Father, we thank you. We thank for the Lord, the power of your word, Lord. Truth, liberating, so alive, powerful. Lord, we thank you that your word is able to penetrate our thoughts. God, your word is able to penetrate the confusion in our minds. And your word is able to clarify, O God, what is of the heart and the intents of the heart and thoughts of the mind. We thank you, Lord, for your word. We thank you even as we soak in your word. We pray, Lord, for clarity. We pray that, Lord, as your word declares that the steps of a good man are ordered by the Lord. Yes, Master, maybe see that ordering, Lord, maybe experience that ordering in our lives, Father God. And also, Lord, your word declares that the path of the righteous grows brighter and brighter as unto the noon day. And so, God, we pray for that clarity for each one of us, God. We thank you, God. We believe and we have declared and we know that we will see the outcome of it, God. We thank you. We come at this time. We come at this day into your mighty hands in Jesus' name. Amen. Okay. You know, we've been looking at organizing and I think last class, you were looking at raising up leaders and also some of the things that will actually enable us to raise up leaders. And we also looked at the different stages of growth or different stages in the development of a leader. So we looked at all that. And we saw that some of the things that can really be act as a catalyst or speed up the entire process of raising up leaders is when we actually... So when we create opportunities for developing leaders, so when we saw that when we make space for developing leaders, maybe create an opportunity which is not there. Of course, it's not like time structuring in the sense, okay, I want this guy to do something. So let me create something to keep him busy. It's not that. We are creating something in line with the vision and in line with whatever opportunities are there or could be there, potential where that could be there. And we create that space. And it's based on the need as well. So when there is a need, when there is a requirement and we didn't see that all these while, but we see that need and we see, okay, here's this person and that person can actually be a good fit and that person can take this up. So we are actually opening up that opportunity for the potential leader or for nurturing the leader. So this actually develops the leader. And it's a hastens the qualities and everything that is required from the leader. So it's a good way to do that. Let me just share the screen with you. Okay, so we create opportunities, create that space and allow the person to step in. And while taking note of all that different stages, just if somebody is just stepping in, it's just a new thing for them. Then we give that time and space and our involvement. Like we said, our involvement is going to be pretty, almost, we're going to be closely involved and not very disengaged because it's the introductory or the initial stage of development. So if it is that stage of preparatory stage, then we will stay engaged, stay involved. Another way to get people to, I mean, for getting leaders to develop, to a development of leaders, what really helps is to enable them to see the leader. We're talking mainly about ministry here. So if it's ministry, if it's ministry opportunities, where the leader or the potential, the leader in development gets to see the leader who is developing that person who's speaking into their life to see actually the life example, to get to see the life example of that person. Like Paul did with Timothy and with, maybe with Titus and the others in the team. So Timothy saw all that happened, all the struggle that he went through, the way he handled the situations, the way he, I'm sure that Paul would have spent time discussing with Timothy and Timothy was also carrying the epistles to the church and churches and so on. So to, especially to Corentin. So Timothy had, Paul had actually given him access or allowed him to see who he was. And he was an example and he said so in as many words. And he said be imitators of God as I imitate Christ. So Timothy had seen him and you know, we see that he had also developed into a fine leader, a fine minister, which he could, Paul could actually commend and recommend to people and so on. So that's one aspect, very important aspect as well. You know, where it's not, necessarily be a formal training session, but the person is actually getting trained by watching, by observing, by seeing the, you know, the good, bad and the ugly, right? Seeing the negative things, seeing the positive things and it's a very enriching lesson. How to do, how not to do as well. So, you know, one, I think early on lesson for us as ministers, you know, in being in the leadership team of the church was to see, you know, and interact with Pastor and Pastor Ashish and when we travel together and to see how he, you know, engaged with other ministers of God, engaged with other people. And the thing is, you know, especially when we are not, let's say when we are not on stage or not in front of the podium, off podium, off stage, you know, the lessons learned to be very valuable, you know, for example, like there's a food line, just stay in line, stand in line with a plate just like anyone else.  You would have none of that, right? Saying, okay, we are just, you know, one of you, and it's just that, well, we've been invited, we have an opportunity to minister, but apart from that, we are not like, you know, superstars or celebrities, so nothing of that height, right? So that was, those were early lessons to be learned, so which stays with you and, you know, and these are things that develop you as you grow. And so you don't want any of that either, right? As you take up a role as a minister and a leader, you don't want any of that. And so when others who watch you, they don't want any of that. So it's an important lesson that is being passed on, a legacy that is passed on, when a leader opens up and gets to display, you know, his life, put on display rather, his life and his way he engages and ministers to the other younger generation, right? Okay, so this develops leaders, so you're not really showing only your best side, right? It's showing how you handle pressure, it's showing how, you know, you're vulnerable to certain things and what mistakes you've made and how you recovered from those mistakes, all that. All that goes on to, you know, develop the leader, right? Okay, now another important intentional thing to develop leaders just like creating opportunities and letting them see your life example is also to provide feedback, encouragement and correction, right? So we take the first one, feedback. So feedback is to feed information back into the system, right? So when we say feedback, it is like going back, you receive something and then you take it back to the source. So maybe the person has said something or done something and you receive that information and you're feeding it back to the person. So it is feedback about their performance, it is feedback about maybe their mistake, but how they did, how they fared, what they did. The feedback always helps, right? So a feedback and also encouragement, right? So and most importantly, correction, right?  Or maybe they have a weakness and we are not actually pointing out or calling it out or drawing attention to that. So the problem is this, you know, we need to do it, like speak the truth in love, right? And do it with a gentle spirit and do it in a way that does not break the person, right? Does not in any way rob the dignity of that person, right? Because after all, they are made in God's image and like Peter says that, well, they are God's flock at the end of the day, right? People are God's flock, among whom we have been placed as ministers, right? As shepherds. So they all belong to the chief shepherd. So we need to, you know, keep that in mind as we correct as well. So don't break the person, don't mess with the dignity of the person, but present the fact, I don't hold back the fact. When it comes to correction, normally what happens is, you know, we probably share 80% of what we had in our heart, what we had in our mind, you know, 80% of it. But that last 20% is what really matters. That's the important stuff. But we are unsure, you know, how will this person take it? Or should I not? And we hold back that 20% which is really important, right? So for some sharing or correcting people comes naturally. It's part of their temperament, it's part of their personality and they do it with grace. But for some, you know, some of us we need to learn. We need to learn to confront in a God-honoring manner. We need to confront in a manner that really edifies the person, in an atmosphere of love, encouragement and support. That's very important. So when we do that, then there is development. Something of value has been shared with the person. Now, well, the other person can actually receive it well, not receive it well, you know, that is always there. That risk is always there. The person could probably get offended and so on, get angry, upset. No matter how nicely we share, no matter in whatever encouragement, encouraging manner it is done, there is always that risk of that happening. But that should not, that risk or the risk of that outcome should not stop us as leaders in this whole process of leadership development should not stop us from correcting in the right way, right? So feedback, so many examples that we see of correction is that people are, you know, they just went to their anger, you know, because the thing is, yeah, it has probably made them angry. The mistake that the person has made probably has made them angry. Maybe the mistake was at the result in some, it was a costly mistake, right? It had some very strong consequences. Okay. But at the same time, we need to do it in, we need to do it firmly, we need to do it in this manner, right? And I'm sure that there are, so there will be times when those mistakes are repeated. The mistakes are, you know, it's, people have not learned from the lessons and external measures need to be, external consequences have to be spilt out and carried out when it comes to, you know, when it comes to that. But we're just looking at feedback, encouragement and correction, you know. In developing leaders, okay? So the problem is not an attitude, the problem is not, maybe it was a blind spot and we need to make sure this is done. Okay, feedback really helps, feedback, maybe it was a complete blind spot and you're sharing, okay, this is how it is. So it really helps the person. Encouragement really helps the person, affirms the fact that, okay, I'm on the right path and, you know, what you share really builds a person up and correction as well.  Feedback and correction, well, nobody likes to get and especially if the feedback is a negative feedback. Nobody likes to just receive that. But even for us as leaders, you know, we receive feedback. If we would, you know, if we would look at it this way, okay, here's some information that's coming my way and even if there is, you know, a small percentage of truth in it, it could come clothed in emotions, it could come, you know, maybe with a lot of assumptions, maybe there's just one per, one percent of truth in it, but the other things are all just assumptions and very subjective things, right, just coming as a feedback. No problem, we will take it for that one percent, you know, because that one percent matters, because one person, we see it as a truth and then we can make changes to that. So it's always, you know, it's always good not to shut down that avenue of feedback, right, because once we shut it down, then we are actually not receiving that valuable feedback and that maybe some good ideas might come and we are actually shutting it off, right. We're saying that, okay, it's not welcome, you know, and then that stops coming, okay.  We pick the time, we pick the right opportunity and then feedback has to be shared, you know, and many times the feedback and correction has to be, it's time bound, right, it's time bound. In a sense, certain things have to be said immediately, have to be done immediately, you cannot wait. Well, certain things which are non-critical can probably, you know, we can wait for the right time, right moment and just share, you know, it's not of critical value, but some things have to be shared immediately and while it is still fresh in memory, it has to be done, right, okay. So the thing is this, that as leaders we need to develop more leaders, we need to build people up so that they have the strength to carry the responsibilities of leadership, the responsibility of building people. You know, when you look at ministry, we see that it is actually about building people, right, and that's why God refers to people as God's building and Paul refers to people as God's field, okay. So both have the picture of, you know, a building has the whole thing of, there's a blueprint and you're, you know, bringing the material and there's a lot of work involved in seeing that to completion. The field also has the same thing, right, where you're sewing and there's a process involved, there's a nurture, there's protection against elements and then there is a process, again, there is time, there is a process and there is development happening, right. So this, all of us, we need to understand that as ministers, we need to understand that and as people who are called to disciple, right, what is discipleship? Teaching people to follow the one who's called us to be disciples, but we do it in community and discipleship is, you know, building people. So there's no escaping the fact that we need to raise up leaders, okay, and this is something which is very important as part of our leadership development as well. Any questions here? Before we go into decision making, any doubts, any questions? Okay. And whatsoever? Okay. Faster. Yeah, yeah. So the feedback we are mentioning right now is as we develop leaders and when it comes to pastoral ministry or leading a church, do we also give feedback to congregation members, especially in the area of character if you hear something wrong? Yeah. So, you know, if it's something that we have observed personally and something that, you know, there's a couple of things, one is people observe and people tell us and the other thing is if we observe it personally, we see it and, you know, we know for sure, okay, this is what it is because people could, it's a one-off thing. Well, we kind of need to ensure that it is not just a one-off thing, it's not just a casual observation, but, you know, it is a pattern before we actually venture in and do that. But yes, you know, we need to do that. Only then there will be change.  I can get by. Sometimes it's willingly done, intentionally done. But as we do it in a, again, the intention is not to bring them down. The intention is to, you know, help them in nature and it will be helpful. Yeah. Thanks. Okay, so let's just move on to the next one which is decision-making within the organization. Again, I just wanted to, you know, just make this clear that we will actually have, you know, be looking at all this in church administration in detail. But however, you know, we'll just mention this. So it will be a reiteration when you look at church administration again. So decision-making within the organization. So leadership in a formal structure. First of all, we understand that when you look at ministry, ministry is both, we know it's spiritual and also has its natural side to it in the sense, you know, there are certain things that need to be done. So if you look at, you know, if you look at the book of Acts itself, Acts and then we see that there was some problem with the distribution, daily distribution, right? So what was it? It was actually an administrative issue, right? A logistical need that had to be met, right? So Acts after six, we see that, okay. Somewhere neglected, those were neglected and then the others were actually raised up. Seven were chosen to take care of that. So we need to understand that in ministry, there is the administrative, there is the logistical side of it or the organizational side of it. You know, as much as church is a family, church is, you know, also an organization or it has an organization side to it. If we ignore that, well, it can be, it'll be self-defeating. See, as a leader, if you want to do certain things, if you ignore that part of it, then it's really going to, you know, it's going to have a negative impact on the spiritual side of ministry, okay? Simple things like, okay, you know, place needs to be clean, chairs need to be there, you know, all that requires planning and implementation of the plan. Simple, right? Any meeting, any gathering? Well, there needs to be a place. The place needs to be clean. You have simple infrastructure, right? Maybe mats to, you know, sit on if it's on the floor or chairs to sit on, et cetera, right? Electricity or some kind of light if it's in the evening and maybe washrooms or restrooms or, you know, all these things, right? So there is the organizational side of it, okay? And when it comes to the organizational side of it, there are a lot of decisions to be made.  Certain decisions have to be made for the organizational side of things as well as the spiritual side, okay? So for making these decisions within the organization, we need to base those decisions on certain standards. What is that reference point? And what are the standards based on which we are making these decisions? Because these decisions are important, right? So we need to have clarity on the standards based on which we make these decisions. For example, like maybe it's a decision like, okay, we need to order food for maybe 100 people. There's this meeting, we need to order food. And so certain standards like, okay, the food needs to be tasty, food needs to arrive on time, food needs to be hot. And when the person comes to serve the food, we need to have so many, you know, plates and whatever, you know, serving utensils and so on. So the person who's actually preparing the food and bringing it has to be, you know, capable enough to carry this out, okay? Reliant, consistent, dependable, right? So let's say this is a caterer. So it's a vendor. So within the organization, you make that standard clear that if you're choosing a vendor, the vendor has to have these capabilities, right? So whoever's choosing a vendor and also the pricing, right? Okay, this is, you know, per plate. This is how much they are going to charge, okay? And is it reasonable? Is it affordable? Is it, you know, is it? So all these things. So you, we need to have standards based on, you know, punctuality, cleanliness, the quality of food, et cetera, for a caterer. So like these, like these standards, like these qualities for every decision that is made, it could be decisions of, you know, maybe stationary needs to be purchased. It could be decisions like maybe some computers need to be bought. Or everyday decisions, right? On consumables, perishables, or maybe some assets like land or, you know, decisions there needs to be standard. Like there need to be, we need to have some standards. So these standards have to be clear to everyone in the ministry team, everyone's serving. So the best way to do it is to document it and put it in a place where it's clear for everybody, where it's, where people can refer to it. Like maybe a file, if it's something physical, or maybe it's on a drive, or a Google Drive or on a cloud or something, where people can actually refer to. So whoever joins, whoever joins the team, or whoever has a doubt can refer to the standards of operation.  And along with the appointment letter, your role and responsibilities and, you know, those standards and values and everything are shared. So the same thing can be done, or it has to be done when you're in an organization, in a ministry, in an organization which is involved in industry work. So this helps in effective and efficient ways in which decisions can be made, right? So making standards clear. The standards based on which you're making the decisions, it's very, very important. So we don't, you know, we don't shift away from these standards when it comes to making decisions. Then we also need to have a system in place for the approval of these decisions. So what do we mean by that? So certain decisions would need approval from somebody who is probably carrying a bigger responsibility or somebody who is overseeing the entire ministry, maybe. For example, maybe as an associate pastor, I can approve certain financial decisions, certain buying things. I can approve for, maybe I can just approve certain things for daily use of maybe stationery, maybe consumables. I can approve up to a certain amount of money. Even buying of certain maybe instruments, certain gadgets, certain cables and et cetera. I can approve up to a certain amount of money, maybe 15,000, 20,000. I can approve that. So you'll go ahead. But if it's going to be a major purchase, like the piece of land, maybe, you know, a building or, you know, maybe a gadget which is or an instrument or some equipment which is an asset to the organization and it's worth in, you know, the worth of that, the price of that is running into thousands and maybe a few lakhs. Then someone else needs to approve. So what is that system of approval? Okay. So if that is clear, then I can say that, okay, you know, this I can approve. I can sign off. We can go ahead and buy. But if there's, if it's since this amount, whatever we are considering for purchase, you know, this printer, this laptop that we are purchasing is running into, you know, a few hundreds of thousands. Then we, it's better. You know, I can suggest this to someone else who has the capability to approve or who. So that process. Okay. If not me, then who? So that process has to be clear. And that also if we can, you know, document it. Okay. It can be just buying decisions, maybe spending decisions, maybe hiring, right? All that. So this also even we document it when we keep it. When everybody is clear, then that process happens quickly. It happens, you know, nobody's doubt. You know, nobody's question. Okay. Now who needs to do this? Maybe once you check and you, you see that it's clear, then just go ahead with it. You know, every time we face that situation, or we are in that place of maybe buying, spending, hiring, whatever, it's, we already know that, okay, this is who this is the person who has to approve it. This is the person who has to clear the quality, all that. Right. So that process also needs to be clear. Okay. Okay. So this is, we're looking at decision making within the organization. Okay. Another thing, important thing is to have an open channel for discussion. Okay. So having a, we're going to look at culture and values. So this open channel for discussion, open channel for receiving feedback. So this will actually help us to make good decisions. Right. Because if we have this open channel, some, some good ideas, right. Some good corrections could come. So we could actually, people could share and people could say, okay, before we consider this, you know, why don't we look at this, look at this option also. And then, so if that kind of a culture is not there, if the culture is okay, I better mind my business. You know, I, I know, you know, I've shared so many ideas in the past, none of it has been taken. So I don't want to do that. Right. So, so the thing is the understanding it should be, you know, that if you have ideas, share it, not everything can be implemented, may not be immediately taken care of, but no problem. And it's just that we are thinking of doing a better thing.  Right. If that, that kind of a culture is there, then, and also in what way can those ideas be shared? Right. In what forum should it be shared? Then it, then it has a very healthy culture and also saying, you know, as, as leaders, we are open for discussing this. We are open for inputs from, from the team. So this kind of culture has to be actually intentionally developed. Okay. So when we are open, then the decision making process is also, you know, is, is made stronger. Okay. Then the last thing is when it comes to decision making within the organization is that as a leader, we need to take risk or as leaders, we need to take responsibility for the decisions that are made. Right. The final responsibility for the decisions that rest with the leader. Right. So considering all the outcomes, considering all the consequences, pros and cons, you make the decision. So the ultimate responsibility is with you as a leader, which means that the consequence of the decision is also, you know, with us to face the consequence of the decision. If it's a good decision, great. But if it's a, if it's a poor decision or a bad decision, then the consequence or outcome of that decision, also, we need to face as leaders. Okay. So we cannot pass on the blame and say, okay, this person, that person, you know, ultimately we are responsible. So responsible for making the decision. Right. And also for facing the outcome of the decision. Okay. So we need to understand that. So there's no escaping that. There's no shying away from that. Right. So as leaders we are responsible. Okay. Any questions in this section in this topic? Okay. So let's, let's look at, let's look at, let's move on. Let's look at culture and especially kingdom culture. Okay. And some of it is from the, you know, the kingdom of God and also from some of our, you know, what we use in church for our membership class, you know, when we share about the culture and the values of the church and so on. So here, creating and nurturing a kingdom culture. Okay. I'm sure that, you know, those of us who worked in a couple of organizations or, you know, or maybe, you know, just step into a church, you know, there are certain things that, that you notice right away. Okay. With the way things are done. We certain things are done. Certain things are not done. The people and, and, and certain things that you notice are, you know, the culture of it, you know, the customs, the beliefs, things that they esteem highly. Okay. The value. The value. And then these things need not be, you know, written down on paper, but it's, it's understood. And this is how they do it. Like, for example, I remember going to a church where, I mean, this was actually not a church service, but it was their Bible study. It was a midweek Bible study, which we, we used to, you know, go and then before we, you know, started serving here in church. So we used to go to search and then the week Bible study. So what I noticed was that, you know, the, the person who comes the earliest always sat right in front. Okay.  They would, they would not sit anywhere else, nowhere in the middle, but they would just sit in the right in front. And the ones, maybe that front row is filled and, you know, the next row will be filled and so on. So I found that very interesting. So these are of course regular people. So, you know, we went there as newcomers and we were just thinking, okay, maybe we should just sit in the back and, you know, maybe if the meeting goes on for a long time, maybe we can slip out.  You know, we, you want to keep back rows for those who are coming late. So, so this was a culture. This was a custom. And obviously it must have been people, the leader would have faster whoever else was, you know, would have instructed that initially when they were small, maybe, and they continued that doing that. Okay. It was a custom. It was a culture. So that, you know, that happened. So you notice that, right? It may not be there in their whatever, you know, whatever pamphlet they're giving out. It may not be there in the, you know, information about church on the website. It may not be there. This is how you sit when you come into church. But it's a culture. It's a custom. Right.  Right. They always have their suit and tie, the Bimna are dressed in, you know, their best and it's like, it's, it's like maybe a wedding, you know, people are dressed up. Right. And you notice that. Okay. So who, well, who instructed them? Right. It is the culture. Right.  These are the culture of the gathering of people. Right. Of a church, of an organization. And so the thing is that this is something very powerful, the culture. It can be a positive culture, which can impact everyone positively. Or it can be a negative culture. Right. I remember going for the church meeting and this was in North Karnataka and we actually went for, it was a special meeting. We went, invited to minister. So we went there as a team and well, the meeting was supposed to start at 10. So we were there by nine to, to, you know, set up the things and we had taken some books. So we set it up and we were leading worship. So we were kind of, you know, doing a sound check and all that. And well, we did all that. And then we had a time of prayer and we were good to start 10 o'clock. Well, no one was there. So we were just waiting, you know, 10, 10, 10, 10, 15, 10, 30, half an hour passed. The starting time is when people, just kind of strolled in and by the time we actually, you know, had now this is, we are invited, right? So we can't really start the whole thing. The host has to start the meeting. So we suggested, you know, we can start, They said, no, we'll have to wait, we'll have to wait for people, they'll come. So by the time we started, it was actually 11 a.m., the invitations at 10 a.m., but we started at 11 a.m. and that is when the place, you know, the host decided to start and that is when everybody, you know, kind of... So the thing is here, the culture was that, you know, it's an unhealthy culture, right? It's not really respecting people's time. And also, maybe one thing reinforced the other, right? So maybe people understood that, hey, even if you go late, they will anyway start late. So let me go late. So that thing led to people starting late, the host starting late, and so on, you know, it became a cycle of, I'm starting late because they are coming late, and they are coming late because you are starting late, becomes an unhealthy culture, right? So a culture can be positive, can be negative, but it's something that is valuable and we will look at, you know, kingdom culture. We take a break and then we get back 10 minutes, thank you.


Clostridium difficile is one of our most urgent bacterial threats, seconding a quarter million Americans every year and killing thousands to the cost of a billion dollars a year, and it's on the rise. Although uncomplicated cases have been traditionally managed with powerful antibiotics, recent reports suggest that hypervirulent strains are increasingly resistant to medical management. Although surgeons may need to come in and remove our colon entirely to save our lives, although the surgery itself is so risky, the operation alone may kill us half the time. There's been a rise in the percentage of cases that end up under the knife, which could be a marker of the emergence of these hypervirulent strains. Historically, most cases appeared in hospitals, but a landmark study published in the New England Journal of Medicine found that only about a third of cases could be linked to a contact with an infected patient. Another potential source is our food supply. In the US, the frequency of contamination of retail chicken with C. diff has been documented to be up to 1 in 6 packages off-store shelves and didn't seem to matter which parts. Pig-derived C. diff, however, has garnered the greatest attention from public health personnel because the same human strain that's increasingly emerging in the community outside of hospitals is the major strain among pigs. Since the turn of the century, C. diff is increasingly being reported as a major cause of intestinal infections in piglets. C. diff is now one of the most common causes of intestinal infections in baby piglets in the US. Particular attention has been paid to pigs because of high rates of C. diff shedding into their waste, which can lead to contamination of retail pork. In the US, the highest levels of C. diff meat contamination is so far tested anywhere in the world. Carcass contamination by gut contents at slaughter probably contributes most to the presence of C. diff in meat and meat products, but why is the situation so much worse in the United States? Well, slaughter techniques differ from country to country, with those in the US being what they call more of a quick and dirty variety. Colonization or contamination of pigs by superbugs such as C. diff and MRSA, MRSA, at the farm production level may be more important, though, than at the slaughterhouse level. One of the reasons sows in their piglets may have such high rates of C. diff is because of cross-contamination of feces in the farrowing crate, which are these kind of metal cages that mother pigs are kept in. But can you just follow food safety guidelines and cook the meat through? Unfortunately, current food safety guidelines are ineffective against the superbug because it forms these spores that are resistant to heat. To date, most food safety guidelines say cook at an internal temperature is low as 63 Celsius, which is the official USDA recommendation for pork. But recent studies show that these C. diff spores can survive extended heating at 71, therefore the guideline should be raised to take this potentially killer infection into account. See the problem is that sources of C. diff food contamination might include not only fecal contamination on the meat, but transfer of spores from the gut into the actual muscles of the animal inside the meat. Clostridia bacteria like C. diff comprise one of the main groups of bacteria involved in natural carcass degradation. And so by colonizing muscle tissue before death, C. diff cannot like transmit to new hosts that eat the muscles like us, but gives them a head start on carcass breakdown.


Everybody Matt here for late in sports cards ripping 2022 panini impeccable WWE hobby one box break number 14 Random left side right digit. We go roll the dice and randomize eight times Good luck one two three four five six seven eight Frankie G down to Tom P and eight times on the numbers One two three four five six seven Eight four down to one All right, we have Frankie G for Eric R8 and two Don B5 Frankie G3 Tom P6 Eric R0 Tom P9 Joel M7 and Tom P1 Get those results posted the website drop a link in the chat and we'll get started. All right results are posted Here's the link. Let's do this thick one there first up 19 of 35 stone cold Steve Austin nine spot Tom P Nice stone cold. I'm really liking the base cards on these. Yeah That is Andre the giant 80 of 99 Zero spot Eric R Nice Andre, this is 45 of 99 Reggie Five spot Don B right redemption. This is not a one-of-one. So this would be a random to all That is Danny Luna indelible ink again. That will be a random to all This is auto two of 99 iron cheek to spot That's Eric R and legend auto 75 of 99 the total package Lex Luger five spot Don B NXT UK that is rookie auto 10 of 99 Stevie Turner Zero spot Eric R and this is auto that is shirt relic auto 59 of 99 Alexa bliss nine spot Tom P congrats. There you go. Nice Alexa This is One Troy ounce of silver 10 of 35 big E Zero spot Eric R Eric crush it. There you go. Nice big E All right, this is number 14 There we go, this is for that Danny Luna indelible ink redemption Good luck randomized 12 times. That's one two three four five six seven Eight nine ten eleven and twelve Joel M. There you go Joel That'll do it for the break. Thank you everyone appreciate it number 15s up next


Hey guys and gals, welcome back to Las Vegas. Lisa Martin here at Koopa Inspire 2022 with about 2,500 folks, very excited to be back in person. I can assure you that is the vibe that is here. Toby, you joined me next, the managing director at KPMG. Toby, it's great to have you on the program. Yeah, thanks, it's great to be here. Isn't it great to be back? It's finally in person, it's great. I know, I know, it feels so normal when we were talking before we went live that it feels normal. It does, it does, and it feels great. It does. You're a great kickoff with Rob and Barbara. Isn't that fantastic? Rob Bernstein has, and Barbara Corcoran. Rob has probably the highest energy of a CEO that I've ever gotten to work with. So you always know you're in for a good high energy conversation with Barbara Corcoran coming in. John Taffer with Bar Rescue is, it's been a great morning so far. So you, let's talk about you. You specialize in digital transformation within the procurement and the contract management spaces. Talk to me a little bit about that. Yeah, absolutely. You know, I love helping folks to reimagine their operating models to solve today's challenges. And there are so many challenges coming out in this post COVID world that many of our clients are dealing with. And I'm never short on phone calls and, you know, from my clients reaching out for help to really figure out how to retool and really help themselves to transform to be able to address the changes to come. I heard a really smart description of the last two years today. Compressed transformation. We've been talking about digital transformation for years and then we've also been talking about its acceleration during the COVID era. But compressed transformation, I thought that's probably something that's here to stay. Nobody's going to want access to older, less data slower. Yep. They're just not. 100% agree. What are some of the trends that you've observed in your role in the last couple of years? Yeah, I absolutely believe that folks that took advantage of that digital transformation pre-pandemic have actually been able to fare much better than those that have held off on those investments. For whatever reasons, you know, there are always different priorities but those that have actually gotten that journey started pre-pandemic have definitely fared very well. I think the trends that I'm seeing today, the CPO's challenge, and there are many challenges, but, you know, coming out of the post COVID era, you are now recovering and ramping up production and as a result, your buying activity is increasing. Right. And other than increasing activity, there's also the changing of requirements. So, you know, the folks in the front office are looking at new technologies to innovate new products and services and that's going to change what the mix of the skills and resources that you need in the back office. In addition to that, there are other requirements like ESG. And so as you're thinking about retooling and being able to buy more sustainably or drive diversity with the spend that you have, that's also changing the skill mix that you have. And I think on top of that, the skills and the talent, we are dealing with the unfortunate situation that many companies are with the great resignation, where the talent has quickly exited the workforce and with the demand increasing and changing that puts everyone in a tough spot. And so those are really the big challenges that I've seen with the clients most recently as we're coming out of COVID. Have your customer conversations escalated up the C-suite? You mentioned the Chief Procurement Officer, if we think of every company these days has to be a data company to be successful, if they're not, they're probably not going to be around. Are you noticing that from a supply chain perspective within procurement and contract management, is that escalating up the C-suite to be much more of a C-suite or board level initiative? Absolutely, absolutely. I think what folks have realized in many of their, even the earlier digital transformation efforts, it was very geared around automating and streamlining transactions and processes. Not so much putting data at the core. Yes, you would get intelligence out of that, but we had architected your entire organization around data and good quality data. And what is needed to be able to actually translate that data to meaningful insights to make the decisions or drive visibility into your supply chain.  It's very important, you have to be centered around data and be able to be able to see your entire supply chain. And if you weren't architected to do so, doing it as an afterthought is very costly because you've already made those investments. Very costly. And also, I mean, from a business perspective, I think we talk so often Toby and you probably do as well about IT business alignment. It's one of those, it's like digital transformation. It's almost a buzzword, if you will, but it's critical because I'm seeing a lot of data and research from folks like Gartner that are showing that massive percentages of businesses believe that the technology is really the driver and the fuel of the business going forward. So no longer can IT and lines of business be separated. Yeah, I totally agree. I actually think that when I mentioned about new skills, if you think about the next generation and the new operating models, you know, the new folks coming out of college have to have that skill set because process and technology are completely linked. And I think that the organizations of the future and the most successful ones will know how to actually be more human-centric and be able to harness the data through the technologies to actually allow you and I to do what we do best, which is collaborate, negotiate deals, work on our relationship versus focused on the technology or entering data into forms and all the administrative components that many of my clients are plagued with today. Collaboration, I think, has maybe become even more important in the last two years that we've been so limited about how to collaborate. Thankfully, we have a lot of technologies to do that. But when I think of Koopa, collaboration, community are two words that jump out. Talk to me a little bit about, from a partnership perspective, alignment there with the collaborative spirit at KPMG. Yeah, absolutely. For us, I recently just presented on a very similar topic that nothing great in business is done by a single person and it takes partners to be able to drive the innovation needed to solve the new challenges of tomorrow. And I see our relationship with that. They offer a platform, they offer a method to get access to the data and simplify it in a way for our clients so that they can focus on the relationships and driving the collaboration with their suppliers. And I think that that's the thought leadership in partnership with them that we'd like to bring to the table. Speaking of alignment between KPMG and Koopa, talk to me a little bit about ESG as sort of a new initiative within KPMG. Talk to me a little bit about that and what some of the high level objectives are. Absolutely. I wouldn't say that it's new. I think it's always been there and there's always been a focus. But I think the recent events and with the regulatory environment changing as well and as with consumers, consumer behavior driving and then the investor community driving towards ESG, I think that is quickly changing how companies are prioritizing that within the amongst everything else that they have. And as a result, I think the CPO's role in that equation is ever so important when it comes to delivering and operationalizing ESG. I imagine the CPO's role must be a lot more strategic these days as they really have to be kind of a transformation change agent. Yeah, and actually in most cases, the CPO is perfect for that because that's been their role in many cases before. And I think yet this is just yet another dimension that they have to attack and incorporate into the process of selecting the right partner or the right supplier with who they want to onboard or for the company. Got it, okay. Let's talk about advice now for companies that are either in the early stages of the supply chain transformation, really digitizing, how do they get started? Is it too late for some? No, I don't think it's ever too late. Yeah, I don't think, I think I don't think it's too late. You know, and especially with a very big focus on digital and tech these days, sometimes being late to the game allows folks to actually work out the kinks for the bleeding edge technologies and so that makes it even less risky for them to adopt in many cases that's what we've seen. But you know, I think the advice is get educated, really just understand as much as you can around what other people are doing, are there other peer group companies like themselves that are actually going through the transformation or have gone before and just kind of understand what were the drivers of that strategy and what were the outcomes that you can learn from them, get help from externals and whether they be technology partners, consultants and actually hiring new skills and bringing in new perspectives to help you to own and drive that strategy important. This is super important and you can't outsource these things, right? This needs to come from within, especially when you think about things as purposeful and impactful as ESG. Those cannot be outsourced. And I think those would be kind of the two key things. But I also also say, take an outward in approach as you're thinking about your new strategy. Focus on what your employees are saying about your supply chain and how easy it is to actually understand and work within your supply chain. Talk to your suppliers, talk to your internal business partners to really reflect and understand how do you make this process as easy as possible for them to comply with? I think one of the things I was reading in preparation for coming here is that some survey that Cooper did of about 800 decision makers. And one of the things that was overwhelming as a theme is that a lot of organizations don't feel that they have the right data visibility to drive an ESG strategic initiative. So what Cooper does, providing that visibility and the ability to collaborate and share across the community is, seems to be something that's going to be a business critical must have going forward. Yeah, 100%. You know, many of our clients operate under, you know, not under like mandates or compliance driven kind of policies. In the commercial world, in many cases you have to influence the buying behavior. And so you can't do that without data. I'd like to think in this day and age, presented with the right supplier options with the at the right point in time, you were able to influence and drive the spend to diverse candidates, sustainable options. You know, and there's not just savings, not just the lowest cost option, but there's so many other things to consider in this day and age. And I think that's where it's so important to be able to have a platform like Cooper to be able to gather that data, acquire external sources of data, such as ESG related data and make that available to all parties and be that source of truth so that you can drive the behavior. That source of truth and also even something that was talked about this morning during the keynote is accountability. And I've heard John Taffer from Bar Rescue talking this morning, but he was talking about in 120 bar rescues, he goes, I've never met one person that has admitted from day one of the four days they shoot that I'm responsible for the reason that my business is not successful.  There's no accountability until you really force someone to take probably that hard look in the mirror that they don't want to take. But that accountability within organizations, within an overall business is critical. Yeah, I think I absolutely believe that when a way to solve that is providing the data and making it available and really once again, I think it goes back to driving that behavior that you want. And I think it starts with leadership and I think the accountability of leadership and to be able to drive that type of culture within your organization, but absolutely you need data to be able to do that and be able to monitor that as well as a leader to make sure that that accountability is appropriately distributed across the organization. One of the things I mean, I think patience has been in short supply the last two years, I think we've learned that. I think also that another thing we've learned is that access to real time data is no longer, oh, that would be great. You've got to have that for your business to be differentiated, because if we think about the consumer side, the consumers are so vocal on things like social media if the experience isn't tailored, personalized and instantaneous. Oh yeah. We have a very short, Rob talked about the very short attention span that his kids have, I'm like three minutes, we don't even have that in business or on the consumer side, I don't think. Yeah, I see that in my kids and what he said today was spot on. So when I think about my career and where I'm at and he said the same thing, I mean our kids are coming into the, they'll be in procurement organizations very soon, sooner than I'd like to admit. Yeah. And as a result, I think that we talked a bit about talent shortage and the challenge with keeping talent. And I think that what you had just expressed is very important, is that that experience for the employee, that you come into a workforce and they expect you to have these quick turnarounds, but if you offer them tools that require spreadsheets and old archaic systems to be able to solve today's challenges, I think that you're not going to be able to retain your talent very long. Right, that's a great point. That's an absolutely fantastic point. Last question for you before we wrap here is, so the changes that organizations need to make with respect to being prepared for ESG reporting requirements that are coming down the pike, obviously having a data strategy has got to be one of those. Yeah, absolutely. I think many procurement organizations were really geared around savings in a very compliance driven manner. And when you think about ESG, I think you got to be very data driven. And so that should be a priority focus of how do you retool yourself to be able to acquire mass amounts of data, figuring out where you need to go to get that data, whether they be third parties, whether they be directly from the supplier and be able to aggregate it and provide the insight into those reporting standards that are required. And then to be able to actually measure progress along those sustainability or diversity goals that might be established at the leadership level. So I think it's coming down the pike, it's a matter of time. I think it's something that I've been waiting for to see and it's interesting to see how quickly that it's come down. But I think with the regulatory compliance coming down, this is going to be moving very quick and people need to get ready. That's good, they need to be ready. Excellent. Toby, thank you for joining me on the program today, talking about what you were doing at KPMG, what it's doing with COPA and how organizations really should be thinking about an approaching supply chain digital transformation. We appreciate your insights. Yeah, absolutely. Thank you so much. All right. For Toby, you, I'm Lisa Martin. You're watching theCUBE in Las Vegas at COPA Inspire 2022. Stick around, my next guest will join me shortly.


All right, next up on Big Talk from Small Libraries 2017 is David Galan Parisi. Did I pronounce it right? I didn't even ask. Cool. All right. And he is from San Antonio, Texas, the St. Anthony Catholic High School there. And he has been doing some work on getting feedback from his students and good looking out, crucial feedback from students. So he's going to tell us a little about how he has been able to get their input on what they're doing in the library. So I'll just hand it over to you, David, to take it away. Great. Thanks so much, Krista. Yeah, I'm David Galan Parisi. Oftentimes people just call me David GP or even Mr. GP because they can't pronounce my last name, but Krista, you actually said it beautifully. Thank you. I tried. So yeah, and thanks for having me present. Thanks to the Association for Rural and Small Libraries. And then thanks to the Nebraska Library Commission to really appreciate it and excited to present. So let's get started. Yeah, the talk is on the screen right there. And what this presentation is going to be about, a little bit of an intro and about my school, and then why student feedback is important. Probably one of the most important parts of the presentation comes right at the beginning. And then having lots of different options for getting feedback and receiving feedback are always good. I'll share some official survey techniques that you all are probably familiar with. And I'll also share some unofficial survey techniques, which you might be familiar with too, about waking people up from naps in the library or moving around furniture. And then at the end, we'll hit some stuff about just small everyday information gathering and another bonus feature about kind of getting people's voice into the library with music playlists. If we have time to get to that, we'll cover that. So yes, let's get started. So I'm a librarian. I've been a school librarian for about three years. Before that, I was a public librarian for three years working in teen services. And my whole professional career, I've been working in San Antonio, Texas. I'm also an artist. I trained as a sculptor mostly because when you do sculpture, when people say like, oh, what do you make as an artist? And you say sculpture, it can cover so many different things.  And that's kind of influenced how I work as a librarian too. I found a quote from a zine maker just talking about how they've influenced you. And a lot of it is not being afraid to be yourself and then embracing the mistakes that happen. And that's something that has come in handy too when getting feedback from students. So yeah, that's another part about my identity.  Yeah, I can. A zine, so it's a thing that's been around for a while. It originated in around the 1980s and the word comes from fan zine. And it's when people would make their own magazines as tribute to something or as a way to capture their feelings or ideas. They're very ephemeral. They're usually just made on a photocopier. They're not meant to be like permanent books. They're usually just like folded and stapled or even just folded. And then they're given to people. Sometimes people have to pay for them. Sometimes they're for free. They're just kind of like a small booklet thing that you can make. It's kind of like a labor of love, something that you're really into, yeah. Yeah, it's definitely something you're really into. And it can be anything from poetry, it can be photos, it can be stuff that you've collected on your walks every day or like riding the subway every day. There's just, it can be almost any type of topic that you could think of and then you just make it and get it out there. And usually it doesn't last very long, but that's kind of part of it. Yeah, so personally created and published, not professional magazine. Yeah, exactly. Okay, thank you. Yeah, no, that's always good. I always forget about asking about that. I know lots of librarians that do work with zines and they have a big connection to a library world where some libraries will actually have a zine collection. But it's always good to explain it because even today when I say that to students they're like, what is a zine, Mr. GP?  Okay, all right, go ahead. All right, so I work in San Antonio, Texas at a pretty small high school called St. Anthony Catholic High School. Grades 9 through 12, a little bit under 400 students. I'm the only librarian and the only library staff person here. So that makes it challenging to get all of my stuff done that I have to do and I kind of have to do things in lots of different ways, I guess. The last presentation was talking about scheduling tweets and scheduling posts for social media and I should totally do that. That would make my life a lot easier. But yeah, it's a really, really awesome school. The students are phenomenal and the teachers are really caring and loving and it's just a great place to be at. So I'm glad to be here. That's convenient for my work-life balance as well. So yeah, all right, let's go on to the actual presentation here. Here's a picture of my library. This is kind of the usual setup of it. However, I should say that it changes a lot. As you can see right now, in the picture, there's just tables. There's also computers on the side and a little bit too. It's just like one big room. It used to be a chapel. The building was actually built in 1904 and it was previously the school's chapel. But then they converted it into a library. They added the really hideous drop ceiling. And then the back actually goes up pretty high and still has a really beautiful two-story just open area. So that's kind of where I work. Now I have some animated gifs that show more of my library too. We've got our library signage right when you walk in. We've printed on our 3D printer. We have some students working on computers. We have really, really big tables in our library that are pretty hard to move around. But we still move them around a lot anyway. But they're really old wooden tables that are really heavy. Again, here's another picture of our tables and computers. And then here's a picture of our back area with some students kind of studying in the back. And we have a lot of, we don't have a huge collection. We kind of keep it lean and mean. But we have a decent size collection of everything from nonfiction to popular fiction to manga to graphic novels. So the library has, our strict stats have been steadily going up. So that's good. Okay, so let's get into our presentation about collecting feedback from students. And this is probably one of the most important things about the presentation is why feedback is important. And it incorporates your students' voices, specifically the individual's voice, but then all together as a chorus of voices too. And it really incorporates that into how you provide services for them and how the library is structured. It also makes the space feel more like their own when they get to have a say in how you do things in it. And when you ask them how you do it, it shows that you are thinking about how they use the library too. It's not just something that you're doing without any student input at all. And it provides a feeling of ownership, which is definitely a big part for this age group.    I don't even know if I can answer that, but getting feedback can help you find out about if your library has soul in it or if your library is needing something else to make it feel like it has more soul in it or just more of a place for people that they want to be. I'll probably come back to talking about this multiple times through the presentation, but it's a really big deal with how I structure library services, is really try to incorporate student voices. So when you're presenting surveys and trying to get feedback, options are always good in every step of the process. For example, in this slide, just talking about trying to seek feedback from students about a topic, sometimes giving them options and telling them what is possible is really helpful. For example, I've done surveys before where I've asked people about the furniture and they'll just write back like, well, we need some beanbags or we need like a couch. Those answers are good, but the better surveys I've done have been where I've shown them pictures of specific beanbags like a company's beanbags called Fat Boy makes a particular cool beanbag that I've worked with before or like the Steelcase company and all their active learning furniture finding some cool pieces that you would really want to have for your library. Even if it's impossible for you to get them because they're out of your budget, it's still really good to show what those options are and you can think big. It doesn't have to be something you can afford right away, but showing people some of those possibilities is really important just because they might not normally look at Steelcase catalogs or be familiar with all the different types of furniture that are out there. So that's one aspect of like presenting options is really good to do. This slide about building surveys again relates to having options again and doing things in many different ways to give you a lot of different answers kind of like covering a lot of different bases. When I was writing this slide, I was like, oh man, I don't even know how to build the best surveys for collecting feedback just because I've tried so many different ways and I still am just trying out all those different things, trying to seek and find information the best way that I can. But providing options is good. Like for teens and students, online surveys haven't worked that well. If I try to send them a link to a Google form, they will rarely fill that out. But if I have paper forms for them to write on, that information comes back to me right away. If I'm surveying professionals or other people, other colleagues, sometimes a Google form will work better and it's just easier to do right away. In short, options are good and learning about your audience is definitely helpful to see how they respond to stuff. Most of my presentation is going to be about getting feedback from students. I have done surveys with teachers too and I do try to include the teachers as well. But I might even ask you guys questions at the end of the presentation about why do you think it's so different to get feedback from teachers instead of students because it's a really different beast and that one is something that I have not figured out yet the best way to find feedback. So for this presentation, I'll mostly be focusing on students and really including their voice in the library. So yeah, the way to structure your actual surveys, it's really good to have those questions that seek definite answers but then it's also good to have some open-ended questions. I'm also a big fan of Likert scales which are the scales like you see at the bottom of this slide where you ask a question like, do you feel comfortable in the library? And you can circle, you strongly agree or you strongly disagree and then you just move on to the next question which probably could be answered much in the same way like strongly agree or neutral or strongly disagree. So that's another option for doing surveys which is great. So asking essential questions is something I've really been kind of obsessed with this semester is trying to figure out how to ask more essential questions and those are really good to include on surveys. Those are the questions that are more open-ended, they're more thought provoking. They don't have just a single correct answer and they're questions that keep recurring over time. So hold on one second. Let me grab one of my surveys that I asked about stuff. So for example an essential question could be like if I could add one thing to SAC's library it would be that actually again I'm kind of obsessed with essential questions because I'm trying to use them as much as possible. Adding one thing to the library actually might be a pretty good open-ended question where students could write whatever they want to write about. Another really good essential question that has just been a great thing to ask people is what is something that the library adds to the school or to the community? In other words how is it valuable to the school or to the people that use it? That kind of forces people to think not just like of blue bag chairs and cafes and stuff like that but think about oh this is something that it's really doing for the library that I really like and appreciate. Do you guys have any questions about essential questions or anything right now? I have my work cited at the end of the presentation and there's an awesome book that's out. I highly recommend it and they have a lot of their stuff up on the web too but asking students essential questions it's totally the bomb that works really well. Nobody has any questions yet about your session? I think that someone is glad that you also didn't know exactly how you're doing it that you're just kind of going into this and that's the thing too, I think you're afraid of doing these kind of things any new things because they're just I don't know jump into it. She says if you want to find out how little you know about something offer to present on it. Props, that's exactly how I feel. It has been like a huge learning process and I have learned a bunch of different ways of how to technically do surveys but I feel like again I'm always still learning how to ask a good combination of questions and making it something that's easy to fill out versus something that is just hard enough to get people to write a little bit more. I'll show you guys the most recent survey that I sent out to people and just a little bit here too. Someone did just have a quick question, they missed the beginning. What is your FTE? How many students do you have at your school that you're working with? We have a little bit under 400 students and it's 9th through 12th grade and it's a small Catholic high school a small private school in San Antonio, Texas so we have a really big range of students of economic statuses and just where they come from. We have like about 50 international students as well so it's a pretty diverse school in that sense. Okay, cool. Go ahead. So I'm going to jump to the next slide. So an official survey technique is giving paper forms which as someone who started out as a librarian involved with lots of new media and new types of artwork, I was always like, oh traditional surveys are so lame, I don't know if I ever want to use them, but I've learned that you can never underestimate the power of like a good survey that's just on one 8.5 by 11 sheet of paper it can be really handy. So you can divide the survey how I usually will do it now is I'll divide the survey on Google Forms or if you could use SurveyMonkey just any type of like way that you can keep track of your information digitally and then I'll make a paper version of that survey that is kind of separate from the Google Form. I'll retype it out and kind of lay it out so it looks good on the paper and then I'll send out my surveys to people and I'll collect information and then I'll enter it in on my own into the Google Form to kind of keep track of stuff. So that really helps me collect my data and keep it nice and neat but also it gets the paper version out to people, especially students who are it's much easier for them to just fill it out on paper. So for paper forms I try to keep people's mind on the library and my example for that is, let's see flexible space and I know lots of libraries have that curse and or magic about them is that they're used for a ton of different events and activities and classes and programs. So for example my library around twice a year is totally taken over for a blood drive and I'm actually not even able to work in my library during that time because it's so small. So I'll use that day to send out surveys to people and I'll have surveys for students during lunchtime. I'll be in the hallways for passing periods. I'll even set up kind of right in front of the library doors where people are coming in to do blood donations or to donate blood. Blood donations sounds wrong. So that kind of keeps people's minds on the library even when it's not functioning as it's like regular capacity as just like a regular third place where people come. So I highly recommend that especially if your library is used for multiple purpose things. If it ever feels like, if you're ever feeling like bummed out that your library is not being adequately used as a library then do a survey during that time and really connect people to the space and try to see how they feel about it. So that's something that we can do for that. Now I have a link on here. I'm going to open it up to the most recent survey I did. This is just a Google form. This isn't the paper survey I sent out to people. This was just the online version where I would collect my data. But you can kind of see what the questions are. The first part is all Likert scale and then the second part are just short answer questions. Like if I could change one thing about the library it would be. Or what does the library add to the school? Or what do you want to do at the library? So for this survey I really was trying to think of getting stuff that was as concrete as I could possibly get with the first part using the Likert scale and then opening it up towards the end and getting other stuff. I did send it out to the whole school so I did get feedback from teachers as well. But like I said the teachers were, it's a totally different thing, getting feedback from the teachers. I don't know why it's so different but I haven't cracked that. I definitely can't present about that today. But I had a lot of students get it. I would take my paper forms and then just use this Google form to fill out the information and then go from there. Do you guys have any questions so far about that? Oh wait. Someone said can you show us the questions? I think is that what you had there? I'll go back to show you those. Oh just scroll through it a little slower so they can see what some of the questions were. So here's some of the questions that we did for the last survey. Sex library is comfortable. The library space is easy to use and you'd have to just click on which one you agree with. And then just move forward from there. There's always more questions that as I finish it I was like oh my gosh, I should have asked about specifically our 3D printer or specifically about maker space but I just didn't get that into the survey here. And that's okay. Again, if you can't hit anything that's okay. Don't be discouraged if you feel like you're not encompassing the whole entire feeling and whole entire part of your library. You can always start small and build from there. So I just want to know how often do your students get surveyed? I think ours get surveyed so much they get surveyed burnout. Oh yeah. I can see that happening. When I was a grad student at UNC Chapel Hill I worked in a bunch of the libraries there and for instruction classes we would always give surveys to people afterwards. So yeah, I can see how students might get burnout from that. For me I do surveys about 2 or 3 times a year. We start school in August and go up until the end of May. So usually about like 2 or 3 times I'll do surveys of some sorts and it'll be a mix of like either these kind of like official paper surveys or I'll have like discussion sessions or I'll do more like I'm just going to do a bunch of info gathering on this one topic and try to get as much info from students as I can throughout this next week or so. So yeah. Any other questions that you all have? Do you have any statistics on return rate? Are you going to be talking about that? Like how many? Yeah. It's probably about... I don't know what percentage of your students actually are... Yeah. It's only about a quarter of students that get surveys back. So that's why I also will try to ask people in other ways to try to gather information that isn't just like a regular survey. But yeah, that's another drawback of the official questionnaire part is that out of a little less than 400 students only about a quarter of them will give the surveys back. So about 100. So the return rate isn't that good. Yeah. Any other questions right now? Yeah. One more just came in that we'll toss it while we're here. Have you done any focus groups with specific student organizations? Do you have student organizations there that you could work with for that? We have a lot of student at our school they're called student clubs and they range from like we have a tea club that meets in the library and makes tea from all different places around the world and from all different cultures to like the student council is probably the opposite end of the spectrum as far as like clubs and groups at our school. And I've never done surveying that's like club specific. I try to just survey as many people as I possibly can. That might be a good way to hone in on some specific uses of the library. I could see surveying the theater department about how they would use the library or surveying and even some of the athletics groups to see how they use the library too because we have some sports teams that after the library closes, after hours around five or six, after their practice they'll come in and watch film in the library. There's a lot of different specific groups that I probably could survey in that sense. That's it for now. Go ahead. Let's continue. Here are some results from the most recent survey of what people wrote. These are just some of the open-ended results that people are talking about. If I could change one thing at Sex Library it would be music corner, beanbag chairs, board game day, rent out board games to study halls and no final exam kids. If you're surveying teams and students you'll often get stuff like places to sleep or places to nap so that's always going to pop up. This just gives an idea of some of the results that people wrote. The most part they're pretty positive which has to do with the whole vibe here at our school but also maybe how I structure the questions too. What does Sex Library add to the school? The answers were a comfortable atmosphere for students to work, a knowledgeable librarian, a place to question timing, a safe zone, creates an open and visual environment as soon as you walk in the door it's inviting. So those are all really good things that I'm really happy that people are honing in on and writing about. And then another question with some responses are what do you want to do at the library? Write down as many of the things as you can think of. So things ranging from having a class based on books, stories and imagination to make it more open, get more books which is kind of a great feedback to have. It's like the balance that you always try to strike in a library where you make the space open and usable but also try to fit in as many books as you can to chill, homework, socialize, talk to GP, that's me in case you're wondering who GP is. Another 3D printer, more chairs, I want to go in and just do what I need to do, color, paint. So those are just some of the responses that people have about the library. Another kind of official survey technique verging on the unofficial but still I'd say it's pre-official is running a discussion session. And this session is usually really good if it comes with hot chocolate or cookies or some kind of thing to entice students in to just talk about stuff and see how they feel about things. And a lot of times you'll get more in-depth answers and deeper conversation about how they feel about certain aspects when they're talking with you and telling you things. So when I first did this I used a program called Ketch and unfortunately they went out of business and I didn't take screenshots of it but Ketch was a way for people to just connect with their phones onto a big projection screen, which is a really great way to include students' voices and document it and record it. Other options that you might be familiar with that are slightly older but still work just as well, like Lionelit or Padlet and I even have, we'll go to a Lionelit one down below and I'll show you that. But it's just like a way to make a pop-up in-action music video where you're collecting people's feedback and asking questions and then people can type in their answers and they see it appear up on the screen. And these sessions will usually last for like maybe like 15 to 20 minutes. I try to keep them pretty short. And they're usually very good sessions. If you ever run these with teens, don't be afraid of random comments like squad or future. You do want to be aware of any disrespectful things that do get posted but you just have to be aware of that. So here's a Lionelit canvas and this is where you can click on a sticky note and type in your message here. And then you can post it and it appears on the sticky note page over there. And usually you can make them public or private. There's lots of different settings you can do to change it. It's kind of clunky because it's an older tool. It's been around for I think at least seven years or maybe even slightly longer. And their interface has been only updated slightly during that time. But it still works if you want to collect people's feedback in real time. All of them. So yeah, do you guys have any questions about using Lionelit or doing discussion sessions with people? No, nobody has typed anything. Anybody has any questions? Use your questions section of your GoToWebinar interface type in there. I can see what you're typing and I'll pass on to David and our other speakers. I do like this product, the interactiveness of it. It's very slick. Yeah, it's really nice. I really wish the catch program was still around because that one was really nice where you just get sent students like a small code, like a six digit code and they access it on their phones and then they could type stuff into a board right from their phones. I think you can do that on Lionelit too, but it doesn't look quite as nice on your phone. So that was having the added aspect of them texting their answers to the screen was really cool and they were really into it. So we do have a question about this. It does make a good question here, but how do you and someone else, how do you connect with the students? How do you schedule this time, like when they would be doing this? Is this something that you always interact with when you're all there using it at the same time? Or is it asynchronous where you could put something up and then they can come along whenever they happen to be?  So I'd schedule it for them to come in during that time. Okay, so you tell them ahead of time I'm going to be doing this at this particular time during lunch. Yeah. How do you communicate that to them? I'll put up posters around the school. I'll put it in our school announcements. I'll also just ask people like during like right before the event is happening like hey we have hot chocolate for a discussion session about the library. Do you want to come and check it out? And that's usually a really good way to get people in. Again like I would say this hits more people. I could probably hit about half of the school this way. It doesn't hit everybody. But I'll do it over the course of like a week and just have them running every day during lunchtime and get a whole bunch of information gathered from that way. This is an app that they can use in their phones or their devices? Yeah, I know it. I believe it does work on a mobile device. I haven't looked at it on a mobile device in a long time. But that's what I would suggest is giving them a link so they could just pull out their phones and then connect to it right that way. Cool. Alright. Go ahead. Here are some of the results of the discussion session here. Before I go to that slide, this is also a time when I was trying to make surveys more visually interesting because I thought they were really boring and just trying to change up how a regular questionnaire would look. And I think that was kind of pointless looking back at it now. But you'll see on these next pages why is the text all warped and stuff. It was just me trying to change up the traditional survey thing. So we'd have these discussion sessions and then we'd also have these last students' questions. They would give me feedback on the line-o-it screen or on the catch screen. But then they would also fill out these forms as well. So the questions are all warped. I apologize, they're kind of hard to read. But then these are some of the answers that a student gives. If you could add one extra room to the library, what would it be? I would add a special room just for classes while the library space itself is used for clubs or study halls. What is something important the library needs? A serene environment. A library is a place for quiet study, relaxation, research, and reading. It has to have a calm feel to it. That's something that is also part of the elusive balancing act of having a library. Especially a small space like this library giving it quiet space but also enabling programs and activities to happen too. Here's another result where the student just wrote down some answers that they wanted to on a post-it note. This again is being open to students, writing stuff down in whatever way they feel most comfortable and having some flexibility with that. This student, he actually didn't write on the paper. He just wanted to answer a couple of questions using this post-it. He answered question 7, which is what is something important the library already has going for it. He said openness to new clubs, resources for whoever. Resources for whatever is needed for said clubs. And then if they would use a cafe in the library and he said yes, I would use a cafe, coffee tea, hot chocolate, breakfast, snacks, fair prices, maybe student run. So again, this slide is just to kind of show you and suggest that you want to be open to how students write down their information and take what as much as you can get. Even if you're going to take what as much as you can get, even if it comes on a little post-it note attached to a piece of paper. An unofficial survey technique is part of me, why I wake you up from your nap. Sometimes we have students fall asleep in our library. It's a high school library. It pretty much is a given that students will fall asleep in here sometimes. Usually we'll try to wake them up and say hey, you can't sleep in the library. And then later on in the class period or later on during that day, if I see the same student I'll be like hey, so what do you think of the furniture in the library? What do you think of this chair that you're in? Just to kind of like see what they think of it. And they'll say it'll range from stuff being like it's okay.  And asking that question and connecting with the student at that point is really important and crucial and really makes the info gathering process easier on you. Where you can just talk to students easily and ask them like a question kind of on the fly. And again, this is something you don't have to try to ask a huge overarching question like what do you envision for the library? It can be something like hey, I put up these new lights. What do you guys think of these new lights that are up in the library? And they'll be like oh, I like them or they don't really light up the library very much. It's kind of dark back here still. Just like anything. But those little kind of questions and ways that you can connect with students is really important for building a good relationship and really opening up you to get more feedback from students. Okay, so even another prospect of doing small everyday info gathering. I was just commenting on Twitter about some of my practice as a librarian and I wrote a tweet that said, my first year as a school librarian has been mostly about making, designing, and experimenting with space. And then I had a student that had just graduated that year who wrote back to the tweet saying and what a kickass job he did. And I was like oh, that's really nice of you to say. And I was like oh, that's really good feedback too because you are aware of because they are looking at how you're doing stuff in the library and trying to connect with you in those ways. So again, going back to the previous presentation on social media, I don't connect with any students while they're currently students at our school through social media, but then when they do graduate I will tell some of them like hey, you should stand in touch. I want to hear what you're doing at the library or hear what you're doing at school and hear about your school libraries and stuff like that in your college. So this is an example of a student who has stayed in touch and has talked about stuff about the library. So just, again, it's like being open to getting feedback wherever you can get it. Okay, so let me go back to it. Does anyone have any questions so far about any of the small info gathering or the unofficial survey techniques? Nope, but I do like the idea that anything can be, a lot of people I think think of surveys. I have to sit down and figure out a bunch of questions, put together some official document or something online, but anything can be considered, as you have here, the everyday info gathering. Any conversation you have with one of your patrons or students take what they say. If you can't remember, go back. Like I would say go back, write it down so you didn't obviously have something in paper. You were just chatting about the chair they're sleeping in. For yourself to know what you remember. Oh, somebody said this chair was not the best for studying. So I do like that you just think anything can, any interaction. And here in our library, again, this comes apart with the library being a flexible space and having so many different things happen in it. If I move around the furniture to accommodate a special program or event, I'll ask the students then like, hey, so what do you think about the tables up here? Or what do you think about having them in this different arrangement? And they'll tell you for sure. I've never had a student say like, I don't care about your GP, however you want to do it, it's fine with me. They always have something to say and they always have opinions. So that is another, that's just another like opportune time to connect with people and ask them, what do you think about this? And surveying about space stuff. I don't know why I always latch on to that, but it's really easy for me to, I guess, say like, this is where you literally are. What does this space feel like for you? Can you tell me about how it makes you feel? Just stuff like that. Absolutely. Alright, go ahead. So the last thing I have is kind of like a bonus feature. And it's about writing music playlists. And this comes again from me making zines and trying to connect with students and really include students' voices in the library. It's throughout the year, I'll collect music playlists from students and post them throughout the library or make a zine and post them in that way. So here's our display of our current music playlists that are up. And the theme of the playlist was songs that saved your life. And the template can be very open. You can get playlists that have to do with times of the year or if there's a big dance coming up, songs that they should play at their dance. Or you can just have it be more generic like songs that saved your life. Pretty much teens understand how to throw out a playlist without any directions. Kind of like the less instructions you give, the better they turn out. Because music is just who they are and that's a way to express who they are. So I take that and put it up in the library to kind of like make the space more of theirs by displaying the songs that they like. I'm not playing the music and I'm not posting the lyrics to stuff. So I do tell students it's okay if your songs aren't the clean versions or whatever because we're not playing them in the library and we're not posting the lyrics on the wall. We're just posting the song titles. If there's like a bad song title then I can bleep it out or take out some of the words for it. But I've never had any troubles with that at all and students really appreciate the ability to just put whatever they want to. So that's another good way to connect with people. In a small way but that really helps you get a handle of what your students are like. So I did make a playlist for collecting feedback. That's part of this presentation. The full playlist is listed on my slides on here and I did try to build a Spotify list for it as well but there were some songs that weren't on Spotify but that's okay. But you can click on the link if you are a Spotify user. You'll be able to go to the playlist from there once the slides get published on the big talk for a small library's website. Do you guys have any questions about collecting music playlists? That could be a whole other presentation right there but for right now it's just a little bonus feature. Someone does say that's a great idea though to collect that kind of thing, absolutely. Using things like Spotify is very easy to share and whatever the students have submitted. I don't often make a Spotify playlist. I usually just post them in text form and that's kind of usually how far I get and that's good enough. They'll just take that and then find the songs themselves. This particular presentation I made a Spotify list of my playlist but usually when I collect student playlists I usually don't have time to type up the playlists and I usually don't get as far as building my own Spotify version of their songs. I've had a student volunteer work on it. Sometimes it hasn't always come together but that's on my list of things to make happen eventually. When I just have the list of songs posted I don't have to worry about F-bombs or explicit lyrics or anything like that. It's a really good way around that and I know a lot of people get worried about that in their library. What would you do if you had that stuff in your space? It's not exactly in the space because I'm just posting the song titles. With teens and music that's really who they are and it's a great way to have who they are be posted in the library. Somebody did say they signed up for the Linoit. It does have an app that you can use. The students can download an app onto their phone or a tablet or device to use it that way and interact. It makes it even easier to have it pre-installed and use it from that. That would be fabulous. I'm pretty much at the end of my presentation. I have another slide here, Feedback for Life. I try to always get feedback whenever I can. Ironically, I don't have any survey based off of my presentation on surveys but that's okay. It's a lot of talk of surveys right now. I figured it would be okay if I don't have a survey. Then I have my work cited on here at the end too that just has a couple of links and information if you need it. Do you guys have any other questions or comments or ideas? Anybody has any last questions they want to ask of David? Type them into the questions section of the interface. As I do every year with big talk from small libraries the presenters will be sending me their slides or any materials they have and they will be posted along with the recording afterwards. Speaking of surveys, there will be an evaluation coming from me for the whole day of the conference. Look for that later. I'll do it at the end of the presentation. There it is coming through. Somebody has just some great ideas. Thanks so much for all the tips. Awesome. I just know where to find David and as I said the recording and his slides and everything will be up for you to reference later as well. Oh here's someone does have a question here they just typed in. Has anyone surveyed public library team patrons? Now you're at a school of course. As you were talking about I was thinking a lot of the things you mentioned because it is teens would definitely apply to a public library situation. I worked for three years as a teen services librarian in the public libraries here. The San Antonio public library system at about four different library branches. I did survey teens at public libraries too. It was really good to have options to show teens when I'd be serving them. Like I said in the presentation I wanted to get feedback about furniture and what they wanted to have their teen space look like. The generic answers would usually be like we want beanbag chairs and we want comfortable seating. But if I would show them actual pictures then they would write back like oh we want the campfire couch from Steelcase that you showed us. Or you want those specific items from Fat Boy. And that really helped. It's not something that they were familiar with as far as all the different pieces that are out there. They're not really going shopping for furniture very often. I think that was cool too because they were like whoa they're showing us really cool stuff. This is awesome and it would make them really excited too. So that's when I would do more of the discussion session surveys where I'd have a projector and a screen and I would show them images on a screen. Then I would have paper things they could fill out and collect what they would say about the objects or the items or questions as well. Even with public libraries and teens sometimes I would even just print out images and show them during after school times when students would be in the library. And I'd be like hey so what do you guys think about this teen space being turned into a different type of teen space with these particular pieces or like these things happening in it. And that was also really effective to actually have the pictures in hand somehow. It was really important. Cool. We do have some other people that did reply about doing the teen programs. Someone else says they have done it using the old paper system but she says I thought these options were nice to try and change it up for the teens in the public library. Someone says from the list of books that you gave, which one would you think is the really good to use? Had your list of resources there or which was the best? Is there one that is the best? I have like the essential questions book which is really good especially in a school library setting if you're teaching instruction sessions or even like an academic library setting teaching instruction getting to those essential questions is just it's not easy for me and I really want to try to keep doing that so that's kind of something I've been obsessed with lately is trying to include more essential questions and the balancing act of that and other things too. But then I have a book on there too about zines. I think it's called The Newsstand and it's just like a collection of zines and stuff and I look at that for inspiration because it includes so many things that people just do and put together quickly and easily and not worried about making mistakes and that's another huge part of getting feedback is just like don't worry if there's a mistake with it or if it's not turning out to encompass your whole grand view of everything. You can just have something that's small and start with that. Okay great. Alright thank you very much David. I'm going to thank you so much everyone. Thanks a lot. That was great.


This is a Google Earth view of the term project study area. The study area is inside the pink boundary. And one of your tasks for the term project is to locate three alternate routes through the study area between the start point and the end point. To complicate the route selection you will need to consider the impacts on the built and natural environment. These impacts include buildings. You can see the buildings and their building footprints. Avoidances. Let me click on that for you. You have the avoidances. Avoidances include such things as schools, daycare centers, churches, cemeteries, and things of that nature. The next thing that you have to take a look at will be large building footprints. Obviously we don't want a transmission line going over a large building. Then we'll take a look at the conservation areas. And the conservation areas include a number of things. They include lakes, wetlands, and in this instance they also include some floodplain areas. So then your mission is to locate three alternate routes and then select the best route that minimizes impacts to the natural and built environments. Good luck! The second video will give you a unique look at a fly-through of an example alternative route to give you a feel for the obstacles and questions you could encounter with your route selection.


It is my great pleasure to welcome you here today on this auspicious occasion as we inaugurate the 19th President of Mount Holyoke College, Sonia Claire Stevens. As the mantle of leadership passes to Sonia Stevens, we are confident that Mount Holyoke's goal of educating women to excel and contribute to the common good will continue. I congratulate Mount Holyoke for the election just as much as I congratulate Sonia for being elected. I know that you will have a wonderful future together. Sonia Stevens has worked to set a tone of inclusion, of innovation and a strong desire to be curious, to reflect and to move us decisively forward. President Stevens, bienvenida. Welcome to your official role as president. We know her advocacy for equality and inclusiveness, her collaborative spirit, her wonderful sense of humor, her big laugh and the best glasses anywhere. You inspired us by your example and you continue to do so today. We look forward to the leadership that will ensure in the words of our alma mater that Mount Holyoke forever shall be. You have a great woman to be your 19th president and I'm absolutely delighted to be here. Welcome to our familiar and dear friend. My hope for and commitment to the future of Mount Holyoke is that here we will pursue and name our ideas and our passions and that here, within a light that realises our magic, we will give form to the lives and to the vision that in their turn will shape that future. Thank you.