Welcome to the next part of our discussion on thermodynamics. So, so far we have discussed mostly the concept and fundamentals of thermodynamics, where we have gone through the basic properties of a thermodynamic system, the work, energy and heat, how they are all connected together with respect to the first law of thermodynamics. Then we have defined two important terms enthalpy and entropy and we have described the second law of thermodynamics and third law of thermodynamics with respect to entropy. Then we have derived the two important energy functions the Helmholtz free energy and Gibbs free energy and to find out with respect to them how we can define a spontaneous reaction. Now, we will go further and look how this thermodynamic parameters and understanding can be used for different chemical and physical processes. This will be the application portion of thermodynamics. So, let us begin. So, from the first law of thermodynamics, we have defined delta E is equal to Q minus W. Again Q is positive when the heat is coming to the system and W is negative when system is doing a work and then we can write Q is delta E plus W and now we are going to expand a little bit further and expanding what kind of work I am talking about. If I am talking about P delta V the expansion work plus W the useful work that means without the mechanical or expansion work. As we just know delta E plus P delta V is nothing, but delta H and enthalpy change becomes this particular equation Q equal to delta H plus useful work. Now, for a reversible process occurring at a constant temperature, we know delta S is equal to Q by T or we can say Q is nothing, but T delta S. So, now if I use this particular equation and these two equations and exchange the values of Q's, we can easily write T delta S is equal to delta H plus W useful or we can write delta H minus T delta S is equal to useful we are just multiplying with minus 1 on both sides. So, over there we can say this is nothing, but delta G at a constant temperature and pressure is nothing, but minus U useful or taking the negative side on this side negative delta G T P it is going to give me the idea about how much useful work I can do for a particular system. So, it is another elongated discussion of what is the useful work and how it is connected with the Gibbs free energy that we are continuing from the discussion of the last segment. Now, with that thing in our mind this is very critical because now different kind of system we can consider to find out what is the useful amount of work. So, for the first system of this one we are going to consider is the electrochemical cells. Now, what is an electrochemical cell? Electrochemical cell is a particular vessel where we have two electrodes present there which are connected to each other and over here either a chemical energy or a chemical transformation I should say chemical change can trigger an electron movement in the form of electricity or vice versa. A electrical potential applied on the system creates a chemical change or a chemical transformation. So, either the chemical change creating the electricity or the electricity is actually doing the chemical change either way it is possible and depending on which side of the thing we are doing. So, there is a chemical reaction happening and it is actually creating a movement in electron which can be given as electricity. Now, if the first system is happening a chemical change is happening first and that is creating the electricity movement that is known as a galvanic cell and if the second thing is happening where the electricity is actually bringing the chemical change it is known as a electrolytic cell. So, these are the two different variations of electrochemical cells we talk about and it all depends on the directionality of the system like it is a chemical change bringing the electricity or the electricity is bringing the chemical change and depending on that we can differentiate them with galvanic cell and electrolytic cell. Now I am drawing the electrochemical cell one more time now what kind of reaction is happening in these two particular electrodes present in the electrochemical cell. So, in one of the electrode happens the reduction and that is known as the cathode and the other one happens the opposite reaction the oxidation which actually completes the overall cycle this is known as anode and these two reactions happen at a particular energy and that energy we can measure with respect to the potential or the voltage we have applied. And say this is happening as E cathode or reduction and this is happening as E anode or oxidation and the difference between this cathode and the anodic potential gives me the overall E or sometime as is written E cell the overall capacity of this electrochemical cell in galvanic stage or electrolytic stage to do the maximum amount of work. So, this is the overall amount of work we can do which is given by this value of E which is known as the electromotive force. So, this is the potential which actually is the driving force behind this chemical reactions to be happening. So, this is actually a measure of the overall chemical reaction is possible in this particular cell. Now, how to connect that with delta G that gives free energy value. So, now if we look into a chemical reaction which is happening say we are taking an oxidant molecule we are giving him N electrons and then this system is producing the reduced equivalent. Now over here what is the maximum work possible for this redox reaction in a electrochemical cell. So, the maximum work possible over here is going to be number of coulombs of charge flowing through the interface that means from the solution to the electrode through the circuit that is how much coulombs of charge is actually exchanging into the energy available per coulombs per coulomb of charge. If you combine them together that is the maximum work we can do that is totally how many charge how much charge is actually converting over there and for each amount of charge how much work can be done. So, the number of coulombs transforming over there is equal to N is the number of electrons involved into Faraday. Faraday is a unit which is equivalent to 96485 coulomb. So, that gives us the overall charge flowing into the energy available per coulomb of charge which is nothing but the E the electromotive force that we have discussed just in the initial part which is the overall energy the difference between the anodic and cathodic section and that is the overall energy available for this particular reaction to happen for one unit of charge and it is totally doing for NF unit of charge. So, it all multiplies together to NFE. So, the overall maximum work doable in this system is NFE and now we have already described the minus delta G at constant temperature and pressure is equal to double max the maximum work possible without the non-expansion work and over there the most non-expansion work possible for the electrochemical cell is NFE. So, now we can combine them together and we can say minus delta G Tp is equal to NFE and this gives us the famous equation delta G is equal to nothing but minus NFE. So, for a electrochemical cell we can easily find out what is the overall Gibbs free energy change which is nothing but minus NFE n is the number of electrons involved in this reaction for this redox change. F is the unit Faraday which take care of the overall coulombs of charge available and E is the energy available for this particular reaction per unit of coulomb. So, this is the factor it is coming into the picture. Now, we can go a little bit further to expand it a little bit more. So, now say you are still looking the same reaction oxidant plus an electron is giving me the reduction product. Now, using Vantz-Hoff equations that is out of the ambit of this particular segment, but I encourage you to go and look into the Vantz-Hoff equation and how it is connected. That actually says a equilibrium constant of a system can be given by the concentration of the products and concentration of the reactant. In this case it is a product is reduced and oxidant concentration. From the Vantz-Hoff equation I can write this one delta G is equal to delta G naught that means the Gibbs free energy we calculated at the standard state plus RT natural log of product divided by oxidant. So, that is what is given by the Vantz-Hoff equation. Now, using this factor I can write it out delta G as we already know is is equal to minus nfe. Similarly, delta G naught will be equal to nfe naught which is nothing but this is measured at any particular condition whereas this superscript 0 defines that it is measured at standard states or standard condition. What is the standard conditions as we defined again earlier 298 Kelvin or 25 degree centigrade temperature, 1 atmospheric pressure and for solid state it is always in the standard state 1. So, all these things if we combine them together and replace these two values over here and there what we are actually going to get is the following minus nfe is equal to minus nfe naught plus RT ln reduced the product and oxidized the reactant system that is we are actually getting. Now, if we divide everything by minus nf we are going to get E equal to E naught minus RT by nf ln R divided by oxidant. We go a little bit further E equal to E naught minus 2.303 RT by nf and I am changing this to the log to the best 10 from the natural log this factor and over here this value can be further simplified by putting this R is nothing but the universal gas constant T is the absolute temperature and if we consider at a 25 degree centigrade the T is nothing but 298 Kelvin we all bring it together to this particular value by n where we also use F equal to 1 Faraday which is also a constant to log of R divided by oxidant. So, over there you can see by using the Gibbs free energy and is expansion is connection to the potential of a system delta is equal to minus nfe and using the Vance of equation we require we arrive to this particular equation where we can define the potential of any particular condition connected to the standard potential with respect to the how much oxidant and reduct and is particularly present in that particular condition and this equation is nothing but known as the Nernst equation and this Nernst equation is very important because by looking into the change of the potential from the standard state we can actually find out how much reduced and oxidized species is present what is their equilibrium why it is actually lies. So, from there we can actually find out what is the concentration of different analyte and this particular function has been used not to find only particular chemicals but also to measure even the pH of a solution where proton is one of the reactant. So, pH meter calculation is also based on the Nernst equation. So, Nernst equation is actually an application of the thermodynamics of Gibbs free energy of Vance of equation and their interaction and over there we arrive to this Nernst equation which actually gives us a very clear idea how to measure the different concentration of reactants and products with respect to a change in the equilibrium potential. So, that will be the conclusion of this particular segment of the application. Thank you.


to the CNI Digital Scholarship Planning webinar series, and if you've participated in previous sessions, welcome back. I know many of you are working from home and some of you are back on campus. I hope you're all doing well during this difficult time of the pandemic. I'm Joan Lippincott, Associate Executive Director Emerita of CNI, and I'm moderating the nine sessions of this series. If you've missed some webinars or would like to rewatch or share the presentations, we have recordings available for the first seven sessions as well as a set of questions to guide planning discussions on your campus. We have two speakers for this session and we'll take questions after each. Please type your questions in the chat box at any time. In addition, after the formal one-hour session is over, we'll open the mics in case some of you wish to verbally ask questions of the speakers. The chat box is also available to communicate with each other or with me or our technical lead, Beth Seacrest. During the presentations, all participants will be muted. For this eighth session, our presenters will discuss spaces and places that are used for digital scholarship programs and activities. While we've heard about the restrictions of use of space during previous sessions due to the pandemic, I believe it's important to think about space planning now in preparation for healthier times. I'm pleased to welcome our presenters today. Greg Rasky, Senior Vice Provost and Director of Libraries at North Carolina State University and Brian Sinclair, Associate Dean Public Services at the Georgia State University Library. Their bios are on the webinar site and I won't take any more time with introductions in order to give our speakers more time. So over to you, Greg. Thanks, Joan. I really appreciate the invitation and the opportunity to join everyone. I appreciate everybody's time. I'm realizing more and more with as much time as I spend on Zoom that an hour of focus time on Zoom is a valuable asset. So it's my pleasure to be here and thanks to Brian for joining me in this effort. So as Joan mentioned, our focus is to talk about space in place which is kind of an interesting timing in terms of doing that. I'm currently in our DHL library, one of our two main libraries, and we're at about 10 capacity. We're open but we're at about 10 capacity and we have almost no researchers in the building. That 10 percent is almost totally student. So almost all of our digital scholarship activities have moved into digital realms. But like Joan, I am supremely confident that the past and the future tells us that investments in these kinds of spaces are going to be important. They're going to pay off. They are transformational and we can use this time to plan and set ourselves up well for as Joan put it, healthier times. So the story I want to tell you a little bit about today is how we aim for and how we try to embody a quote from a recent quote from a professor here at NC State. Dr. Paul Pfeiffer, he's a professor of English. He recently said about the libraries, the NC State University libraries, that we've been more than a service provider, even more than a collaborator and partner. We have expanded his idea of the possible. So I want to tell you that brief story of how we, the spaces, the services, the programs, the expertise that we've kind of packaged together around our spaces and our transformations have helped us go from a service provider to an expander of the possible, as Paul put it. And I promise I didn't pay him to say that. Okay, so the broader context for us, that's, we have two main libraries. We have, that's the James B. Hunt Junior Library, which opened in 2013. And we have renovated our other main library, which I'm sitting in our Hill Library. We renovated it in 2007. Then we, and those spaces were largely focused on student-oriented learning commons, study rooms, those kinds of things. We built the James B. Hunt Junior Library, which has a myriad of digital scholarship-oriented spaces. In a sense, the whole building is a digital scholarship interdisciplinary kind of crossroads. That's the way we envisioned it with multiple spaces. And I'll show some examples from that building. And we've also just opened this fall a new space, a new renovation, a second renovation of our old main library, the Hill Library, which I'm in. So part of the theme that I want to mention is as you start renovating spaces and you start demonstrating and showing value, I think the investment in those spaces continues. And the campus kind of, rather than a one-shot and you're done, what happens is there's a momentum and an ecosystem and a culture that develops around these spaces that keeps pushing them forward. And the transformation of those spaces and the associated technologies provide significant opportunities to kind of fundamentally change and engage the relationship between researcher, faculty members, student, and library. It gives us opportunities to foster creative models of research, teaching, and learning. And the combination of high technology spaces, good design, flexible learning environments, and librarian expertise, staff expertise has fostered an experiential environment here and elsewhere that faculty and students can leverage to enhance the research enterprise, their digital scholarship activities, their educational experience at their universities, and fundamentally what's happening, I think, is the relationship between library space and the user is changed. And the spaces are the most tangible and symbolic and forward example of that evolving relationship, but if done right, the theme I'm going to hit on is that they're only the beginning. There's a lot more to it. New spaces provide the opportunity for that fundamental change in relationship and engaging digital scholarship and experiential learning, but it's actually the things that follow on those spaces that build on those spaces that I think have the biggest payoff. So there's several opportunities in association with new spaces, transform spaces. As I mentioned, reconnecting faculty and students with the physical library in different forms and a chain of engagement and creativity that I think is unparalleled in the time of libraries. We can incubate emerging technologies that aren't easy to find, we can provide things that can't be provided in other venues on campus, hands-on learning and engagement, creative pedagogy. We can be a showcase for student and faculty work, which I think is really interesting and sort of underutilized idea, and become a platform for programs and workshops for bringing community members together, for bringing people together, multidisciplinary, interdisciplinarity, and it can be an important signal of the library's emergent role and roles in the research enterprise, especially if the spaces, again, as I mentioned, that are provided are unique or rare on campus and provide value for researchers in ways they can't get anywhere else. And I think the most significant opportunity is the creation of an experiential library for experiential learning and research. As the core delivery mechanisms of collections and even basic research services and curriculum and foundational learning move online become asynchronous, those kinds of things, the library space becomes a platform for that deeper learning, that deeper research experience, and then it also allows the library to become a partner in delivering research infrastructure, again, in a way that I don't think we've had the opportunity to do before, and working across the life cycle of digital scholarship and research in a much broader, deeper, and profound way. I'll run through some examples relatively quickly, try to make sure we save our time for some discussion, but this will give you an example of some of the spaces that we've been able to provide, the types of projects that we've been able to do. One, and I know Brian's going to talk about this, is immersive pedagogy and research using large-scale video walls. The James B. Hunt Junior Library, which I showed, has several large-scale wall immersive environments. The intro slide I had has a 360 kind of immersive projection environment, and it's opened up several opportunities for our faculty. The folks pictured here are an English professor, a computer scientist, and an architecture professor who got together to do a virtual Martin Luther King project to recreate a speech that he gave in Durham, a famous speech called Philip the Jails, which was lost to history. The only record of it was the written record, and then the eyewitness testimony, but they were able to recreate that environment on our video walls, using immersive kind of techniques and approaches, and actually got the largest NEH grant in NC State's history. Now NC State is primarily a we're a comprehensive university, but our excellence is primarily in engineering, agriculture, textiles, areas like that, but since the Hunt Library has been built, NC State, for I think four years in a row now, has received the largest NEH grant in the state of North Carolina as a predominantly non-humanities institution, because we've been able to collaborate, it's because we have wonderful faculty that we hire, but also because they've been able to use the and the library has been written into every single one of those grants, and it's because we can offer a unique mix of spaces and expertise and partnership with those faculty to create unique projects which are going to draw attention, draw funding, those kinds of things, and that has inevitably led us to immersive pedagogy and research through virtual reality, augmented reality. This is another one of those NEH grants I mentioned, this is Derek Ham is wearing a headset, he's a professor of design who specializes in virtual reality, who recreated the Memphis protests, where Martin Luther King was tragically shot at the end of those, and he runs students through a whole experience in that, but he's done a lot of research in those environments, and the obvious advantage of moving from walls to VR and AR is that we can move from a single space in time, right on a video wall to a virtual reality environment that almost anybody, any researcher can engage in. We've got lots of hands-on making examples, lots of creative projects through 3D printing, through electronics, wearable electronics, you see a book that was turned into an electronic object there, augmented reality. Our hands-on making environments have been used in research prototyping, rapid research prototyping, this is not anything new, it was new in 2013 when we built the Hunt Library, but you see maker spaces in libraries across the country, but they continue to to pay significant benefits for digital scholarship. Environments in the blending of virtual reality, augmented reality, and hands-on making in really interesting ways, I think has really helped some of our researchers excel. Interdisciplinary making and senior design, right, digital scholarship is not just a research activity, if done right, it can be a very prominent student activity. The young woman there is a digital textiles maker, so she makes electronic pulsating kind of dresses that that dress is called a pulse dress that that runs based on your the bio rhythms of your body and your heart rate and all that kind of stuff which is either frightening or fascinating depending on how you take it. I mentioned rapid prototyping, you see this there's a peanut butter jar, it's a plastic peanut butter jar with a twist that the senior design team worked on and they're they're licensing that for corporate use now, basically twist the peanut butter up so you don't get your hands in it. But the point is that it's bringing disciplines together, business majors with computer scientists, with humanists, with communications majors, right, to do really interesting sort of hands-on digital scholarship. We're doing a lot with interactive media, we've got several dissertations and master's theses that are interactive media-based and these are all the kind of spaces that we have in the library and now in our Hill library, so everything from immersive visualization, large video walls, making virtual reality, interactive digital media, all of this becomes the the suite of offerings that we can provide in a in a digital scholarship environment. And then really crucially and more recently data spaces for data science, the library has become the physical tangible sort of hub for data science activities on NC State's campus, which is a huge opportunity. So that means we're being written into grants, we're we're piloting a research concierge service with our office of research and our office of information technology. We have expert data science consultants around the data space and you don't need the data space in order to do that, but I would say that the the creation of a data space, a hub on campus where these things could be brought together, has launched us, has placed us at the center of these conversations on campus and has helped us launch all of these follow-on services that go with that space. And again, the research concierge service, the data consulting, all those things aren't dependent on the space, but they're really enhanced by the space and the space is what brought the people in and helped kind of change their perception of what the library could be and it convinced the administration that the library could be the centerpiece of data science on NC State's campus. Some of the challenges in building out all these spaces are initial lack of awareness about or really awareness isn't so much as command about how to make the sausage, right? Some faculty are really comfortable diving in some researchers, some senior design students, those kind of, a lot of them are not. So building that awareness, that capacity, that comfort in working with these spaces was important. The demand that grows, trying to keep up with that demand and related to expertise, the staffing expertise, the evolution of your spaces and your staff expertise has to happen sort of in conjunction with each other. Ideally, actually the staffing expertise has to be ahead of your spaces so that you can build out the spaces and service them effectively. But staffing expertise is an often underrated element of space design and build, but really crucial to helping leverage those spaces to their full advantage. And then the other challenge that we've had on campus is that we've built expectations up for the rest of campus and how to kind of provide and deal with that capacity and expectation growth is something that's been a real challenge at NC State. But in order to, as I've mentioned, in order to leverage these opportunities you have to have the kind of the environment and the spaces and the technology, but you also got to have the expertise. You've got to have the programming, the events, the workshops that help bring people together and I'll sort of expand on that. One of the crucial elements that every library is doing now is our workshop portfolio, almost every library, is the workshop portfolios have expanded significantly. We're teaching skills, right, to help researchers be more successful, be more productive, be more well known. We're doing everything from basic vis tools to elements of design to tableau to our programming to open refine to GIS. This is just a sampling of workshops that we offer at NC State. Our workshop portfolio has grown by a thousand percent since we opened the library. You know that's no accident, right? The workshops help give people the skills to be able to work with the spaces and use the technologies and tools. But again also the spaces help bring the people in so that then they can take the workshops and of course you need the people to be able to teach these workshops and that portfolio growth has been expansive and significant. It has not always been smooth and clean but it's something that we've welcomed. The relevance, the engagement, the connectivity with researchers in providing these things that they can't get elsewhere has been really crucial. Programming. Once a month we have a coffee and viz series where a faculty member, a researcher, a graduate student talks about their visualization work that they're doing. It brings about 40 to 50 people from all kinds of disciplines. Again this is on pause and actually has is now moved to online. We're doing our first one here this I think this Friday or last Friday over zoom. The coffees bring your own coffee now at this point but we used to provide bagels coffee. Put 40 people in a room in an immersive visualization room and talk about visualization and what the possibilities are. And it started with St. Paul's Cathedral which was burned down in London and the recreation of that. But then the people involved in that got connected with coastal researchers on campus who now they're doing visual they've got a lot of NSF money to help visualize the erosion of coasts and the effects of climate change on physical landscaping in North Carolina and beyond all those kind of things and there's several sort of follow on examples of that in terms of bringing people together around a space. I'm sure Brian's going to talk about some of that as well. Undergraduate research slams are now hosted in the libraries exclusively in our digital scholarship spaces which is really wonderful. Brings a lot of faculty together brings undergraduate researchers together in normal times. It brings their parents and their families in to see what they're doing which is really great for the university. And then we have large-scale programs like the experience the Martin the virtual Martin Luther King project that I mentioned. Over the course of a weekend we had several programs including the virtual reality the immersive visualization lab that you see here. Over the course of a weekend it brought in over a thousand people from the NC State community from the community beyond. If you think about the relevance of like what the research enterprise brings to a community bringing people in the publicity for the university that was pretty incredible and and we plan to host more of these kind of large we've had several of these large-scale events and they typically draw hundreds to two over a thousand people which is really wonderful. And now I'm going to try to show you a video from a happening that we had here. I'm just going to it's like a 15-20 second clip but I think it's really crucial and it illustrates my main one of my main points here. Let me see if I can get it to work. You know the first time I talked to Susan like Susan Nutter I said is there any way I could come to the library to work with your video walls? I said that about two years ago. Last year I said something different. I said is there any way I can come back to your library to work with your staff? Do you remember that? It's the staff that I'm after. So I think that's the the crucial point that I want to share with you. That was David Silver he's a he was a visiting scholar here from the University of San Francisco. He was talking to my predecessor Susan Nutter who's the visionary behind a lot of our work and someone that I want to make sure I credit. But he came for the walls right and he stayed for the staff. I think that's the best example I can I can show you of what these spaces do right. He came because we had the walls because we had the Hunt Library but the value he got was because he worked with expert staff in order to create this immersive research experience where he used the whole building in order to to talk about Black Mountain College and the the his research around Black Mountain College. What that means is we have to grow the capacity of our expertise and our staff right and I can again I can't emphasize that enough in terms of places and spaces plus expertise and staff right. We've built community of practice. I think you see sometimes you see these spaces pop up and there's like one person or two people who are the experts around that and that's great to get started but it has to grow from there and not just in the number of staff but we have to grow the capacity across the staff. We have to have expectations, time, resources, peer learning, formal training opportunities and we have to allow staff to engage in the opportunities around digital scholarship and digital research and be able to participate in those in order to develop the kind of community of practice that that I think we want to have in order to make these spaces successful. We've also done a lot with with peer students. We hire we have a lot of talented students. They do a lot of peer training. We've put more and more money into peer learning and peer training. Again, that's a little bit on pause right now more than a little bit. It's a big time on pause but that's been really successful hiring like statistical grad students to help teach researchers and other graduate students and undergraduate students about the potential around spaces and around these emerging technologies. Some of the lessons that we've learned is as I kind of wrap up is acknowledge the transition from what you had whatever space you had to wherever you're going sort of be very open and transparent about that transition. Reduce friction and barriers to use wherever you can. We over engineered some of our spaces when we built our new library. We have since reduced some of those barriers when we renovated our old library here recently. We've built in less friction and less engineering and complexity into the spaces which is important but we've also stayed bold and aspirational so we don't waste the opportunity and again the opening is just the midpoint and I've mentioned I want to say I've mentioned several spaces in this talk. If you don't have to have several you just have to have one. It could be a video wall. It could be a digital scholarship space that has multiple technologies. It could be it could be almost any experimental space that has an emerging technology component included. It could be VR virtual reality augmented reality whatever it is. If you can build more than one that's great. If you can only build one that's all it takes. If you can build in the things like the programming the workshops the events the expertise around it. You can you can move yourself forward and if you build one and you do those things and you build momentum again what you'll find is that um is that lots more opportunities kind of come available and then you two can become or you probably already are but even more you can become an expander of the possible for faculty. So that's all I had Joan. I'll stop my sharing here I think if that works or do you want me to keep it up? You can you can keep it up for now if you'd like. Greg that was fantastic as always and I loved your final point because as you know I'm a tremendous fan of the Hunt Library but whenever I talk to people about Hunt I always say and visit Hill as well because not most academic institutions aren't going to have the funding to build a new facility like Hunt but lots of them have facilities like Hill and look what you've done in your renovations and expanding opportunities and doing all kinds of things there and it doesn't take an entire building. It can be a room or several rooms or some screens or other things to start to build a program. I appreciate you're saying that. So we do have a few questions to start off in the chat. One is very straightforward of I think someone was in a way salivating over all the workshops that you're offering virtually now and are they now open to everyone even those not affiliated with NC State and may those outside the state sign up and attend? No unfortunately they're only NC State community right now but the interesting thing is that we we have capped those still but the cap is bigger than it was when we were in person so that's something that we're we're going to pivot when even when we can offer them in person is we've been able to accommodate more people with the online and we've been able to do more asynchronously so even though they're not open to other people it is an example of how learning through the pandemic we're going to offer them differently moving forward. Still still in conjunction with the space but some more online and more asynchronous activities. Thank you. The next question is can you elaborate a bit about the library serving as a campus data science hub and that's from Diane Goldenberg Hart of CNI. Yeah we there's a interdisciplinary school of data science that's being created at NC State and the library is going to be the the physical hub of that. There's going to be statistical consulting services in biomedicine geographic information, core statistics and computer science that are going to be housed out of the the data spaces at each of the main libraries. High performance computing activities and and hardware that's not ubiquitously available on campus are going to be at each of the main libraries but really I think the key there is they're going to be graduate students and librarians in in experts in data science who are going to be available to faculty to help assist them with research questions, research problems that they're trying to launch. So it's going to be the sort of crossroads for the community there which I think is really important. If I had to pick one actually and I would launch a data space or some kind of data science space with a with some kind of large video visual component like what Brian's going to talk about. Like if I had to pick one out of these that's that's what I would pick because the opportunities around that the the library being a hub for data science on campus is those are pretty amazing to think about for us. And I think in part it's because data science can incorporate data in the humanities and the social sciences and the sciences so it really can be cross-disciplinary, interdisciplinary, multi-disciplinary. That's right. The questions keep coming so this is an interesting question. Can you talk about some of the areas of friction that you reduced with the new design? Yeah, yeah. The software that people had to interact with in order to get their materials up onto the screens with simplifies we built a web-based interface for that to make it easier to use. The server infrastructure, we used a overly complex piece of hardware that I can't remember what it was and replaced it with a much simpler piece of hardware. Too many projectors, too many video walls. We actually cut the number of video walls down by one because they were like all different sizes and shapes. So those are some of the elements but basically what we did is we made it easier for someone who had digital content to get it onto the walls and less intermediary expertise in between it. Because A, that would frustrate people and B, there's only so much expertise that a library can provide for people. So it was really the software and systems in between someone's content and getting it on the wall that we just really simplified and made it much more web-based interface in order for people to do that. Thank you. The next question is what does the graduate student employment model look like? What are their job expectations? How are they compensated? For example wage, tuition waiver, etc. Yeah, these are primarily hourly based but they make 20 to 25 dollars an hour which is a pretty good wage. It's typically in addition to or outside like around their assistantship if they have one. But we do have now four assistantships, two digital humanists and two computer science statistician assistantships that are like full-on total tuition waiver you know salary based. And so there's a mix of sort of permanent quote-unquote permanent halftime graduate students PhD and master students in the spaces and then hourly students which are hired for to try to have a variety of skills. So some of it's hourly, some of it's built into the assistantship program through the graduate school. Their expectations are to serve as expert consultants, be available, triage things like that and they're supervised by data science librarians. The next question which is could you please share more about the process of developing expertise and capacity across your staff and any recommendations or lessons learned? Yeah, we created our own data and visualization boot camp which I didn't create other folks and our staff created it which we've since since folded into the library carpentry opportunities and allowed our staff to go through library carpentry. And then there are weekly peer workshops share with a peer where librarians will share tools, techniques, software things that they're using in their own digital scholarship activity. The advice I would have on creating those are find early adopters who are willing to lead the way give them some time to lead the way maybe give them a sprinkling of money if you can to buy coffee or bagels or a little bit of software or something like that and just try to create a community of practice reward those librarians for it. I think sometimes as leaders we get impatient with the pace of change but we don't give people the time and the reward and incentive infrastructure to make those changes. So giving people time rewards and some training opportunities both internal and external was kind of how we built that community of practice. Well this has been a topic that has come up in numerous of the webinars. There is one webinar and there's a recording about staffing where some of that is directly addressed but I really appreciate your insight Greg because I think that you've done such a tremendous job at your libraries. Okay one more question and then we'll move on to Brian. Question is as spaces and services continue to develop who does NC State libraries look to for inspiration outside of libraries? That's a good question. Oh that is a great question. Who do we look to for inspiration outside of libraries? I mean I think there's the obvious like we look at the the kind of Googles of the world. We look at SAS which is a statistical consulting software system is right down the road here and was founded out of NC State so we're fortunate that we've got them right down the road. We look a lot at what they're doing but we look a lot at what other libraries are doing too because there's a lot that like you know everything from like I'm always looking at what Brian's doing and I'm not just saying that because he's next on the call. Like it doesn't have to be you know Georgia State's a different kind of place than NC State. Its research enterprise is different but there's all kinds of cool stuff. I was looking at Purdue's website the other day. We look at a lot of different libraries and what we do is we try to mine for different things that are going on. We look at Australian and European libraries are doing lots of interesting things and I know Joan you're always a upper opponent of looking outside of the continental kind of U.S. perspective which we try to do. We have to do it now totally remotely but we primarily look at large corporate activities that are going on in the VR space in the data science space those kinds of things. Greg thank you so much and we really appreciate your perspectives your expertise and your willingness to tackle all those great questions. So if you'll end your screen share we'll go on to Brian and ask him to share his slides and welcome Brian Sinclair. Give me one second hello Joan give me one second here and I will well thank you am I up and running everything look good all right. Yes you are Brian. Okay great thank you so much Joan Diane Beth and Greg everybody and Greg I appreciate your words. I can't tell you how much and what an inspiration NC State libraries has been to to me and to my colleagues and I'm sure many people on the call so I'll jump right into this by stating I'm going to give a quote that I heard from an architect who was visiting us not too long ago I believe he was from Cooper Robertson architects in New York City. We've had many multiple master plan master planning activities happening both in the library and on campus but he said and I don't think this is his quote but he said if you've been to one university you've been to one university and I think that's very true. I think some of the things we're going to talk about today you may find something at your own home institution that you can use but it's very it's very true there are three research universities close by here we're so different in our missions and the students we serve but I think there's a lot here we can we have in common so let me jump right into this and talk about flexibility in design and being responsive to your campus and I'm going to use Curve which is a space in our library it's about 3,300 square feet approximately 60 to 70 users according to the fire marshal can be in there at a time. It does have a center and let me give you to tell you a little about its mission real quick. It's an acronym collaborative university research and visualization environment it's a technology risk rich discovery space I was using the term discovery space long before I guess our electronic vendors decided we have discovery tools I've always thought of spaces as being discovery spaces in libraries and a big proponent of having physical space for discovery where research and digital scholarship happens and it is our mission to enhance and I'm sorry the windows in a way research and visualizations by providing technology and spaces to promote interdisciplinary engagement collaborative investigation and innovative inquiry so that's was our mission from the very beginning the Sarah peace technology is a 24-foot video wall it was recently refreshed in last summer new hardware new salt software and our partner is a tech vendor here in Atlanta so that makes it very convenient to keep the wall running it does run 24-7 and has been running for six years it is touch enabled and easy to use and that was probably our most important consideration in having this is that it just operate like a giant touchscreen and and with a windows pc connected to it and that still remains true today of course curve is more than a video wall it's a collaborative spaces there are there are eight collaborative workspaces throughout the the space and this is a group of students doing some sort of group projects I remember these days these were wonderful days look forward to these days again most of them are are movable configurable there are a few that are less so such as this one so that was some background so we've been open six years I believe hunt library has been open seven years six years so what is working and I hope some of the things I say are gonna are gonna actually are gonna borrow a lot from what Greg was saying in some ways and then talk about some of the unique things that are to my university so what's working this is bill gates visiting our campus to to learn about some of our research and predictive analytics and student success and of course when he was here they brought him to curve because it's a showcase space I believe Greg used that term it is a place it's attractive there's our the gold dome of our state capital there in the background it's where visiting scholars VIPs etc can come and showcase their research the space itself is a showpiece it's a space where grad students can showcase their research that's happening so there's a library announcement happening about social distancing right now so if you can just give me a second for the announcement to end we have to put announcements on our PA system regularly to remind students not to working groups you know keep talking over it so students can showcase their work this grad student is in public health he's showing one of his GIS projects this is a CT scan technologist from a local hospital we have a hospital right next to our campus he's showing how he uses CT scans in his work it's a guest lecture for some human anatomy pre-med students this is an archaeologist giving a virtual tour of some Mayan ruins down in Chiapas Mexico this is a group of digital humanists and heritage preservationists talking about the lost architecture of Atlanta and they are the people here represent various disciplines there's even a I believe a geographer there this is a team of geologists from multiple universities who came for a meet-up annual meeting to force them the latest technology in their field and this is a faculty pop-up club which we have in Curve this is a some a faculty member from our School of Public Health talking about vaccines very relevant today so showcase space continues to be one of our main roles we play on our campus what else is working being a data science hub this is very similar what Greg was talking about our research data services continue continue to expand our portfolio a number of workshops may not be up a thousand percent I believe is what Greg said but it's close to it we provide workshops such as this in vivo workshop this is our team leader for research data services and that's the url if you'd like to explore more this is our drink of water our one of our many workshops on data services that we provide this is a a meet-up of our users this is an our support group they're using our studio and this gives you an idea of some of the workshops we provide in the library from some of our digital signs in a typical week Python R Tableau Greg mentioned those very popular growing because employers say they're interested in students having skills in those with that software and this is a full list of the software tools and data analysis methods training we provide I believe on our website right now you'll see workshops happening in the evening in the day and they continue to grow both in numbers and in a variety web scraping web web data social media apis scraping media from twitter it's popular data cleaning and I mentioned our python seem to be growing in popularity so strengths where are our strengths the it's a curve remains a showcase space it's for it's where interdisciplinary connections and meet-ups happen it's where specialized software training happens and then the data hub where our research data happens the campus it is beginning to see the library as a place where students can get help with statistics with using the software for data analysis and visualization less so and this is going to be very surprising and i'll try to talk more about this again if you've been to one university you've been to one university what is on the decline making 3d make 3d modeling and printing vr ar gaming and this is the most surprising when digitization and digital projects creation this and there's that little footnote there this has moved to the back of the house so if you think of the library as a restaurant curve is kind of the front of the house where the food is served and the presentation happens but and i think red also the sausage being made that's the back of the house curve is a very visible visual space and the work that students are doing is happening in other spaces although when the work is to be presented curve is the is the first choice let's let's schedule a presentation curve and show off what we've done i will talk more about this but i want to make sure i made i made that point early on so some reasons why the library is not a makerspace and why we're not a gaming space and why some of these services have moved elsewhere my colleagues in central it have created this these wonderful x labs on our campus collaboration spaces they have state-of-the-art 3d printers laser cutters spaces designed specifically for vr ar development and spaces that are designed to move about in in a safe way in curve that never really worked very well you can bump into furniture or a glass wall or something unpleasant like that so these x lab spaces have and there's one in one of our libraries actually but is not run by us they have opened in the last two or three years and our wonderful resource for our students in fact we're a great partner with them we have opened a create creative media industries institute on our campus where video uh video uh video game development vr ar etc is is encouraged and there are spaces not only for students in that program but for others one of our makerspaces is in this space it reminds me a great deal it or at least i think it borrowed some design elements from the hut library you'll notice the the video wall there on the left and it is open late evenings at a very central visible location on campus these are wonderful things though the library was first it with curve and these other wonderful spaces have followed and and they're um it's it's just wonderful to have to be part of a a a campus that is interested in creativity and innovation this is also in our creative media industries institute this looks very familiar to me let me catch up to my notes to um the teaching and visualization lab in hot not quite as nice but it gets to that idea this is a space on our campus that is for the students in the program but can be used by other students as well and last but not least other departments colleges and schools have opened their own uh learning labs again this is all very good and and uh we're we're very happy to partner with these this is in our college of business it's a there are some collaborative stations in the back but our history department is open to digital humanities type lab as as as our political science department is open to GIS lab for their students so these are all great uh developments on campus that we welcome but they also require us to change and to evolve now this is one of the original diagrams of curve uh when we first opened in 2014 and there are a few things here that are odd to me there's a linux work station space there's actually a room for the linux work station which was never really used and and was probably abandoned after the first year but it was something that our researchers said they wanted and we were in tune with their needs and responsive and there is a 3d modeling work station it's maybe hard to see on your screen on the very top left this is the diagram from last year this is the diagram changes there is a photogrammetry studio there is a VR development work station and there are 3d scanning stations in the upper left those have since been replaced by our research data services which i'll talk about in a minute and we've prided ourselves from the very beginning that curve could accommodate pop-up what i call pop-up labs this is a pop-up digitization space the student is making a 3d model of a book as an artifact and of course we took the room and reconfigured it for the class and for the students needs this is a student doing a photogrammetry making a model of a mesh purse for her class on flappers in the 1920s and she was making a model and was going to put it in her mecca website and and talk about fashion in the 1920s a little pop-up area there for that type of work and we even had 3d and i've shown this before to see an i presentation human organs in curve where we this is another room where we modified it to students could bring in a ice chest with human organs and they made 3d models of different body parts i will explain the baby powder it's to take the shine or the sheen off of the the organ so that it makes a better scan and those students would present and showcase their 3d models and a class presentation and invite the community and the campus in so let let me talk about let me get into the weeds real quick for the next five minutes on design thinking and how we're able to pivot very quickly from one type of space to another type of space by retaining those those key services that we still provide so this is from one of the last surets design meetings for curve and one of our guiding principles design principles was the idea of showcase and again Greg use that term but the sight line so that when you're in our lobby you can see what's happening you see activity you see students interacting you see faculty you see bill gates or or some other famous person if we get if we're lucky to get them you can see activity it's not a place to to sequester yourself it's a place where you put it all out there so that i think that factors into this maybe that some of the changes we're seeing even so even this i showed this image at the beginning the glass wall will open and for larger groups so we can really invite people to come in and and be immersed in this visual research and projects that are happening this is actually a stacking partition system that is outside of curve and we open it on occasion when there's just too many people in the space and i shout out to our architects Cooper Collins Cooper Carusi here in Atlanta they've done a lot of projects for us and also with our colleagues at Emory and George attack i could not find a picture of a large event in curve where we open the glass wall but i found a picture of one where we should have opened the glass wall so this is one that shows clearly the fire marshal would have gotten on to us but there was some sort of presentation happening and and we've got a lot of people in there again i long for these days to return so i'll pause for a second to mention that our design and planning is all documented at this url i'll be glad if anyone wants to reach out to me afterward to talk about any of the the ff and e or the or the hardware or the furnishings that we we purchased six years ago glad to have all that i have it i have it all readily available um this is a diagram of the electrical uh one of our meetings around electrical and the fiber optics and the cat six connections there is a lot of data in the space which allows for a lot of flexibility along this this wall here you can see the power in the data that means a workstation can go there most of the workstations that i mentioned are configurable and can and these small group consultations these are some of our data librarians these small group consultations do seem to be one of our more more popular not most popular activities and this will show you the mullion the horizontal mullion there i'm getting in the weeds but you might be interested in this so that you can plug in here or here anywhere down this wall and move your workstation and it's at a more comfortable height than being on the floor there's another angle and of course all the workstations uh pc towers are on these movable carts many of you have seen these it does allow for a lot of flexibility and impromptu and small group consultations and workshops um let me talk very quickly to as i wrap up about the wall itself the interact wall that appears to be free floating here in the the space that was intentional this is a image from the back of the wall it has a like a wire mesh that kind of protects all the the the wires and everything but also allows for accessibility it's another image but one thing that it did do is it allowed for a space behind the wall to give a little bit more privacy for small groups such as this one where they can actually do more focused work 10 to 12 students this is one of the more popular spaces because it's less visible it's behind the wall you can but you're still you're still there and you can still a dynamic open space but you have a little bit more privacy to work on your project and uh libcalfe spaces many of you who work in libraries are familiar with the suite of of software provided by our friends at spring share it has been a wonderful things it's the very beginning every workstation including the wall itself are bookable by students using libcalfe spaces and with no mediation from us except for the wall we do sometimes ask them what is this for just to kind of to govern it a bit but the wall is is available to any student faculty or staff member to book and to use as they wish and i want to make sure i mentioned that having very nice pcs high end pcs with nice gpu's is is a draw for researchers for students working on any number of projects that was the probably the first draw that brought most people in the wall was secondary it was having these very nice pcs for students to use into the evening hours so my last slide and i hope i'm on time so i wrap up here because there's a lot of content i want to reiterate the built-in flexibility for our users and the flexibility in our philosophy that we remain responsive to campus needs we fill we find those gaps as as dean jeff steely here our libraries would say we find those gaps and we attempt to fill them we provide specialized software and hardware uh we we are responsive in in software that students need if it's specialized software that's not on the campus image or in our labs where we we will actually work to get that installing curve quickly we remain true to our mission as a research and visualization space we continue to hire librarians with specialized skills but more and more in the data science data services area and uh we and i think jone mentioned this a minute ago data transcends the sciences and the social sciences data can be photographs maps numeric data they may be seen as the building blocks for digital scholarship and the data tools we teach help facilitate the creation of these projects and so to wrap up our master plan does look we are working toward moving our data science hub to curve and uh because it's visual and there are some office spaces adjacent to curve that we plan to repurpose so probably by the next time i talk about curve it will be our research data hub uh our research science uh science data hub for the campus so i think that's about it that was a lot of information but it was fun to talk about it and uh thank you all for having me again it was wonderful thank you so much brian yes it was a lot of information i think the interesting thing for me and you and i talked in advance about the changes is from what i could see the space itself hasn't changed that much it's the activities in the space which says a lot for the design we talk about flexibility but in this sense the flexibility wasn't moving things around it was that the initial design enabled you to do all kinds of things in that space so that that was quite interesting we do have some questions ready and the first one is regarding the data science services how do these services interact with or distinct with from other services or programs related to data science on campus and actually you had several areas where there was overlap or potential overlap with other areas on campus well um there are data science and data science intensive majors programs developing but we complement them uh the the library to true our mission we serve all students so it could be the sociology uh master student who needs some help with using a statistical software it could be the business major wanting to use uh to mark do some marketing research we complement um any existing programs on campus and i would add we we are open uh in the evenings and we have data librarians who uh who provide workshops and one-on-one consultations into the evenings so we i think these programs of value that we fill those gaps we are there for uh all students so i don't there's no competition there in fact i think we're welcome we're welcome in that um that arena thank you the next question is how do you manage the pop-up digitization studio are there parameters for requesting the pop-up studio is there a particular librarian who oversees it does it change location in the space based on availability or does it generally only pop up in one specific location yeah so that was past tense i was giving some examples i'm going to make make sure i was clear of of things that we used to do you know a lot of that is driven before i answer the question by certain faculty members and certain librarians who have are passionate about this type of work uh we had a couple of researcher sorry instructors on our campus who were in incorporating photogrammetry and this type of 3d modeling in their work they have since moved on to other positions and so we the the governing of that was uh really there was a librarian who was interested in it and they kind of over they provided the overseeing of that but uh we do not provide that and we do not advertise that anymore there are much better spaces better equipped spaces on campus for that type of work now thank you and please continue to type questions in the chat i want to ask um one of the things i enjoyed seeing a few years ago uh in a presentation you gave were hackathons that students held in your space does that still go on do you have other student activities yes they well they'll have their there's a panther hackers they call there they're a group they've become more organized they were a grassroots type of group and we were their home base for a while um they have since moved on to bigger and better spaces but if they do like a competition uh they they always come ask if if they can do it in curve but yes we uh were the home for the hackers for a while um we we have really seen a lot of growth on our campus in these innovative type collaborative spaces and i like to feel like we are part we were part of that um provided the you know the the the seeds planted the seeds for that and but yes they they're still a fixture we know the panther hackers but they are they have moved on to other spaces thank you any questions for either greg or brian please type into the chat i i'm going to ask both of you a question about the use of the term digital scholarship i really um kind of argue with myself about the use of that term especially since in this series i very much wanted to incorporate the sciences and the new types of services and programs and expertise libraries are providing for data data intensive work and the science is not just the social sciences and humanities and do you think that the digital scholarship the term um is kind of uh beyond value at this point is it losing its value or if it had value in your on your own campus greg you look ready to say something i i think it's become too synonymous with the digital humanities yes um now if that is not a problem on your campus then it's not a big deal at all um probably brian and i given the the both of our institutions we probably like wouldn't like totally want to lean into that um but but on the other hand there's also the chance to kind of reclaim it as more of an interdisciplinary right crossroads which is what i think the spirit of this these talks is much you know i've been enjoying the the sort of suite of them and um so i guess it depends on institutional context but yeah we we tend to use like research infrastructure or digital research and scholarship just to try to broaden our tent a little bit um because it's become a little bit more narrow at least in our profession so that's my thought yeah brian pahner yeah the same i will say that the reason we didn't lean into digital scholarship as much at the beginning is it was harder to explain uh we were the libraries were reporting up to the vp for research at the time so we really focused on the undergraduate research the researcher and visual data visualization and that type of thing but uh yeah it was just harder to explain of course our colleagues down the road here at emory it's it's it's it's part of their uh it's baked into their their campus culture that that center there is known for and they are known for their digital humanities and digital scholarship work it would just have been a harder sell here thank you yeah go ahead joan oh please add to that and then i'll go on to another question well i was going to say i i'm seeing questions come in about um like deduplicating services and campus context and stuff and one thing i was just going to pick up on that that i think is pretty crucial and both brian and i i think reflect this is um i'm a big fan of of sort of trading space for partnerships or relevance or sort of thinking about space in terms of partnerships and um so to answer some of those questions one of the ways we went about kind of deduplicating and thinking about things is to invite partners in right invite the duplication into the building and then kind of work together um and use the transformational opportunities around library spaces from stacks to whatever um to bring campus partners in and to work we've worked really closely with our office of information technology and office of research right in order to strategically position and partner our services um around that and brian's talk was peppered with with partnerships and collaborations and those kinds of things so i think thinking about space in terms of what the university needs now you know i say that and i had somebody wanted to put like a server farm in one of our floors of our stacks it's like that's like taking beachfront property and building a storage unit that's a terrible idea so you have to pick good ideas and good partners but i i think that's a big trend in terms of that answers some of those questions yeah thank you gra absolutely um the turf wars uh that that's that's that's that's the past we we we gained so much more through collaborate now a server farm right in the stacks no but um they are our center for teaching and learning is right below curve it's a very dynamic space again i didn't mention that space but if a if a faculty member wants to create some dynamic video content or or or work with a uh a instructional designer they're right below us and uh there are times where i say you really need to go down there i mean that's that's that's that's their expertise i think we support research at all levels and they support teaching at all levels and then there's there's some overlap and that's the fun part when they overlap actually thank you you know we're at the end of the hour and i'm going to formally end the program however uh if you have the time please stay on and we will get to their couple of questions remaining in the chat and other individuals can ask questions in the chat or verbally once we end the recording uh so i want to give a big thank you to both greg and brian for just outstanding talks and such great information for all of us and thank you to all the participants please note that we're departing from our tuesday thursday pattern this week we will not have a webinar this thursday our next and final webinar is on tuesday october 13th and will feature a panel format where three individuals with deep experience in digital scholarship will reflect on libraries and digital scholarship and will also look ahead to the future


We're back in Florida for this week's video. Scarily it seems the state has had more than its fair share of disasters. It is the 20th of April 1987 and a new four-lane bridge across the Tampa Bay is being opened to the public. It is a welcome relief for commuters. It represents a doubling of capacity for traffic. But this is only reinstating a previously achieved throughput. For the last seven years motorists have been squeezing along the two-lane bridge. Originally built in 1954 it has become a bit of a bottleneck. But a new bridge wasn't the original plan. Up until 1980 the crossing actually had four lanes. But a series of events would result in a partial collapse of a vital bridge in the region. The bridge is called the Sunshine Skyway. But a day in May 1980 would prove to be not very sunny. My name is John and today we're looking at the Sunshine Skyway Collision and Collapse. Background Our story starts not with a bridge but a ferry in 1927. The Beeline ferry company started operations, transporting vehicles and passengers across the Tampa Bay. It ran between Bay Vista Park in St Petersburg and Piney Point. A number of bridges were proposed for the area but a few worldwide events got in the way. Most notably the Great Depression and World War II. Eventually in 1944, in preparation for building of a bridge at some point, the St Peter's Port Authority bought the remaining of the 50-year franchise for the ferry service. It was to be operated until a new bridge was completed. But construction wouldn't begin for another six years. Over the remaining years of the 1940s, several concepts were produced. But again, the bridge seemed far away when contractor, bail, Horton & Associates, failed to raise the $10 million required in funding. Finally, in 1950, another contractor, Parsons, Brinkanoff, Hogan and McDonald, was hired and this time they secured the money. The bridge was to be one of the longest in the world and would require construction of its own concrete factory. It was to be roughly 15 miles long and would require 12 million pounds of structural steel, 8.5 million pounds of rebar and 1115,000 cubic yards of concrete. I should say that this bridge is only one of two that made up the final Sunshine Skyway, that would experience the tragedy in the 1980s. This first structure consisted of 32 concrete piers set every 135 feet apart, with a central shipping channel, which had a space of 864 feet between piers. On the piers sat post-tensioned concrete girder trestles with a steel cantilever and central suspended section. The roadway was two lanes and had a maximum speed of 45 miles per hour and was also unlit. The bridge was built between the 19th of October 1950 and the 9th of September 1954. On his opening day some 15,000 cars were crossed the bridge in just a 12 hour span. Eventually the two lanes would become a bit of a bottleneck and a new addition to the crossing had to be planned. The new bridge would essentially be a carbon copy of the already established crossing, keeping the vital shipping channel and cantilever trust design. In 1966 the construction permit was issued. However initial works were delayed when it was discovered that Pier 1S had developed cracks needing immediate remediation work. But eventually in 1971 the bridge was complete and this gave a total four lane capacity, two going north and two going south. The original bridge was to be used for the northbound traffic and thus the crossing was complete. On average roughly 12,000 vehicles would make their crossing per day in each direction and this generated some considerable income for the state. The bridges, although built with shipping traffic in mind, didn't have much in the way of protection. A 400 foot wide channel had been cut into the riverbed when the original bridge was constructed. Wooden piles had been installed to protect either side of the original bridge's centre span pylons but over the years they had rotted away. The structure itself was designed to withstand 50lbs per square foot of horizontal load from wind. That pretty much made up the only protection available for the bridge, essentially the sunshine skyway was a sitting duck. But strangely it wasn't that the bridge had never been hit in its history, quite the contrary. At least seven times the bridge had experienced minor collisions from water borne vessels, one of which was caused by an earlier maritime disaster, the sinking of the US Coast Guard Blackform. During recovery operations an alternative shipping route was set up, next appears one N and two N. During a diversion a vessel struck the bridge on the 16th of February 1980 but the year would become far worse with another collision. The M.V. Summit Venture was a bulk carrier and in 1980 was still a pretty new ship being built in 1976 by the Oshima Shipbuilding Company of Nagasaki Japan. The 609ft long, 85ft wide and nearly 20,000 ton ship was owned and operated by Hercules Carriers Incorporated of Monrovia, Liberia. And in all intensive purposes was a pretty good modern vessel, built to transport goods and on a day in May 1980 it was doing just that. As you may know local pilots are often mandated in tricky areas to assist with navigating difficult waterways and Tampa Bay was no different. Although when on board the pilot is controlling the vessel it is still up to the captain to make final decisions on what a ship does. It is the 9th of May 1980 and pilot John E. Lero assigned to the M.V. Summit Venture arrived at Tampa Bay Pilot Station at 4.20am. At this time he had determined the visibility in the area to be at least two miles in the current light mist. Lero contacted the Summit Venture to ascertain information on the ship's size and characteristics to start to begin to plan his shift. Before departing for the ship he found out about the expected traffic for the morning around the bay and weather reports for the day. At 5am Lero contacted the Summit Venture again and informed the ship's master of the location and time he would meet the vessel. It would take roughly 45 minutes for the pilot's boat to reach the M.V. Summit Venture. Today Lero has some company, a trainee. The two departed at 5.40am. Roughly about the same time the Summit Venture was raising its anchor in preparation to head out towards the entrance of the Tampa Bay. The two reached the ship at 6.20am. Upon boarding they were escorted to the bridge of the Summit Venture. There they were introduced to the crew on shift and shown the navigational equipment on board. Visibility at this time was roughly three to four miles but the mist had started to turn into a light rain. At 6.30am the pilot assumed control and ordered half a head from the engine. Shortly after the pilot trainee was given a go and assumed the controls and manoeuvred the Summit Venture into the Egmont Channel. At 6.50am the pilot trainee ordered full ahead to overtake a tug before meeting an outbound ship, the M.V. Good Sailor. By the time the Venture reached Boy 8 visibility was still around three to four miles. The Egmont Key Lighthouse was passed at 7.06am and visibility was still good. However quickly a rain shower started to set in. The pilot requested a lookout to be posted as well as an anchor watch at the bow in anticipation of reduced visibility. Next the ship passed 13 and 14 boys. 13 was seen and verified by the pilot. 14 was also visually verified and boys 15, 16, 1A and 2A as well as the Sunshine Skyway Bridge could be seen on the radar at 6 nautical miles. The rain was increasing but nothing to worry about yet. The pilot would later say just rain but not heavy rain. Over the next few minutes the rain would become more intense. This coupled with the soon approach to the bridge meant the pilot took over control from the trainee. The Summit Venture passed between boys 15 and 16 and boys 1A and 2A were not visible but they still remained on the radar. A sudden heavy downwash hit the vessel. This had two effects on the ship. The first was to physically reduce anyone being able to see anything and the second was it obliterated the radar's ability to see as well. This is because the radio waves bounced off the rain causing a thing called rain returns which is not very good. The pilot now faced essentially with a blind approach to the bridge had to act quickly. He would later say I started reviewing my options immediately. The rains came but the wind had to be 30 seconds later. I don't know how long. The trainee frantically tried to find boys 1 on 2 on the radar. They caught a glimpse for a brief moment at a distance of three-quarters of a mile but again the rain returns destroyed the view on the radar screen. Frantically the lookout tried to see the boys but no luck. The ship was turning all still blind. At about 7.31am the pilot ordered the vessel's speed to be reduced to slow ahead manoeuvring. Pier 2S came into view just one ship lengths away. The pilot ordered full astern on the engine, ordered telegraph and ordered hard to port let go both anchors. The summit venture struck the sunshine skyways Pier 2S at 7.34am. The 20,000 ton ship along with strong winds from astern pushed the bow into the bridge with tremendous force. The shock vibrated through the structure. A significant portion of the bridge between pier 3S and 1N fell into the water. A 100 foot section of the bridge crashed across the ship's bow. The pilot immediately broadcast a made-a-message. He informed the coast guard that the bridge was down and told them to notify the sunshine skyway bridge authorities to stop vehicular traffic. Don't forget though the poor visibility wasn't just affecting the ship. Vehicles making the crossing as well had issues seeing what was unfolding. Six cars, a truck and a greyhound bus were plunged into the water below. In a twist of luck Wesley Malkintyre who was driving a pickup truck went off the bridge only to hit the summit ventures bow slowing its descent into the water. McIntyre managed to escape when his forward courier momentarily floated on the surface. He was fished out of the bay some time later by the ship's crew. No one else who crashed into the water survived which totaled 35 lives. Tragically the survivor guilt would haunt McIntyre for the rest of his life. Emergency services shut the bridge and attempted to recover and rescue any victims. By 9.55am two tugs and an additional pilot were on the scene and it was found that the venture was taking on some water. The vessel was pulled clear of the impact site at about 12pm. Needless to say the cause of the disaster had to be found out and this leads us on to the NTSB's investigation. The investigation. Investigators initially inspected the bridge and found that Pier 1S showed lots of cracking throughout. Clearly there was a serious failure of the bridge but that's hardly unsurprising an unprotected bridge are coming to such a serious collision. This means that the lack of proper protection must take some of the blame. The NTSB report even hints at this. Several bridges with peer protection systems have survived collisions similar to the ramming of the sunshine skyway bridge without major damage to piers or superstructure. Most collisions between bridges and shipping are caused by human error. Again as pointed out in the NTSB report. And because of this you need to be able to mitigate this risk with proper peer protection. Something that the sunshine skyway lacked. But of course we need to find someone to blame and this falls at the feet of the summit ventures crew and the pilot. The NTSB report pretty much says as much. The summit venture probably would not have struck the sunshine skyway bridge if the pilot had turned the vessel hard to starboard immediately upon initial loss of navigation information on the radar. The severe sudden weather was the spark that set off the chain of events that led to the crash. But the pilot should have made the evasive action to avoid collision. However the ultimate blame has to be laid at the feet of the ship's master and by extension the captain. As they have the ultimate command over the ship, even if the pilot is at the controls it was found that the company that owned the ship often relied heavily on pilots and failed to take over when required on several occasions. The report put initial blame at the summit venture. That's kind of obvious. But the lack of peer protection and roadway warning systems meant that the collision became fatal. Although John E. Lerow was cleared of any wrongdoing in a grand jury and coast guard inquiry, he was quickly forced to retire on medical grounds. In order to eventually resume traffic the surviving bridge was converted back to a two-way flow. This was whilst the state decided on whether to repair or replace sunshine skyway crossing. A tunnel seemed difficult to build in the area and the cost to repair the pretty old design pushed the state to go down the route of a clean sheet new bridge. Governor of Florida at the time, Bob Graham, had an idea to build a signature cable-stayed bridge with a span that would be 50% wider than the old one. The bridge would also have a wider shipping lane area and importantly proper concrete protective dolphins for the structure's piers. Construction would start in January 1983 and finally be completed in April 1987. Ironically the day before the ribbon cutting a ship actually collided with one of the concrete dolphins. But this time the crossing was safe. The remains of the older crossing were finally demolished in 2008. But what of the MV summit venture? Well she was repaired and did sail again continuing service under the same name. She would be sold off eventually to another company in 1993 and sadly would sink just off the Vietnamese coast in 2010 sailing under the name Duann Mau 9. Luckily none of the crew were killed. This is a plainly difficult production. All videos on the channel are Creative Commons attribution share alike licensed. Plainly difficult videos are produced by me John in the currently sunny corner of southern London UK. I'd like to thank my Pat Johns as well as YouTube members. Your financial support definitely helps keep the lights on round here. If you'd like to see hints on future videos then you can on my Twitter. If you like the outro music on this video please make your way over to my second channel made by John. And all that's left to say is Mr Music, play us out please.


The medieval world was such a horrible, dirty, unhygienic place, no one kept clean at all, everything smelled horrible, no one bathed, no one washed their hair. Okay, while that's technically not 100% wrong, I think we need to have a talk about why this idea belongs over in the naughty corner with the one about corsets universally being patriarchal torture devices. Hi, I'm V, and in addition to being a huge historical fashion nerd, I'm also a professional hairdresser. At work, my focus has always been on the science of hair and hair care rather than styling, so whenever I hear one of these stories about how historical people's hair care was just so backwards, I want to know what was actually going on on that level. First thing, historical people were a lot smarter than we tend to give them credit for. So many of the weird things we hear about, like only drinking beer or ale instead of water, actually make perfect sense when you consider what those historical people had to work with. And when it came to washing things, any things, what medieval people had to work with was questionably sanitary water, ammonia, and lye.  Many of the available water sources, wells, ponds, streams, rivers, were not reliably clean, and people got sick after drinking from them. They knew that water carried disease, and in the absence of modern water treatment, they just tried to keep it off their bodies unless they were sure it was safe. Or they were washing off something that they knew would definitely make them sick, like London sewage workers swimming in the tens at the end of the day. Medieval soap, for those that could get it, was too harsh and strong to be used for cleaning human beings. It was pretty much only for washing clothes. Laundresses often had what we'd nowadays call contact dermatitis because the soap made their hands so rough and red. And for those that couldn't get soap, which was a lot of people since soap cost money, you did your laundry with a combination of lye from wood ash and ammonia from stale human urine. Alright, so washing with soap or soap alternatives is right out.  Not really. What we have to realize is that our modern idea of clean hair, meaning freshly washed with something sudsy, is just that. A modern idea. Shampoo itself is a 20th century invention, but more than that, it's the hairstyle trends of the 20th century that created a need to wash hair frequently in the first place. Haircare and styling as we know it, where the hair is washed often and worn down as the default, is only about 100 years old. In the 1920s and 30s, the default fashionable hairstyle changed from very long hair pinned up in different ways to a shorter shaped haircut, worn down or partially pinned back. Before that, wearing one's hair down in public was seen as indecent if you were considered an adult woman rather than a child. Methods of styling changed too, and the default method of curling hair became a wet set, where wet hair is put on rollers or in-pin curls until it dries. Styling products like gels and setting lotions became more common, but these needed to be washed out in order to reset the hair. The type of cleansing product we call shampoo was invented in the mid-1930s, and the weekly wash cycle was born. But with pre-1920s hairstyles, freshly shampooed hair simply wasn't necessary. Remember how I said updoos were the default hairstyle before the 20s? That is how people kept their hair clean, surprising as it sounds to our modern ears. There's a practice in black haircare called protective styling, where the ends or lengths of hair are tucked away, often using braids or twists, and sometimes kept covered with a head wrap to protect it from the breakage and dryness that can happen when it's worn loose. This tradition goes back thousands of years in black culture, and many familiar protective styles like box braids are only appropriate for coily hair. However, the principle of styling hair to insulate it from dirt and damage works on all hair textures, and it's a huge part of medieval European hairstyles too. When hair is up, even in a simple braid or bun, it's not moving around so freely, so it's not getting tangled or breaking. It's also safer from dryness, bad weather, and much of the dirt that might get into it during daily life. If we look back at western hairstyles, there's a huge correlation between how much of the hair was covered and how frequently it was washed. Once a month was recommended in the Edwardian and late Victorian eras when daycaps had gone out of fashion. Medieval headwear covered nearly all of the hair with a cap and or veil, with the hair braided and pinned or taped to the head with ribbons. Not only does covering hair keep external dirtiness off of it, and that can include things like coal or wood smoke and farm dirt, it also absorbs excess natural oils and sweat from the hair. Vails and caps and kerchiefs were changed daily, sometimes more often, so the hair was kept clean by wrapping it in fresh linen. If you're thinking, well, that doesn't sound like enough, then you're not wrong. The biggest part of the medieval haircare routine was thoroughly brushing or combing the hair out twice a day. Brushing hair from roots to ends distributes the natural oils throughout the hair, keeping the roots from getting greasy and the ends from getting dry, so it's cleaning and conditioning at the same time. And brushing the scalp helps to exfoliate away dead skin and build-up, so all that's getting cleaned off too. This is where the idea of brushing long hair with 100 strokes comes from. The combs we have from the medieval period have very fine teeth, so they could effectively remove pests. And hundreds of years later, this is still one of the most common methods of treating head lice. A book from the Elizabethan era gives an example of linen cloths being used to rub the hair in scalp clean, absorbing excess oil and dirt just like caps and veils did. Cleaning the hair the way we do with soap and water or shampoo wasn't an option, so people used clean linen and combs and brushes instead. While washing hair wasn't a regular part of the medieval haircare routine, it's not strictly true that people never wash their hair. People did bathe, although it was so much work to fill a tub with clean hot water without plumbing, that it was usually in rivers and streams or in communal bathhouses. Illustrations of people in bath tubs tend to show them with their headwear still on, suggesting hair wasn't washed during baths. The trotula, a 12th century text written by an Italian female healer, describes a recipe for a hair wash made by boiling water with lye from the ashes of bird vines, barley chaff for scrubbing, licorice wood, and cyclamen. However, the text then says, after the washing, let her leave it to dry by itself and her hair will be golden and shimmering, so this might have been used to color hair more than to simply keep it clean. If someone doesn't want their hair washed with lye, the 13th century physician Henri de Moldeville says they should use egg yolks mixed with warm water instead, which is actually not the worst idea, and is the basis for several Edwardian hair wash recipes. The trotula also contains recipes for scented hair conditioners, powders, and perfumes, most of which are to make the hair smell nice as much as anything else. This was practical as well as ornamental. Clothes can help to repel pests, which is why so many 18th century hair powders and pomades use them too. It is worth noting that these were expensive and probably only for the upper classes, but someone of lesser means could make variations on the recipes using easily accessible aromatic herbs like rosemary. The trotula includes an entire book on just personal care, hygiene, and cosmetics, and publishing a book was quite a bit of work in the time before printing presses, so I think it's fair to say that medieval people cared very much about keeping their hair clean and presentable. They just had different standards and methods.  Sure, you could stop washing your hair, wear it up in braids all the time, brush it meticulously twice a day, and it might stay cleaner than you think, but we're not medieval people. We don't live in the medieval world. I, for one, love my 24th century hair, and nothing will make me give it up, even if I might look more historically accurate without the blue streaks. Medieval people were taking care of their hair to the best of the ability with the resources and knowledge they had.   So often we think about the past and the present as some sort of zero-sum situation where either the past was totally primitive and now we do everything right or the present is too artificial and historical people had it better. It's just not that simple. Nothing about it is mutually exclusive. We can accept that people throughout history made some really clever choices given what they had to work with, and at the same time, we can be really glad for our 21st century shampoo and solar power and YouTube videos. And honestly, in 600 years, if we're still around, I bet people will be saying how the 21st century was so unhygienic they knew nothing at all about caring for their hair. Thank you for watching. If you had fun and learned something, don't forget to leave a like and subscribe for more historical fashion myth-busting.  And tell me in the comments if you'd ever try any historical haircare techniques because...