is taking hundreds of people to live in space, we're gonna have to learn to prevent and treat this issue. Astronauts were performing at ultrasound on a crew member's neck on the International Space Station and found a clot blocking their internal jugular vein. And if you're like me and freak out about how you treat a blocked vein in your neck, well on Earth you can be treated with anticoagulants that stop the clot getting bigger and stops the formation of new clots or thrombolytics which are medicines that dissolve the clot. Here's the downside though. Anticoagulants stop your natural ability to clot blood. So you better make sure you don't accidentally cut yourself while taking them. And thrombolytics can increase your risk of bleeding inside your brain. The affected astronaut was treated with anticoagulants for the remainder of the spaceflight. Now I don't know who that astronaut was and I'm not gonna speculate for their medical privacy and I hope you don't either. This finding caused a review of all the ultrasound data collected so far. And they found another astronaut was discovered to have a partial blockage in their left internal jugular vein. Luckily though, this astronaut had already returned to Earth. But ultimately it'd be better to prevent blood clots in space altogether. So the Russian chibis suit was tested as a potential solution. This set of funny looking pants exposes the legs to a low pressure and pulls fluid away from the chest and head. Kind of like sticking a vacuum cleaner in your skin but at a much larger scale. This improved jugular vein blood flow in 59% of cases but it also worsened it in 12% of cases.  Today on Soyuz, a medical evacuation from the ISS would take several hours, would place up to six Gs of force on an unwell crew member and they touched down in the remote wilderness of Kazakhstan. Compare that to the Sierra Nevada Dream Chaser which has the ability to land anywhere a regular jumbo jet can, aka much closer to a hospital and with a much gentler three Gs of force. It's currently only funded by NASA for cargo flights but perhaps now there is a stronger case to use it for crew. I think this is a great example of why a continuous human presence on the ISS is so important. The more astronauts we study, the greater the chance we're gonna discover these rare of risks of human space flight and that makes me really curious. So give me your reasons in the comments below but even with this increased risk of blood clots in space would you still be willing to go to orbit? I know I would. And for your weekly orbital space weather update here's Dr. Tamethascove. All eyes are on the sun as it's given us some spectacular views over the last couple of days. As we switch to our front side sun you can see the transit of Mercury. Look at it go right there. This is the last time we've got a chance to see this planet transit the sun for more than a decade.  But that's not the only cool thing we've got going on. We also have a coronal hole that's gonna be rotating into the Earth strike zone here in the next four days or so and it could send us some more fast wind and possibly bring some aurora down to high latitude so stay tuned for that. But that's not all. We also have a new cycle, cycle 25 sunspot right there in the Southern Hemisphere. This is the second of these new cycle sunspots we've seen in the past week or so. So we're definitely beginning to ramp up on cycle 25. We're not there yet, but we're getting close. As we switch to our far side sun you can see this is our partially far-sided monitor. It's kind of looking at the sun from the side. You can see that active region emerge very, very quickly and it's fizzling and farting and all that. That's really good news to see activity ramp up this quickly because that means that solar cycle 25 is nearly here. For more details on this week's space weather including when and where to see aurora and what that new cycle sunspot means for your day come check out my channel. We're seeing you at space weatherwoman.com. And to talk a little bit about weather here on Earth and how it compares to weather in the solar system let's head on back to Earth itself to our very own Jade Kim. Climate change is one of those things on this planet no matter who you are or where you come from affects all of us and it just so happens that by studying these effects on other planets we can learn a lot more about our own. Scientists at the University of Buffalo have recently designed a spacecraft that could do exactly that by studying the greenhouse effect on Venus. And guess what? It flaps. The bio-inspired ray for extreme environments and zonal explorations aka breeze was proposed by University of Buffalo for a program at NASA that funds early stage technologies. The probe would emulate a familiar ocean-dweller we've all seen before. The stingray aka the majestic sea flap flap. As the craft enters the Venusian atmosphere its wings would deploy and you guessed it flap like a stingray's. This design would allow the spacecraft to safely and efficiently navigate the tumultuous winds of Venus's upper atmosphere while collecting unprecedented data on weather patterns, volcanic activity and more. The probe would circumnavigate the planet about once every four to six days allowing its solar panels to recharge on the day side of Venus before dipping into the night side. This data can actually be applied to Earth matters as well allowing climate scientists to further their models and perhaps even make better predictions about the fate of our own planet. Similar in size and comprised of comparable materials Venus was actually once quite similar to Earth until it reached a tipping point and evolved into the evil twin as we know it today. Venus, while beautiful in the night sky, is actually notorious for being one of the most hellish places in the solar system. With a constant surface temperature of 900 degrees Fahrenheit crushing atmospheric pressure and clouds that rain sulfuric acid it's not exactly on the short list of future planets to vacation to. But Venus is a prime albeit extreme example of global warming caused by greenhouse gases. It was studying Venus that first inspired scientists to locate the hole in our own ozone layer which inspired an international effort to cut down on harmful compounds. And discussing climate change on a planet that's not our own might make it more palatable for those who are still skeptical or otherwise unwilling to entertain the conversation due to reasons political or otherwise. And this should come as a pretty deep insight for us humans. That habitability whether deteriorated by us or not is transient and it's definitely something that we shouldn't take for granted. And we want to give a huge shout out to all of our citizens of tomorrow without your help we wouldn't be able to make any of this possible. No news no letting off steam nothing. So if you've got something from us and would like to give something back you can head on over to youtube.com slash tmro slash join. And you can also head on over to community.tmro.tv to find other ways to help as well. And as always hitting that subscribe and notification button liking sharing and getting us in front of as many of your friends family and other folks as possible helps us pursue the core of our mission which is to get everyone excited about space. So that does it for this week's space news episode and until the next one keep exploring.


Goodness, it's three o'clock rock. I'm Jay Fiedel here on Community Matters on ThinkTech. Our show today is called The Hawaii History Through Amazing Pictures. We're going to talk about that plus much more. There are so many images out there. There are so many things to be educated about Hawaii's past. And for this discussion, we have Jeffrey Bingham Mead, who used to be at HPU. No, no. Where were you before? I was at University of Phoenix and I was at Hawaii Tokai International College and at KCC with the Honda International Center. All those places? Yes. And now he's on the mainland but he's still doing all those places. I still go back and forth. Okay. Wow, we've got to hear about this. Oh, okay. This is like a rendezvous of reminiscence and what have you. Yes. So Jeffrey has been sending, the background is Jeffrey has been sending me these fabulous pictures. I don't know where he gets them. They are beautiful pictures of the history of Hawaii. Yes. And I want to talk about how you get those kinds of pictures and why you're sending them and what you're doing in terms of education about Hawaii's history and other things that you do. Thank you. So tell us, catch us up, will you Jeffrey? Okay. Let's see. Well, I'll tell you. I am the president and the co-founder of History Education Hawaii Incorporated. It was co-founded with, I think, a couple of good friends of yours. One would be John Carroll. And the other one is the retired Brigadier General Francis Ubalani Mosman. Oh, sure. Oh, yeah. Yeah. So we are allied with the National Council for History Education and it's been a really, really fantastic ride. The current incarnation of that organization is called History Education Hawaii Incorporated and you can go on the web and you can see that at historyeducationhawaii.org. And so you can take a look at that and see the website, which by the way, we have a lot of people updating us. So you're a media maven. You've got the website of History Education Hawaii. And you've got a radio show. Radio show and Facebook. And Facebook. Well, Facebook is in my blood now. Yeah. Yeah. So, yes, and I do have the radio show that I'm doing. It's a separate thing from the History Education Hawaii organization. It's a radio show that is quite fascinating and quite unique. It's called Marvels of China, Pathways to the Pacific Rim. It is broadcast on AM 1490 WGCH in Greenwich, Connecticut and WGCH.com. So we have audio streaming for that. If you go to podcasts.com, we have an archive site where all of the shows have been archived rather and we are now in our second year. This is a partnership between me and, oh yes, there I am, between me and the Chinese government, principally the Consul General's office in New York City and also with a wonderful title sponsor by the name of Beijing Ambridge International Culture Development Limited. We also work with the Ministry of Culture as well. By the way, it's almost all totally English language. And one of the few broadcasts of its kind that is like that. We're now in the second year and having a great time. So talking about history, we just had Attorney General Douglas Chen. Yeah, you mentioned. Yes. That's quite sensitive. He's a very important person right now. He sure is. But one of the things that we were looking for from him and others that we've had on the show is kind of that human side of the experience. Here's somebody whose parents fled the mainland with communism. He was born in Taiwan, went to the Pacific Northwest, came here to Hawaii. He has a fascinating personal history and I found him to be probably one of the most warm and engaging people that I've met in a long time. So wherever you are, Doug, thank you very, very much. Thank you. It was really good. I think we're running in parallel places, actually, Jeffrey.  You've got all these media going on. I want to step through them one by one and we have a lot of things going on. Okay, fabulous. You must be overlapping. Like in Douglas Chen, for example. Absolutely, yes. There's a lot of overlap in all of this. Yes. It makes it interesting and it keeps me out of everything except work. Yes. Well, I mean, I should reframe my question. What don't you do? People ask me usually, when do I sleep? That's usually the popular question that I get. And I said, when I can. Well, no, I'll tell you, in all honesty, the only time I ever go to the movies is when I'm 40,000 feet up in the sky. Absolutely. So that's when I see all the movies and it's always nice. So what's the mission? Putting all these things together, what do you want to do here? Okay. History Education Hawaii Incorporated, we initially founded that. The earlier incarnation was founded in 2006. And the one that we have now that I just mentioned was founded about, what, four years ago. And what we are trying to do is to promote history education here in Hawaii, but also the rest of the Pacific Rim. So we're not just isolated here to the Hawaiian islands. I think that because of the culture dynamic here, it makes it very, very unique. So one of the things that we like to do is to do a lot of technological outrage or using the technology, I should say, to reach out to people. So for example, if you go on Facebook, go on Facebook, look up History Education Hawaii Incorporated, we now have about 200 members of the group. And it spans people of all different backgrounds, all different affiliations, whatever the case may be, everybody is welcomed. And one of the things that I do is that I am constantly searching the World Wide Web, or I look at my newsfeed on Facebook and I find all sorts of interesting stories that are going on about Hawaii, about other areas of the world, and some of the new historical discoveries and things that are going on. Yeah, it strikes me that there's a lot of talk about Hawaiian history and culture these days. I mean, it seems to be permeating our world in Hawaii, sometimes accurately and sometimes not accurately. And there should be different interpretations. It's very rich panoply of things that have happened here in the last couple of hundred years. But one thing strikes me is that we haven't finished researching that. We haven't finished exploring it. We haven't finished finding meaning in it. A friend of mine is a stamp collector. He collects Hawaiian covers, which are actually one of the most valuable objects you could collect in the world.  We don't realize it here. We don't think of that. But the fact is that Hawaii has this kind of cache everywhere, and people collect things from Hawaii. And to get further, learning about these Hawaiian covers, my friend learned about the history of Hawaii and wound up writing a multiple volume set on the history of Hawaii, which it takes two people to carry around. I'll bet it does. It's huge. There's so much information. Fact is we do have the information. We just need to analyze it and examine it and disseminate it as you are. So is part of your study here Hawaiian history per se, or has it come through the graphics? What's the connection? Well, actually, it's all of those things. It's everything. One of the things I will tell you is that there are people and museums here in Hawaii that are really doing a fantastic job about using the technologies that are available to disseminate history. It may not be totally in depth or anything, but it's enough to get people to really be interested. We have a lot of people on the Facebook group that say, oh, wow, that's interesting. I forgot about that.  So really amazing things that happen. When we go to the screen there. Oh, okay. Yeah, this is the, let's see. That's the Facebook page. And by the way, what you see there at the bottom, you see somebody in Chinese opera costume. There is a special that is going on tonight. It's called The Story of China. Go to PBS, everybody. This starts tonight. It is a really fantastic show. And I am very, very excited about this. My friends in China all over the place are going to try to tune in. You will be able to watch online if you can. So it's a history of China. History of China. Multiple segments. Multiple segments. Absolutely. And what else do we have here? We have some, you know, sky. Let's see. I can't quite see what that is, but that's okay. Oh, yes. And we have baseball teams and things like that. So one of the things that we do is that we try to get all sorts of different histories. You know, we have a very, very diverse audience. That's one of the wonderful things. It's also one of the challenges as well. So we have all sorts of things. We have members of the royal family and all who went off to the mainland to do their own part in history. You know, we have people who have posted things online. I happen to try to subscribe to as many as humanly possible that is out there. What we have up here right now is the website. Very nice. History Education Hawaii. Very, very much. The person who designed that for me is, her name is Heather Wimberley. She just retired from her web work and everything. But this is one of her creations. She lives in Manoa Valley. Her father was the founder of the Wimberley Allison Gu. Yes. That was her father. Oh, she is a web architect, if you will, by nature. And a truly gifted artist. I mean, she has been an absolute godsend. We've been doing business together since the mid-1990s. That's very nice. Thank you. Going back to another one of my recollections, my firm represented a fellow one time who acquired a library of Hawaiian history graphics. Kind of like the ones you send around, the ones on your page. And it was a huge amount of material. And I believe that he wasn't the only one who owned such a collection. And he first analyzed it. He had an old office where all the stuff was hanging off the ceiling. I know those offices. I think it was the original location of the collection. I wouldn't be surprised. And it was overwhelming how much material there was. And I said to myself, this is not something that you can go and find, for example, on the web so easily. These collections are hard to come by and they're so valuable. Not necessarily in money, although I would ask you that. But in allowing you a fuller understanding of the way it was in Hawaii. Yes, it does. You mentioned about finding original images and documents and things like that. One of the things that's fabulous about the technology is that, I mean, let's face it, we're here in downtown Honolulu. We're surrounded by offices and the schools and everything. Everybody is terribly busy right now. Not everybody has the time to go down to an archive like at the State Archives or at Hawaiian Mission Houses or Iolani Palace or anywhere else, for example. So we really are kind of duty bound to take that history, use the technology tools that we have available and to bring that to the people to better educate them about that. That's really a big part of all of this. How do you do that? I believe in push more than websites. I believe that you have to deliver it in some way. Now you deliver it with me. I mean, for years I've been getting these fabulous graphics from you and it's just really fabulous what you send around and it opens my mind to take a look at it. Well, thank you. It's all the time. It's Facebook, I think. Facebook, yes. Our blog site has a little bit been dormant. We do maintain a blog site, historyeducationhawaii.blogspot.com. We are reviving that in order to get more of the news about events and things that are going on. So using the technology to deliver maybe what's going on at the Hawaii Judiciary History Center, there happen to be favorites. We've done a show on that. Yes. And they're wonderful people over there. They really are. I've even brought international students there to do some of the mock trials. Oni versus Meek, that is usually the favorite that we have and the staff over there. Matt Matisse and his team over there are really fabulous people. They really, really are. So we're kind of duty bound to bring everything to them. So you're reaching out with it? Absolutely.  Well, no, they do that. But you're putting them in touch with them? Absolutely, yes. We put teachers and tour groups and anybody. We're not restricted to the schools per se. Even though we're history education Hawaii, we don't restrict ourselves to the schools. We're actually trying to reach out to the general population as much as we can. How? Because, well, through the technology, any way that we can, through email, through the Facebook, through the blog site, through the website, if I happen to see them walking up and down Fort Street, I'll say, oh, did you happen to see this? And things like that. So any way possible that we can, we do. What's the business model on this, Jeffrey? Sounds elusive. We kind of make it up as we go along. That's the business model. Because the technology is actually in many ways being made up as we go along. If you had said to me, oh, 10 years, like 10 years ago, we would be sitting here, we would be talking about these wonderful images that we have online and the stories that go behind them. I would have said, well, it sounds like really very interesting science fiction. Thank you very, very much. But now here we are. And who knows where we're going to be even a couple of years from now? Who knows? But it's exciting. That's the thing that's interesting about all of this is the excitement about the different directions that technology can go to, the way that it can be used to enrich people's lives, which is part of what it is that we are doing. So it's great. That was Kauai Howe Church a minute ago? No, that one was the, I think that was the Foreign Mission School in, that's the Foreign Mission School in Cornwall, Connecticut. That was based on, I think, a lithograph. Yes. By the way, I got a Peter Young. I'll tell you. Sure. You used your DLNR. Oh, yes. I have to tell you. Peter is fabulous. He really, really is. Because he writes these incredible stories, pairs them up with the images, which is a really good educational tool to do, by the way. And Peter's been doing this for many, many years.  And when I receive everything he does is, I believe almost daily. I post it on the History Education Hawaii Facebook page. People get to see that. And so that's one example of how it is, that there is one individual out there here in Hawaii. There are others as well that do the same thing. And we disseminate that. So you're looking for exchange. You're looking for comments and contact. You're looking for remarks and feedback. Oh, absolutely. Sure. But just an appreciation of what it is that is out there. Especially, again, the fact that we have all such busy lives, and not all of us have the time that we wish that we had to go and visit the museums or the libraries, especially during working hours. It's kind of a tough thing to do. So let's take a short break. Come back. I want to talk about your radio show and how this all works in your radio show. Sure. OK. OK. We'll be right back. That's Jeffrey Bingham Mead. We'll be right back. We all play a role in keeping our community safe. Every day, we move in and out of each other's busy lives. It's easy to take for granted all the little moments that make up our every day. Some are good, others not so much. But that's life. It's when something doesn't seem quite right that it's time to pay attention. Because only you know what's not supposed to be in your every day. So protect your every day. If you see something suspicious, say something to local authorities. Aloha. My name is Raya Salter. And I'm the host of Power Up Hawaii, which you can see live from 1 to 130 every Tuesday at thinktechhawaii.com and then later on YouTube. I am an energy attorney, clean energy advocate, and community outreach specialist. And on Power Up Hawaii, we come together to talk about how can Hawaii walk towards a clean, renewable, and just energy future? To do that, we talk to stakeholders all over the spectrum from clean energy technology folks to community groups to politicians to regulators to the utility. So please join us Tuesdays at 1 o'clock for Power Up. OK. We're back.  Yeah. What is it? I'm going to get the right one. History education Hawaii. Yeah, that's OK. Which is very important. I mean, you know, because it's not just the history. It's trying to propagate the history and get people to think about it. Everything under the sun, yeah. So I was going to ask you about the radio show. OK. Because I'm always interested in radio shows. Yes. It's a great medium. What are you doing on it? The title of it is Marbles of China Pathways to the Pacific Rim. We are now in our second year. We broadcast out of 8 AM 1490 WGCH in Greenwich, Connecticut, which happens to be my ancestral hometown. It's born and raised. And I still, you know, have a home there and, you know, and all that. It's very interesting what happened with this. It was an outgrowth. If you see the picture right there, that is me in Beijing. And what happened was that I was invited almost two years ago by the government of China to be there as an honored guest for the 70th anniversary of the end of World War II. So if you remember seeing the news, it was a big military parade in Beijing. I was there for that. And I was there with, you know, some of the remaining members of the Flying Tigers. Oh, really? And this, my father was one of the China Marines, one of the last of them. And after surviving Okinawa, he was transferred from the 4th Marine Division to the 1st Marine, sent to Tianjin, and was there for the surrender. And was stationed in Tianjin and Beijing for about maybe six or seven months. And then left in, I believe, it was April of 1946. You say the surrender happened in Tianjin? Tianjin, yes. It did. Isn't that a big tech city? Yes, it is. Yes, yes. But back in those days, it was, of course, it ruins and in terrible, terrible shape. My father brought back a lot of pictures that he took. He died seven and a half years ago. And one of the last wishes that he had for me, I really like you to put this into some kind of a book form and publish it, which I am working on right now. Well, there were some stories that were done about me by a worldjournal.com, China Press. And suddenly, I got an email from the Vice Consul of the Chinese Consulate in New York City, a lot of flowing language and all. And said, we would like to honor you by inviting you as our guest. That's very nice. Well, I gotta tell you, I sent it to all my Chinese friends in New York and elsewhere. And I said, is this for real? And one of them who is a very, very, very close friend of mine, he says, you have a tendency to overanalyze things. He says, just say yes and go.  What advice? Yeah, I was. And I've kept that since, by the way. So lesson learned, right? So I went and after I got back, I was there for about 10 days. It was one of these truly transformational experiences. It was my first time to China. Always is. Oh, yeah, yeah, yeah. Yes, and I didn't want to come back. I'll be honest with you. I read my father said the same thing. He said, you know, I didn't want to leave. And I said, OK, so we have that in common. So after I got back, I was a guest on one of the daytime radio shows at 1490 WGCH. The host and the president of the company invited me into the office and they said, you're really good. You have a radio voice. And I said, well, that's very nice. Thank you very, very much. And they said, we would like to give you a half hour time slot. And you can do it on anything. You're kind of different from everybody because they said, you're from here. Your family's been here for almost 400 years, but you've also got this connection to Hawaii and Asia and the Pacific Rim. And they said, it's a unique chemistry. And I said, OK, so I went to my Chinese friends. We created the show. We were going around trying to find title sponsors. We have a fabulous one with Beijing Ambridge International Culture Development Limited, which is a communications and PR firm. And they are fabulous people to work with. I have been given virtual all a complete control of the content of the show. It is almost all English language. We are now in our second year. And it has been a fabulous, fabulous ride. I have had so much fun. There is a lot of history that we involve. We mostly dwell on culture to give you an idea of the history part of this. I don't know if the name Roy Rowan means anything to you or not. All right, Roy Rowan was the founder of the Time Life Bureau in Hong Kong. He found it right after the, I believe after the communist took over in 1949. He was one of two Americans who covered the Chinese Civil War. And lo and behold, Roy Rowan lived about maybe three or four miles from me in my hometown in Connecticut. So we were paired up with a mutual friend. He was 96 years old at the time that I interviewed him. I actually went to my home and I brought a friend of my Mr. Li Mingguan of China Press. As it turns out, we were the last two people to interview him before he died. But Roy has written a book called Chasing the Dragon. You have to look for this book. It is incredible. He was there for everything. He knew everybody and he had stories and he was telling us these stories as if he was reliving them in his living room down on Steamboat Road in Greenwich. And it was a mesmerizing experience. So we have had people like him. So it's a study of China, history and culture of China. History and culture of China, about what he went through about interviewing Chiang Kai-shek and Mao Zedong and Zhou Enlai and the Song sisters. Everybody, everybody. And so that is just one example of history and culture that we have had. But we've had many others. We've had guests from China also here in the United States and even beyond. I'm going to be having somebody by the name of Jim Lindsay. His mother was an insurgent during the Chinese Civil War period. And he now lives in Australia. She passed away. But he edited the book called Bold Plum and he's going to be on in about two weeks. I can feel your excitement about this. You reach out to the whole world. Yes, we have a global audience. And you connect on, I guess, some kind of telephone line or maybe a digital line. Well, WGCH has a place where you can click it and you can listen to everything streaming audio. So we do the live broadcast, which is on Saturday mornings at 10.30 a.m. Eastern time, which means here you've got to get up at 4.30 in the morning. But that's okay. I have everything uploaded there, all of the broadcasts. So you can listen to those at your leisure. If you're on the email list, I can send you the link to that. And you can also listen to it at your leisure as well. Well, I get the idea that the underlying the common denominator here is history. Yes. And that fascinates you. And indeed, can you achieve mindful awareness in this world without an appreciation of historical context? Yes. I'm talking about my idea that we don't have enough historical context. That's one of the reasons this country is having so much trouble with government. People are disassociated with government and possibly that is because they don't understand the government is theirs and they are the government. Okay. Unless you understand the formation of the country in the first place, you know the circumstances around its organization and its constitution, because that is the connecting document. And I wonder if that drives you. I wonder how you feel about that issue. I wonder if that's what makes it so interesting to you, so exciting as you as you framed it in both radio and in your online activities. It's gotten to the point where it's actually taken on a life of its own. It's all remote control and also actually you pose an excellent question. One of the things that I will tell you that should be of concern, I think, to many people is that we do send out and we do employ in the government and elsewhere, policy makers, right? And in order for them to make good policy, I believe there's a logical train of thought that says, well, they should have a good background in the historical context of things. The Chinese are very, very good at this. I discovered that especially when I was over in Beijing for the 70th anniversary at the end of World War II. They probably know more about America than we do about China and they are very, very well schooled in this. They're extremely intelligent people and we have a very, very close affinity with each other I think as a result in many ways. But yes, I think that in order for us to truly understand what is going on is that taking things in terms of a historical context is very, very important. The one thing, of course, is that we are also discovering new things all the time. There is new literature. New things about old events. About old events. They say everything old becomes new again when it goes again and again. And that also makes it very, very interesting. And so they're always finding things. I mean, dovetail a little bit. There was one thing I put on Facebook where they found I guess they were able to do DNA research on some of the mummification remains of the pharaoh royal families in Egypt and they found out that they were not necessarily from Africa. They were actually people that came, I believe, from maybe southern Europe or something like that. Maybe Greco-Roman or Turkish or whatever. And so they were not necessarily the indigenous people but they were a ruling class based on being Interesting. So the sweep went north then came back south. Yes. It was very, very interesting to find out things of that nature. So archives are being opened all of the time. I had a guest on my show who was able to do research on a book that he wrote on newly opened archives in Russia as well as in Korea, China, all over the place and we're finding new things all the time. What's your future? Where is this going to go? You know, you're running it 100 miles an hour now. Yeah, it will go for 120. Yeah, or 50 or whatever. What does it take you? I mean, I can't imagine how this is going to evolve. Can you imagine how it will evolve? No, I can't and I'm sorry to say that but it's true. I don't know where this is going to go. You know, part of the thing, the dynamic rather that is going on is that the technology, the new discoveries, the evolution and the re-evolution of culture and the global relationships that we have with the different peoples and things like that is being reinvented all the time and it makes it a fascinating time to be alive, if you will. It really does. So, I don't know the one thing I will tell you that because of this the radio show as well as what we're doing at History Education in Hawaii and other things that I'm involved in right now, I'm meeting some of the most truly extraordinary people. Really, really extraordinary people and so there are a lot of people like us out there who we have in common that are trying to do the same thing as we are so in a sense we are a rather disparate global community and we are staying in touch with each other. Thank goodness for the technology to be able to do this and we'll see what happens. Jeffrey Bingham Meade, he's happy to be alive, he's mindfully aware and the amazing thing is that when he grew up, he was a shy child. You know what, that's true. No, it's true. I was actually a very, very shy child I really was. Sounds like he got over it. I got it at grad school. All right, I'll continue to behave myself as best I can and this was fun. This was really a lot of fun. Thank you for having me. Thank you. Thank you Jeffrey.


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We are here because we are responding to a video documentary that was released last week, just a week ago, published by Publica. Our main concern is for the girls. And also those who have greater liability in all of this, we want them to be reinvestigated and hear liable for their things.


J.P. likes to have a well polished show as well. And he has sent in a little quick tip for us, John, which I will play fellas. It's J.P. I finally have a cool stuff found, which you probably already know about, but I just stumbled upon the other day. I use Siri a lot in my car carplay when I'm driving and I'm always dictating texts and sending and reading texts and all that stuff. So I thought I need to send a voice text, so instead of opening the Voxer app, which I normally use for walkie-talkie style, because I don't like the apple where you have to hold the button down in messages just to talk, I literally said, hey Siri, send a voice message. And she came up and said who would you like to send it to? And I say who it is. And then she says recording. And I talk and it records my little voice message. And it places it in the outgoing text and she asks do I want to send it. I go yeah, I couldn't believe it. I mean quick way to not have to hold that button down while you talk on the voice texting feature of the messages app. That's cool man. Yeah, I tried it. And actually, if the person you want to send it to has multiple phone numbers, it'll ask which phone number you want to send it to. Oh, interesting. Yeah, because I tried sending myself one and it's like, oh, dude, you want to send it to this number or that number because I have multiple phone numbers. Oh, interesting. Many of us.