re it's required. We've kind of gone back and forth about that because allowing people to sort of get out of this requirement really doesn't achieve the goal of economic inclusivity, but again, we don't want to make this impossible. It can also be a great funding source for a program like housing trust fund, which the housing commission is also looking into. So we didn't want to take it off the table, but I would say that we're somewhat leaning towards not having exceptions, but again, I think we need to research that more. If I think about this, I certainly would not let them build outside the development site, but maybe money in lieu, if it's real money, not just paper money, they're playing around with the numbers. And then the housing group could do something with the trust fund to make it happen. But I agree with you that telling somebody, well, I know you're building all these, high-end houses in the middle of Burlington and you can put your inclusionary zoning requirements somewhere distant. So it does dilute what we're trying to do. That's our feeling so far. It's interesting, the Burlington payment in lieu ranges from 35,000 to 85,000 per unit, which is not at all the cost per unit. I need to talk to someone from Burlington to learn more about it, but it actually used to be higher and no one was taking advantage of it. So I think they, after speaking with a consultant, decided to actually bring it down to make it more useful. Again, I'm not really sure about the logistics of that. So I think we'll have to ask. And like I said, I think we're lightly leaning towards not making options available, but I certainly wanted to share it with you as something that's common in inclusionary zoning features. And I don't think we should dismiss out of hand because it's something we should think about. And then what incentives can we offer developers? I believe a density bonus would definitely be on the table, but we have to reconcile that with, okay, like what is the density bonus already? How do we loop that into the inclusionary zoning framework, which is a big discussion. And then are there any other incentives that we can offer developers to offset the costs of inclusionary zoning? Maybe an extra story. Yeah, I mean- Take it up more loud. Take it up more. Placing the village. Yeah, I know there are always issues in terms of like what's feasible in terms of fire safety and other issues like that. So I think that's something we definitely have to explore more like, I'd like to think, especially with your land development code updates that were already reaching towards high density and what's possible. So I'm not sure how much wiggle room is really going to be there in inclusionary zoning, like something that you wouldn't just offer to everybody in the interest of just building more housing that Essex needs, but that's definitely something we'll explore. I think, and you know, John would know the numbers better than anybody else here, but I think if we have something that's, and we'd have to get this past the trustees, it says in the Village Center District, you can have an extra story as long as it's specifically for inclusionary zoning. Otherwise you don't get it. Too many times you get it. Yeah, the- Because the next story is a lot cheaper because the foundation's already in. The Burlington one is pretty intricate. We've done a few projects that have gone through that process. Commonly you are allowed density bonuses or height increases or lot coverage increases, which all help with your density. And often- I can care for a lot of increase. And they will put it into different categories for housing for the elderly or affordable housing. So there's some different routes through the housing types they're trying to promote. And I think all of those are helpful. The density issues and the height issues are already we're trying to push those in the Village Center, but that's only one of our seven districts. So there's a lot of room for allowing some of those other incentives, which up until now really not proved all that useful. People aren't taking advantage of those- This will be the second time- This will be second time. Exactly, so we've seen a little bit, but the interest isn't quite there. I think offering to let them make a payment in lieu of doing this is not in our best interest. It doesn't get it what we want. If we'd allowed them to build somewhere else, I don't know what that means. I mean, they're doing a project in the Village Center and they don't want to provide it. So they have to build inclusionary zoning units in one of the other districts. That's worth a little thinking. So I'll leave it at that, but it is, I don't think I would endorse something that doesn't provide the carrot along with the stick. Feels kind of like we should be, I mean, we also want more density, at least in the Village Center. So, and you could argue that most of S-Extension as compared to the town or some of the surrounding areas in general should be denser because it's more compact and on more previously existing traffic patterns and bus lines and all the rest of the reasons why being a walkable or hopefully walkable area and place to live is all desirable. So it really is a great place to also have the inclusionary zoning. Yeah, I think we should strengthen our existing, you know, land development code where it promotes it. I was just reading through our, while you were talking about the town and the village, I was reading through the Village Comprehensive Plan, which is our guiding document for overall things. And in our housing goals, we did actually say that we were gonna look at ways to achieve more affordable housing and so on.  We can find the right way to do it and if we can hammer out some of the items that you've left for us to hammer out, we're looking forward to seeing how that all comes together. Yeah, absolutely. I think it's going to have to be a collaborative process. You know, it's going to have to be inserted into existing zoning and that's really tricky. And I think it's going to require a lot of hands. I'll talk about this in the next slide, but I think we would, once we fleshed out, I think what we want the general structure to look like, I think then we would probably hire a consultant to help bring it in line with the existing zoning code, just because that can be really tricky if you haven't done it before. But I think there's some work we can do beforehand to sort of getting more of the broad parameters because I think that's more of a policy issue. That really just speaks more to what we think the market can handle and what we want as a community before bringing it into zoning code. So let's go to the next slide and final slide. Oh, sorry. Oh, I'm sorry. I didn't see that. Hey, Katie. Hi, sorry again. I just, Robin, was that you that was just speaking a minute ago about the concerns in terms of the places where we might need to spend more time? I just want to make sure that I don't have my camera. I can't see. Thanks. Was that Robin? I was John, I was the only one talking for the last five minutes. Okay, I apologize. I can't see because my camera's up on my end. I just wanted to mention that your feedback in your input tonight was definitely very valuable. And I would love to invite you to join the Inclusionary Zoning Work Group or come to the Housing Commission when we talk about this next because your thoughts would be very helpful as we're working through this. Thank you. So I'll take it under advisement. I'd like to be inclusionary with the zoning or the, what drives the prices for the houses? Why do developers have to get so much? Because, you know, even said the margins were tight. So if there's something like the community can do as a whole, maybe lower the tax bill on that project. If he's willing to put a unit in, more units he puts in, you get to break on the taxes or whatever. So he's not fronting the whole thing himself or doing it for themselves or whatever. So, you know, I put in three, four of a unit. So I'm getting the tax break of 10 grand a year on my taxes. So he's not carrying the whole thing. So that could be an incentive. So that's the community involvement. You know, everybody in the community say, hey, we're getting less tax money now, but, you know, we'll have some more folks we can afford to live here now. So, you know, they can lower something down. So the developer's getting a break somewhere, you know. But I don't know if that's an idea. Yeah, I think that's worth looking into. I know one of the, I'm blanking on who it was, but I know one of the, either select one members or trustees mentioned that there were possible tax options. I haven't seen that too often. Like I don't think Burlington or South Burlington do it, but that's something we should look into and see. I'm not personally very well versed into what levers, you know, you have for, you know, developer taxes. Also, I think it is worth mentioning that this is, you know, going to be perpetually affordable. So if it was a reoccurring thing, I think you'd have to be careful about, you know, in 50 years still offering someone the same tax incentive. That's going to cost the area a fair amount. Like you said, I don't know if we'll be able to do that. Yeah, it would have to be a one on all. Right. And I'm not sure what, what sort of levers you have for that, but that's definitely something we should look at. Yeah, limit it first five years, 10 years, and then it goes back. The trustees and the select board both have tax agreements that they can make, but those are usually. Two to three years. Two to three years. So it's not for new construction, it's for construction and fill or adapt to reuse, stuff like that. Yeah. So the way, the way I'm looking at it is, is if the developers are getting something out of it, they'd be doing it anyway and they're not cost them, it costs them money to do this. So the only way you get them to do it is to make it mandatory. And then if the community wants to put in something like a tax incentive, then that's the community putting it in their money. Cause that's essentially what's happening. You're saying, okay, Mr. developer, this is a developer. We'll soften your burden. We'll take some of it ourselves. Well, I'm sorry, John, I'm assuming the burden isn't taken by a developer. He just puts the money on all the other units on the development that he's selling and then new neighbors coming in. And the cost of the units fall off. It's a tough equation to solve in. And I know that some of the people that have been in house development, house building, mostly larger, multi-family houses, 30 units and bigger have either gotten out of it because the numbers don't work or they've really struggled to keep the numbers reasonable. And there was another, the other document that I had copied for you all, I just got it yesterday. It's the state of residential development in Vermont just released this month. I'm an author on that. Are you? Yeah, I thought I was trying to name them. So, you know, it just kind of acknowledges that these numbers are high. I mean, it's expensive. Yeah, but we need to acknowledge that what we're trying to do, which we should be doing, great professional affordability is also increasing the price for everybody else. It's just simply economics. Well, can we go back a couple of slides? I just, on the AMI slide, something, yeah. So I was, I'm, what's interesting is that the, the housing prices here are now geared to somebody's income, not to anything that has to do with how much it costs to build them. Right. And I find that to be, I'm trying to connect them somehow or trying to make it more of a, you know, more of a way for them to, to sort of be married together, like, okay, well, everybody else has got to, you know, follow this market progression of how much it costs to develop and build a housing, you know, is, you know, does the bottom keep moving up because the top keeps them moving up? Or what we're really saying though is it's, it's pegged to income. It's not, we don't know, we don't care how much the house costs, we're going to make you pay what's relative to your income. And, and I find that a little disconnected and I don't have to do about it, but I just somewhere in here and maybe just for some people maybe they don't understand what the 120% goes like because, you know, how do you, how do you deal with somebody who's, that means that they're making 120% of the average median income, they're still eligible for these units, is that? Yeah, that would be the upper level of it. So yeah, basically we would set the income, you know, at 50 or 60 or 100. So we'd set the income for what, who we want to serve, right? And then we would say that you can't earn more than that amount and be eligible to live in that unit or buy that house. So that would be, you know, the limit that you, that you as the renter or home buyer have to, to me. And then we're saying that sort of separately but connected to it, the developer would be restricted to a certain maximum rent or maximum home price. And those tables are produced every year. So for instance, if you're a rental housing manager, you would consult the table and say, okay, I can't go beyond X dollar amount for a three bedroom unit targeted at this income level. So yeah, it is, you're definitely right. It's a little divorced from actual development costs. And, you know, I will say that I, you know, conventional theory would suggest that developers are already pricing units at the highest level that they think they can earn. There's not, you know, obviously they have to meet back their margins and, you know, based on that study, we don't think that the costs are escalating so quickly. I don't think there's a lot of margins. So that's why we don't want to target, we don't think we can target very low income levels. We're asking them to go just a little bit below what they normally would. That, I think Robin's definitely right. That does sometimes lead to higher prices on other units although like I said, I think they're already asking for everything that I think they can ask for from the market. And, you know, I think it's also worth noting that, you know, we think about per unit development costs but literally not, I mean, a lot of that is baked into the building itself and the land acquisition costs and things like that.  But I think we're gonna have to be really careful and thoughtful about doing this in a way that, that we don't make it impossible or undesirable for developers to do this. Based on Burlington and South Burlington's experience, I think it can be done, but it has to be deliberate. And, you know, because Burlington is so built out and because South Burlington is only requiring it in the city center, I think it's very possible that we might say that we don't feel like we can go to the deeper income levels that they're able to serve. So it'll, maybe have to be something we think about. And I just add to that some of, some of what ends up making this workable is the ability to do the units. I'll say offsite, but not necessarily offsite. I'll give Cambrian Rise as an example in Burlington on North Avenue. So all of the IZ units that are required from that 700 plus unit development are managed and partnered with Champlain Housing Trust and Cathedral Square. And so they built those units up front and you can see them there today and they manage those buildings and that's how the partnership with Eric Ferrell and those two housing partners work. And there's definitely a cost of benefit and assistance in allowing that to happen. But you definitely end up with those units being in a separate building than the other buildings. And so you're losing some of that inclusivity that would be ideal if we could do that. But the reality because construction costs so incredibly much right now, allowing a little bit of that flexibility to bring in the other housing partners could help. That's definitely a good point. Although I will note that the Champlain Housing Trust and Cathedral Square buildings on those that site are actually mixed income. They're a higher level of affordability than required by inclusionary zoning, but they are mixed income. All right, we skip back from your last slide I think. Yeah, so the last slide is just a, yeah, let's go to that. It's just a plan for how I think this might go. So we're still in phase one. So, you know, this was our sort of plan once we got the blessing from the joint commissions. And so right now we're definitely in the process of reviewing inclusionary zoning case studies and literature and then working with our working group and now the planning commissions. As part of our preliminary stage, we'd like to do a round table with local developers to get their sense. I don't think we're ready quite yet because I do think we need to do some narrowing down of some of the targets and really just ask, you know, making a list of some of these questions that are coming up. The next step would be to create a plan and that's not ordinance language, that's just, you know, what are the income levels that we think and what are the broad outlines of this plan? And then we would probably, we've committed to going back to the select board and trustees with the draft plan so they know what, you know, we're likely heading towards. I think that would be a good time to hold community forums to share the plan. Inclusionary zoning is tough because it's very wonky and I don't think the distinctions between AMIs and the density bonuses are that meaningful but we would like to hear, you know, people's thoughts on that. And then at that point, once we feel, I think, confident that the inclusionary zoning plan is what we'd like to move forward with, then we would work on drafting ordinance languages and that one when we would bring in a consultant to make sure that it's workable with existing zoning codes. We would present the select board and trustees with the ordinance, we'd open public comment and incorporate edits at that time and then, you know, as part of that process build awareness and then that would be adopted by the planning commissions and be subject to final approval by the select board and board of trustees. So that's a broad outline and like I said, one of the reasons I'm here tonight is to see where you would like to be involved in the process and what you think would be meaningful and useful. I like your outline up here already. I think we've been talking about this for a while. We've worked back and forth a little bit. I've been on the town and the village planning commissions on and off and I know both bodies are actively considering this. I think that's positive. Other activities may keep us apart a little bit but I think we're kind of headed in the same direction. So I don't see anything wrong with us. I'd love to see this happen in two weeks and be done with it. And it doesn't look like from your slide there that the timeline is probably more like a year and a half or something. I said I was hopeful that we could do it in a year. I personally would love to have this done before separation if that happens because I think it'll be more challenging to do it but obviously there are a lot of factors that could influence that but I'm hopeful that we could do it sooner than a year and a half. We'll see. It's gotta be a deliberate process for us to do it right. Yeah, I guess I would encourage you to fill in some of the questions that you don't think you have answers for yet because I think if you kind of drew a line in the sand and said this is what we're hoping it looks like, maybe we're not really that far off from doing that. And then just float that out there and see what kind of response you get. I think going through the sheet that had those open questions, fall in in two minutes, just from what I feel like would work and what would be okay. And I think maybe if you challenged all of us to fill it out and send it in, you might actually get pretty comparative consensus. Well, we would love that as part of our working group. I mean, like I said, I don't have all the answers to that. So if you do have thoughts on it, I encourage you to do it without feeling like you'll be locked in. Even it's really tough because inclusionary zoning doesn't have wide parameters. Like all of the inclusionary zoning are pretty much within a not very large range of income levels but the details really matter. So even if you have a feeling about which one, I think ultimately we're not going to know that when we've created the policy that we're going to 100% hit it, we really just have to do the best we can. So if you have thoughts on even initial impressions on what you think is probably going to work best, I'm very eager to hear it. Yeah, and I'll say that we're always trying to improve our land development codes because some things that we think we want, we're not getting and we have to look at those regs every couple of years or all the time and say, we have these incentives, we're not working. So I say try something on the inclusionary, float it out there, try to get it through and then see how it works. Because the best case is it works great. And the worst case is it discourages development. And you won't know until it's out there for a little while. So I say that I would encourage all of us to town the village, all the people working on this to try to get a reasonable not, maybe that's not too aggressive to begin with but try to get a reasonable consensus put together and then just put it out there. We're going to be through with our land development code updates shortly. I don't know, why can't we just do it? I mean, we could just write it in there, right? We do absolutely, right? So maybe we're the test case and let the town see how it works or see what schedule they're on and, you know. Yeah, absolutely, I'm certainly not going to stand in the way if the planning commission wants to pursue this more aggressively. You know, Mark and I from the housing commission are definitely at your disposal to weigh in on it as well. Patrick has been sitting in on some of our meetings. So I'm really, you know, I think we're pretty open to, you know, obviously the housing commission wants to stay involved in this but I think we're open to, you know, changing our approach a little if you're, you know, willing to consider this soon, you know. We've all talked about it. It's consistent with our recently updated comprehensive plan and I don't know why we would be dragging our feet. What are any disadvantages to just writing it straight into the LVC? The only disadvantage is it discourages development. You just put brakes on development if you don't get it right. And it might do that anyway. I mean, development already is... Yeah, well, I guess I mean that versus ordinance, right? It's like, because if we get it wrong in the LVC and it is discouraging, we have to go through a whole process to pull it out. Whereas if it's just an ordinance, you can just cancel the ordinance. Well, you can do little tweaks and those can happen anytime. You know, the process of tweaking the code doesn't mean you have to rewrite the whole thing. You could change the parameters that the AMI numbers are. You could change the percentages or numbers of units that are required and kind of whittle it back. But right now, everybody's screaming for more housing and they're screaming for housing that's affordable without any AMI. I mean, I know people that are looking for houses in there to jump into a house right now is the scariest thing ever. And there's only kind of two ways you can fix that. One is to finally get some kind of supply out there that helps ease the demand or you have to artificially create affordability and that's kind of what we're doing here. I don't think we're in a position to do it. I think the time might be. I think one of the really big assets you could have to encourage affordable housing is to have public land that's available. The municipality, the state own the land and they put it up for affordable housing. I will say there was somebody called Ron Seacrest who has property in the Tainan village and he's trying to give away some land in time for quite some time. He says he's depreciated everything he owns. Can't depreciate it anymore. And they'd like, there were some lands but an acre of land or something. Is that the parcel with the wetland thing though? It might be, but I mean, you don't have to build an all of it. You can get the small part of it and it's free land. Well, maybe there would be a way to incentivize land donation in a way that helps create affordable housing on the land. Right. I think that might be out of scope of inclusionary zoning unless you did a specific thing that said like the payment in lieu. Like sometimes that is the payment in lieu like South Burlington has it where you can do a, they said a dedication, including a land donation that is considered to be of equal or greater value than the unit. So, so you could write that in. I think it does get really tricky in figuring out if it is equal or greater and, you know. All right. Well, there are plenty of examples of inclusionary zoning out there. And I think, you know, I guess I would hope that we can move fast enough to get a version of it into current rewrite. Regina can remind us what the schedule is because it's pretty fast. Regina is here and waiting. Yeah, but the presentation was great. You're sort of preaching to the choir in a lot of ways. We've all been talking about it. So if we can make this happen sooner then later I think we'll all be happy. And, you know, we'll keep looking at this and seeing how we can do it. Yeah, well, absolutely. Like I said, we're gonna continue with our plan. But, you know, as soon as you say that you really want to pursue this, you know, more aggressively and that you have space. I'm happy to come back and keep talking about this. Great. Okay, great. Thank you so much. Thank you. Mia, can I just ask when you're doing the developer forum? Because I would think that would be sort of a critical feedback loop, particularly on the AMI target and the offset that's gonna be provided to folks. Yeah, I think we were hoping in the first quarter of next year but we haven't had anything, you know, set in stone. I really wanted to, you know, we really wanted to meet with the planning commissions first to kind of get that feedback piece. So I'm hoping soon, but I agree that it is a crucial step. I also want us to go into it being, you know, well informed. Like I don't want to really be like an uninformed free for all about like feelings about inclusionary zoning. I'm really hoping we can get them like very grounded questions that will be, you know, really informative. Thank you. Thank you. All right. Regina. Nick. Regina, you have 10 minutes. It's already 9.20. So it's about 10 minutes. Robin's in here or just got off the plane or something. Did you get one? Uh, do you like it? So. Thank you. Thank you. So I want to try and wind this up because it's a little late to be starting something. Yeah. Well, so I think the only other thing is Robin wants to just talk about this cannabis situation. Is that what you want to do, Robin? Well, I was talking to this point, I forgot that Monday I was in the joint meeting, talked about cannabis. It seems like it was a plan one. I love it.  I'll tell you what to say, you know. Can you ask the CSURPC to help you before you get the sentence finished? They say, yeah. Is it from the old country, Robin? They're from the old country. I'm sorry, I can't hear you because you're moving around. So you want Robin. I'm on Pleasant Street. On Pleasant Street. Oh, sorry. On Pleasant Street. Yes, we've been going back and forth with this. We had a forum a few weeks ago, which was sparse to attend it. Really, the state are driving the bus here. The state cannabis control board are going to make a lot of decisions, especially when it comes to integrated programs, which is really cultivation, manufacturing, retail wholesale. And only the state will decide where they go. I've talked to the attorney, the state cannabis control board, and he said probably they won't increase the size of the dispensaries, but only the dispensaries will have an integrated plan. I don't know much about here. Miss Paladins can vote to opt in. There is petition going around to get a ballot in the time meeting day. If a majority of those voting vote in the affirmative, then you can have retail cannabis in the community. Because we're still part of the time, if that passes, then it's conceivable that somebody would have retail cannabis in the village. But the way it's written, unlike liquor, where it says time or city, you know, liquor control boards. For the cannabis control, it says municipalities. So any municipality, even if it's within another municipality, could have its own local cannabis control board. I'm not sure how effective they would be. I think it would be ineffective. The attorney of the State Council of the Board advised that zoning would be the best way to control what you want to have happen. They're still making the real state level. One of the rules that they come out with was that you could, that they have stipulated that you can have a retail cannabis operation, then 500 foot at the school. Now, locally, they have given us the ability to make it 1,000 foot of a school. Regina has a map that was put together by CCRPC. You guys got in your packet, but we can look at it here. The darker circle is 500 feet. Lighter blue is 1,000 feet. And, you know, the areas generally that you have retail in the village, the village center, highway, arterial, transit-oriented development. You could have it in the light industrial zone, but it's not very likely because that's all mostly global finders. So these are the areas, and I often say that zoning is set up through view applications based on merit. It's not a morality code. So if there's an opt-in, then we should be looking at where we think would be appropriate to have retail cannabis. Not where we should exclude it. We should look at it where we want it. Yes. Yeah, I mean, at first I was thinking we'd stay with the state guidelines, but I don't really have a problem with the wider region. What I would also suggest is that you draw the same radius around all the parks. Like, you don't want it right next to Maple Street Park. Yeah, I'm not sure we have... Why not? The building, the state hasn't given it to us. Well, it's recreational parks, so it should be... It would have to be retail across the board then. Well, I guess I'm thinking anywhere that you're expecting and promoting a high concentration of children is... Yeah, I looked at the places where you would... And they don't include that in their zone yet. Well, wouldn't it already be limited based on zoning that you wouldn't be able to set up a shop of business adjacent to Maple Street, right? You're right. We've got all kinds of little small, little, you know, called office kind of professional things going on. Well, hey, somebody could build something in the development there that IBM has next to the Essex Police Station. Now, that might be a good spot. Yeah. If they want to put up something that's dedicated to it. But that's within the 1,000 foot buffer of ADL. No, actually, the lower sections are... Isn't it like right here? But no, no, we'll be down in here. Oh, just after that, right, because there's that road that, yeah, yeah. So just referring to people selling it out of their houses because a lot of this is not even near a commercial zone, anyway. No, it would be where retail is permitted. Where retail is permitted. Right. Yeah, yeah, yeah. Okay. I mean... I mean, right now, the commercial areas that might have a place that would be selling would be posed off a square or the Essex shopping center or anywhere down 15 that there is retail type operations going because that's not within the school areas. And that's also within our retail area. There's nothing on 117 until you get into Essex town. And that's starting 2A. Most of 2A that's outside the bubble there is residential. So that would exclude retail. So unless it's being sold out of a home. Right. Home occupation, we get excluded from home occupation. Yes. I don't know that it can be a home occupation. So they need to be, so these are... Stop, ugh, sorry. You guys are like little minuscule things in the bottom of my corner when I'm sharing my screen. Much like tobacco and liquor sales, these are gonna be licensed retailers. And so that's why Robin's saying you're enabled to only do so much through zoning but really it's because they have to go through a whole other regulatory scheme even if you do have it in zoning as well. So you're gonna use your zoning. They'll likely be a local cannabis control board much like a liquor license board that the select board or trustees run and they need state licenses. And I don't think anybody's gonna give somebody a home retail cannabis license. I don't think, again. In the same sense that you don't see somebody selling liquor out of the garage. Right. Right. Yeah. Though some people have breweries out of their garages and there's some room for taste testing. Yeah, well, one guy did that, you know, it's like, wow. Yes, there is availability for taste testing. I guess. Small breweries that are doing one. Thank you. I mean, do we need to take some action on this or just generally say we're okay? The first time a retail store could open in a community that opts in is the 1st of October, 2022. So it's a bit odd, but it's still, it's on the horizon. It's not over the hill. All right. Yeah. I mean, I'll just say where I've seen these in Massachusetts and of course, you know, don't know all their zoning rigs and how it's built out there. They tend to be in late industrial areas or shopping malls. Strip malls where you drive. Right, a retail, already, zone retail area. Okay. I'm comfortable with the wider going up there. Yeah, I think it makes sense. I mean, otherwise, there's all kinds of places that are, you know, central beverages is possible. You're really right on the main routes for all the kids walking to school and stuff. So I think the larger... Yeah, I've asked questions about routes at school. Could that be an error? We exclude certain retail and haven't had any definitive response from them. I mean, can I just jump in? Sorry. Yeah, go ahead, Phil. I'd be interested in seeing that map with a thousand feet where pharmacies are or any place that sells alcohol as well. I think when we start regulating one type of retail, it's a slippery slope in our zoning and... Yeah, that's why I go... I think we want to consider that. Well, that's tricky because all of your gas stations and drug stores all carry wine and beer.  Hard liquor, absolutely, and that's... But, you know, they can be right next to each other. They just can't be in the store. You know, there's a whole lot of things to talk about once you start wanting to do that. And it is, to Phil's point, it is an argument to maybe consider an ordinance as opposed to using your zoning regulations for this because you're ideally in zoning, you're talking about where you're okay with retail, where you're not okay with retail. To start getting to the specifics about what the product sold in the building is a little trickier because it's also trickier to enforce if it's not being done correctly. So you can sort of think about the pros and cons of going that ordinance route. And really, it would be the local cannabis control board that then they are putting all the conditions in their license. So there'll be like, there's a Department of Liquor Control, right? The state runs all the...  Right. Yeah. We're looking at that level of regulation from the state, right? And they're proposing to license individuals to sell, like the drug stores are selling regulated substances too, would be your wine and cigarettes. Right. Right. And that that's like part of our culture. You know, you can buy that stuff anyway, which some people object to. Well, that's the only state I've ever been in where I stopped to get gas and they were selling alcohol and drugs. No, alcohol and guns. Yeah. Gas station. Yes, ma'am. So... Yeah, and part of it comes like, that's where some of the prevention folks really want to try to like work on this buffering kind of concept. So you've got some controls, whether that's the local liquor license doing that or the local cannabis control board doing that or the zoning in terms of physically citing where these can go. But then also it's stuff like, don't put advertising for a tobacco under three feet.  You know, and some sort of more behavior controls, which really you can't do in zoning, but you could do in other mechanisms. So Regina, I mean, we've got this map here, of course it has the zones, but the possibility of having a mobile unit, in other words, somebody has a trailer or whatever, and they could potentially put it into a parking lot, like the ice cream place that was there this summer at the shopping center. Could they do something like that in our retail designated areas and get away with it? They need a license for that kind of thing, Robin. They have to come get a temporary license. Temporary license, okay. So I mean, so they could unfortunately move that around. I mean, there are shopping areas here, where part of the shopping center is within that thousand foot buffer, but if you just move it, you know, 20 feet down, you're out of the bubble. Yeah, I see what you're saying. Do you see what I'm saying? Yeah, but at the same time, like you don't see beer trucks and liquor trucks being sold. But I see food trucks. Right, but I think this would be regulated in a similar sense as liquor. Okay. And there's also a level of security too, because at the moment, a lot of these cannabis businesses are all cash. Okay. So they can't just, like it's, so there's just a level of security that they need to build into whatever entity they are selling out of. So the food truck option wouldn't exactly work for them. It probably wouldn't work. Yeah. You know, I think, and I hope we could write it, but if we say, if a lot is within a philosophy, it only has to be one corner of the lot and then might exclude the whole lot. Right. What about signage? Like you put a sandwich sign in the somewhere near the schools on, hey, come another mile down the road and get all the pot you want or whatever. Well, they wouldn't be able to put a sign there. Yeah. Right. That's the same thing. You know, it was just saying around advertising with tobacco and there were certain regulations around where you can and can't do that. Well, they can't even put a sign there that says ice cream down the street. So it's not going to happen. It's just a little far off field here. Yeah. I'm going to make a motion that we endorse the little chart here in the case that it comes, you know, to be relevant in May or not. We don't know. It's the thousand foot. The thousand foot buffer. It has to be into a brick and mortar building. You can't be in a cart like she was talking about. There are all kinds of other regulations that are going to show up in all kinds of other things that we're just, we're going to think for our own, at least this part of it. Yeah. And I think if we say I thought the foot of a lot, you might look at this map and notice that it's a one acre lot and 20 square feet if it's in a circle, but it covers the whole lot. Yeah. I don't know if I'm ready to say that. Yeah. Fendalizes people have a big lot. But I think what it does is it creates a little bit of confidence publicly saying that we took a step beyond the 500, but we're also trying to say too that if it is going to come into our community, it's probably going to happen along route 15 corridor. Yeah. And if it does come in, it's because the majority of the people voted for it. Yeah. Not like we're voting for it there. So there's a fair number of dumbling blocks ahead before this is even. Well, we're talking 10 months minimum before anything could open. Yeah. I mean, what it does like to... There's a big vote. I think we get a lot more attentive if the vote happens and it says, okay, we're going to allow it. Then we start working on all these other things. You know, what's the select for? What are the trustees? Yeah, because if it says yes in the time, sorry, the trustees may decide to have their own vote. They want this because there's a vote, the votes will be a vote going on town meeting. Isn't that the next possibility? Well, if they get enough significant, if they get a 5% of the registered voters then it'll be on the ballot. You knew a bit more about that than me. Well, I, okay, so it, okay. So the next town meeting is when we have a vote, but the next time that the town possibly could be voting would be August 9th because that's primary. The town doesn't vote. Actually, I guess the town does vote in April because of the school district. Yeah, it'll be April. So, you know, there are three opportunities before November. Yeah. Is the federal government still regarded as being illegal? Yes. Yes. Which is why they tend to be cash only because the credit card companies won't bag it. Yeah. Because federally it's still illegal. Is that right? Yep. I mean, what I do with this thousand foot buffer is it basically just excludes five corners more or less is because that 500 feet starts to cover the five corners area. Right. Which I think it's not necessarily a bad thing. And I think I'm okay with, I mean, I would welcome a business like this in the community. And I think this just allows a little bit of confidence saying that we are trying to do our due diligence to regulate what we can. Right. All right. So there's a motion on the table that's not done. Second. Any further discussion about accepting a thousand foot buffer as a recommendation or as a, you know, we're okay with it. We'll support the thousand foot buffer. Or retail cannabis if it occurs. Yeah. Yeah. And our favorite. I'm sorry. Hi. Hi. Phil. No, he's still up there for you baby. Hi. Hi. He could be opposed. He could be opposed to most of the carries that he's been in the city. Thank you. Baby. Hey Phil. Hi. Hi. Hi. Hi. Hi. Phil is reverted. Reverted. I'm not ready to tackle any other land development going upstate to Regina. Yep. That's it. We're done. Thank you. We'll hold phone most of the next time. Don't feel bad. I sat at the joint meeting on Monday night until 10, 15 before they let me speak. Although I do want to acknowledge that you sent us an email on November 5th that kind of outlined basically our request to come up with what's in front of us in all the sequence of events that we still have left to do there. Very good. Robin, I think you can share that with the whole PC. They haven't got yet? I don't think it went yet. Okay, we'll get it tomorrow. So share with the whole PC. We'll use it as a working outline for our upcoming meeting. And I want to continue to recognize Diane's work for initially setting up a whole list of the page full of things that she did on her mind. Absolutely. So I don't want to lose those. I want to sort of bring them back and back at this. That's good. But it's time to start really pinning down with things that we maybe haven't talked about yet because we've been going through all the mandatory regulatory updates. Hopefully, and kind of my is talking about those and mandatory and get more of an update on what it really means to us. And then we can get on with the number of items that we have. I'd really like to get stuck into the design review trunk road. Yes. So the key items we're expecting to find for to include more of the trunk roads that I think we are getting pretty close on. Right. And it's a long list. It's a long list. We'll get it back. We'll get it all. She's already found it. It's attached to this note. Yeah, it is. It's attached to it. So when you get that in your email. All right. Electronically, it's a 10. All right. OK, so that's what we'll talk about on January 6th, right? That's your next meeting. Super. Awesome. OK. So motion to adjourn. Motion to adjourn. Yeah. Second. All in favor. Aye. Aye. Aye. Motion carries. Thank you all very much. Happy days. Thank you, John. Thank you. Thank you, Regina. Bye.


For field visit we have to do some basic arrangements for the field visit because this is not the sudden thing that we can plan and perform. For field visit we have to manage different things first. Field visit is the seasonal work. We are dependent on the season. We are dependent on the temperature, humidity, rain, wind. उरे लिएक हो थे बाखेगत नूगा वूगा लिएक वूगा थे सारी प चुए सुझा। ज़ट ओगे न चूल पाजग न लेट न से छ़ागा था दो बते बगा प्र्रण मिंद्त, अरट गर्थ आडा हो एक आद. learned or any kind ofICE government or any other organization we need that permit letter to visit any field work for this purpose we are writing a letter for to permit that field visit after that we will make all other arrangements we have to prepare the all kit  Tails required for the field wizard after that we will visit the field and at the field we will perform different activities we will collect the specimens we will note their abiotic factors like humidity, temperature, rainfall of that day and then longitude, latitude and micro, macro habitat of that all these specimens for this purpose you will prepare the data sheet for that visit in that data sheet you will write down the all abiotic factors for that field visit all the specimens that we will collect will be preserved either in the liquid or in the dry preservation both preservations are required this is dependent on the specimens there are different stages of specimens some stages are preserved in liquid and some are in the dry preservation after the field visit students will write the report of that field visit like any activity we have to report what we did on this activity what we did in the field work what we have collected and all other factors that were on that day that was present on that day so after the field visit you will write the report of that field visit in the report number 1 we have to count down the all the specimens how much specimens we have collected in the field visit how many are mature specimens mature specimens mean their gender male or female is defined how many specimens are immature like they are not defined either male or not defined as females so we have to count down the all specimens how much specimens have been collected in this field visit how many are male how many are females and how much specimens are immature are young ones because young ones specimens we cannot identify the young ones specimens to the special level because their gender is not defined immature specimens means male or female genitalia are not mature so specimens species identification we cannot perform we can only classify their family level general level but for the special level we have to study their genitalia and we cannot study the immature specimens to the special level so in any field visit report we have to report the record of different fauna for example if you have visited any vegetable field if you have visited cucumber field then you will record the fauna of all insects you will study leaves, stem, all parts then we will get different insects attack for example you will get aphid white fly different beetles larvae moth all the specimens we have recorded we will get on the ground other than insects you can also get snail so any insect fauna or other pests we will get in the report writing how many specimens have been collected what was the locality we have to mention the locality locality and habitat crop field for example micro habitat, macro habitat we have to record everything in the report writing we will explain the all day activities that we performed on that field visit we will report all the insect fauna all the pests that have attacked on that field so we will record all the insect fauna of that crop and then mention the how many aphid how many beetles per leaf how many larvae and which insect was most abundant which was least abundant so all these things were reported in the report of that field visit and all other abatic factor like their micro habitat, macro habitat locality, temperature each and everything both abiotic and biotic factor we will report everything in that report writing


All right. Good morning. This is Una Daly here from the Open Education Consortium, the community college branch of Open Education. And I'm very pleased to have Kathleen Amolo from the University of Michigan join us this morning for a primer on open licenses and intellectual property. And I have the pleasure of going over this presentation with Kathleen several times now. And it's really excellent. And there will be a recording so that you can share this with your colleagues. Just a few housekeeping details. We are using Blackboard Collaborate from the California Community College Systems today. And we want to thank them for supporting Open Education at community colleges in California and throughout the nation. If you haven't used it before, we want to point out that on the left-hand side of your screen is the chat window. And we encourage you to type in questions and comments as we go along in that chat window. And Kathleen and I will answer those as we get an opportunity. And we'll save the more difficult ones or the more complex ones until the end. And there is tech support available if you're having some issues. And I'll let you read the number there at the bottom of the screen. At this point, I want to invite you to introduce yourself in the chat window. Let us know what institution or organization you're with and your interest in OER. Once again, I'm Una Daley, the Community College Outreach Director at the Open Education Consortium. And I run these webinars on a regular basis. And I'm just thrilled to have Kathleen Amolo, who is the International Program Manager at the Office of Enabling Technologies at the Med Center at the University of Michigan. Kathleen, you want to tell us a little bit about your day job there and what you're up to this week? So I, 2008, back when I was a graduate student, and I've been working with them for this whole time. And one of the things that drew me to them was the fact that they were really interested in tying up an education to a lot of their global health efforts. And hopefully you can hear me okay. I'm actually calling you right now from Ethiopia, working with one of our partner institutions, which is a medical school that was started just six years ago. Wonderful. Thank you, Kathleen. And also on the line here today is James Glappa Grossclag, the President of the Community College Consortium for Open Educational Resources. James, do you want to say hi? James has typed in in the chat window, Kathleen wins the prize for the farthest slung speaker. And yes, definitely thank you, Kathleen, so much for taking some time out of your busy evening in Ethiopia to help people out with open licensing and how they might apply that in their work. Now, you know where Kathleen is from. I'm actually located in California, which is on the west coast of the United States. And I'd like to invite those of you out there in our virtual audience to tell us where you're from. If you pick up the little star icon in the middle of the screen toolbar and you can choose an icon there and drop it as to where you're located to show us. And I'm going to take the smiley face here and do Ethiopia. I hope I did that correctly. Oops. Oh, my gosh, it moved. It looks like we have folks from the east coast, northeast. Looks like we've got some from central east. And we've got them up and down the west coast of the U.S. And we've got some Canadian folks up in British Columbia, I think. And we've got Kathleen in Africa, so very exciting. All right. I just want to give a brief overview of the Community College Consortium for OER at the Open Education Consortium. For those of you who might be joining us for the first time. So we're a long-time organization now in Open Ed. The Community College Consortium was started in 2007. And our mission is promoting the adoption of Open Ed educational resources to enhance teaching and learning. Our overall goals are expanding access to education for all learners. And we work heavily with faculty by providing professional development and opportunities to collaborate with us at different conferences and educational events. And these webinars that we do monthly are part of our professional development series. And our focus is the Community College. So that's where we focus. But we work with four-year colleges and universities. Our students become your students as they transfer on in their educational journey. We now have over 200 colleges in 17 states and provinces who are part of our community of practice. And we'd love to have you join us as well if your interest is in Open Education from either a faculty or a student point of view. So getting to today's topic. Education is about sharing. And many of our Open Education visionaries have stated this. And so I'll repeat one of them, David Wiley, who says that faculty share knowledge with their students freely. Both through their lectures, their notes that they provide for students, and through instructional materials. And students share their understanding with each other, with the teacher, et cetera. And faculty share with their colleagues, I think, in the best of all cases. And so Open Licensing is one of those enabling technologies and also legal frameworks that makes that possible. And of course, that's the topic for today's talk. And not to take away from Kathleen's. I'm just going to give you very briefly Open Licensing means for an educational resource. It means that it's free to access online, free to print. Kind of the four rules of Open that we state often are reuse, revise, remix, and redistribute. Which are very powerful capabilities, which are not available with just free resources. So that's why an Open License is so much more powerful than just a free resource. And finally, Creative Commons is the primary way that educational resources are released under an Open License. And this is where an author chooses to license a version that can be shared by others without asking direct permission. But that author retains the full copyright. So that was just a very quick overview. And at this point, to get all the background information and the details on that, we have Kathleen O'Molo once again who is at Open Michigan and works directly with faculty on a regular basis to share their resources. So, Kathleen, are you there? Yes, I am. All right. So, Edith, do you want to go ahead and advance to my second slide? All right, I'm just going past your overview slide. Great. So, as I mentioned, I joined the OER activities at Michigan in 2008. I was a graduate student. And when I joined, I joined as a volunteer to help the faculty publish this course as an open educational resource. The Open Michigan initiative started around the same time with two primary goals. One, to sustain a thriving culture of sharing knowledge at the university. And two, to provide and develop a comprehensive collection that would provide public access to the university's scholarly output. And one thing that really attracted me to the field of open education is that it expands one community of peers, learners, and teachers. Now, let me talk a little bit about this. And for me, with open education, there's a much larger common pool that people can draw from. And also, which is really important, one to which they are also empowered to contribute back to by collecting information from the community. They are also empowered to contribute back to by customizing their learning experiences for their own context. So, it's not just about the content. It's about the connections to potential collaborators and to different mindsets. Now, I should probably start by admitting that prior to my role at Open Michigan, when I heard people talk about copyright and other types of intellectual property, I tended to zone out. I thought it was not relevant. I didn't think it was interesting. And I thought it was needlessly complex. Kind of unintentionally, as a byproduct of my work with Open Michigan, I became a sort of copyright guru and actually copyright nerd when I talked about copyright for fun. And now I appreciate its relevance, its purpose, and have learned a number of approaches to simplify how to explain it and how to follow it. For our talk today, I want to focus on four things. One, how copyright affects you as both producers and consumers of educational content. And how that differs between the classroom and outside the classroom. Two, explain the purpose of intellectual property and the different types you may encounter. Three, define the characteristics of open content such as open educational resources. And lastly, explain the motivations and mechanics of open licenses as a method of sharing and contributing content. And finally, I want to start with slide three. I wanted to begin with some interactive exercises and trivia. In the Blackboard Collaborate panel, around the left, near the top above the listed names, you'll see some icons. At least the ones for questions is a check box. So you can express yourself if that's wrong. And I have five questions which are a mixture of yes to no and multiple choice. Yes, that's a good. I decided four. Good. All right. So we're all set for our trivia. First question, yes or no? Any presentation slides that a person would use in the classroom they can also publish as an open educational resource simply by posting them online. All right. I don't know if you can see this, but we've got four yeses and six nos. All right. In this case, the answer is no. And the reason for that is your classroom is considered a closed audience for enrolled students. So this means you allow certain exemptions given the nature of the youth, the fact that it's educational purposes and for a restrictive audience. So a lot of times when you create content to teach, you take images and content from elsewhere, you take the text books, images you find online, or kind of content that was inherited from a faculty member who taught the course before. This is copyrighted content that you can use in the classroom that you cannot publish or share in a public space. You need to get permission for content that's not created by you before you share it publicly. Next question, five, five. What can be equalities of open content? Are you going to read that, Kathleen, for people who might not be able to see? Oh, sure. So I think everyone can read it except for me. A, free to access. B, publicly available. C, terms of use that allows copies and adaptations. D, both A and B, so both free and public. E, A, B, and C, free, public and with terms of use that allows copies and adaptations. All right. Do you want to know what the winner is, Kathleen? Sure. We have 13 that said E, and then we have a handful for D and A and C. C, A, and C. Well, this is actually kind of a bit of a trick question because some organizations have different definitions of open. However, the most commonly accepted definition is E. The content that is free, public, and licensed with terms of use that allow copies and adaptations. Next question, which of these is necessary to copyright a work? A, publication or sharing publicly. D, including the copyright symbol, the C with the circle around it. Option C, actually registering with the copyright offers. Option D, both including the copyright symbol and officially registering. Or E, none of the above. All right. The answer with the most votes is E. And then with D, following close behind. Well, the correct answer here is E. Copyright is automatic. You actually don't need to register with the copyright office. You don't necessarily even need to make it public through some form or digital publication. And you don't need to include the copyright symbol either. Technically, you don't even need to include the author's name. There are several reasons why it's helpful to include these things. So you can actually track how work is being used. Technically, none of these are required in order for something to be copyrighted. Which brings us to a follow-up question. Slide seven. If none of those previous characteristics are required, which of these ones are? A, tangible format. C, demonstrates efforts. C, possesses creative expression. D is unique. Or E, both A and C. They're both tangible and creative. All right. This one was a little more divided. We have E got the most votes. D got the next and then A. A little difference of opinions there. Well, this one I think is one of the toughest questions in it. It was one of the hardest things for me to understand when I started. The answer here is E. So it needs to be both fixed and tangible format and creative. So it needs to be tangible in some way. That means it should be recorded, sculpted. You can touch it, written down. You can touch it or drawn. So copyright does not apply to things that are not somehow tangible. So for example, a conversation or a speech that is spoken. But is not recorded via audio or video. And it's not transcribed. It's not actually copyrighted because there's no tangible record of that speech. Now for creative expression, it means that in order for something to be eligible for copyright, it needs to have some minimum element of creative expression. So it can't be something that is very standard or even, it cannot be something that's abstract. So for example, a mathematical formula or a chemical representation, a really basic stick figure, the table of just numbers, or a list of range in an obvious manner such as by date or by name does not have creative expression. And therefore would not be eligible for copyright. Now I want to talk a little bit about why it's not the other one. The uniqueness is tricky. Something maybe unique and not creative. It's also theoretically possible to have two similar works that each have copyright if they were created wholly independent of each other. Effort is also not one of the requirements. Something may involve a lot of effort, so not necessarily be creative. For example, organizing lists of names and contact details alphabetically such as the white paper in a phone book is not eligible for copyright even though it is labeling type. Now on to slide eight. Copyright is actually a bundle of five rights. The person who owns the copyright has the exclusive rights to control these five things. One is reproduction or copying. The second one is the ability to control derivative works or adaptations such as translations or other modifications to the content. That person also owns the right to distribution so that they're allowed to control whether or not it's contracted out to a publisher and what channels it goes through. Other rights that they include, other rights to publicly display something such as to display a work apart in a museum. And the right to publicly perform a work such as a stage performance of a player musical. Now on to slide nine, which is our last review question. Another term that you may have heard during copyright discussions is public domain. What do you think this term means? Is it A, publicly available information? B, something that's not under copyright and is therefore no rights reserved? Or is it C, both A and B? Well, maybe I'm the only one who had trouble with that one. It looks like C1 with 16 votes. But B came in at eight. So that was another one that was popular. If I had answered this a few years ago, I would have said B. That was the only way that I have heard it for a long time. But it's actually C. Both of these meanings are very common, not only in the US, but actually in different countries and different jurisdictions. So when I will talk about public domain and the rest of this presentation, I'll be talking about it in the copyright sense, which works that are no longer under copyright. And later on, I'll go into the different reasons why something may not be under copyright and why it currently falls in the public domain. Now on to slide 10. So far, all of my questions and discussions have been about copyright, which is just one of four different types of intellectual property. As I mentioned, copyright applies to tangible works with some element of creativity. Copyright protects the expression to not the underlying idea. Trademarks, on the other hand, apply to phrases, images, or files associated with a particular brand. Their symbol of goodwill on our views in business or commerce. And their protection is based on the distinctiveness of a brand within a particular market or gene graphic engine. Patents are another type of intellectual property, which most often are used for such inventions. But more generally, they refer to designed processes and practices. Trade secrets, the fourth edge of intellectual property, is always one that I found a little fascinating. Because for those, they're kind of like patents in the sense that they're, generally, referred to processes or recipes for products. But the only way to protect those is if they're kept secret. So if any, if ever a trade secret were released, they would actually become public domain. The first three types of intellectual property, copyright trademarked ties, were all created to encourage people to share and promote knowledge. In exchange for granting creators exclusive rights to their creations for a limited amount of time. Number 511, when you create your content, what is your intent? And how do you communicate that to your audience? Slide 12. As I mentioned, by default, if you don't include anything whatsoever on your content, it's going to be all rights reserved, which will severely limit you. This means every single time someone wants to use the words, they technically have to go back to the copyright owner to get permission. Slide 13. What open licenses do is they reduce that transaction cost and essentially change the terms of use from all rights reserved to some rights reserved. When using an open license, the author or copyright owner retains the copyright to their original work. It gives other people permission to copy and distribute the materials, provided they get credit and attribution, and under several other possible conditions. With open licenses, you are giving permission in advance for some reasons, while still keeping the options for people to contact you for permission for other uses beyond that. Slide 14. I read a really good article last year that talked about this kind of tent and spectrum between giving permission for some uses in advance, like you can do with open licenses, and requiring each permission request to come to you, like it does default with all rights reserved. If your goal in creating a certain piece of content is to influence others and to build authority and reputation for your expertise in content, then open licenses can be a very effective way of scaling that. If your primary goal is monitoring a game, then all rights reserved may be a better option for you, so that you can try as much as possible to track every single use. It's important to note that you need a certain level of authority and influence in order to attract paying customers. This, I believe, is one reason why we see a number of hybrid models, where a subset or excerpt of a collection is shared freely under an open license, and other parts are shared as all rights reserved. Slide 15. Then all rights reserved or a circle with one to name is a default. But as slide 16 tells you, some rights reserved is a very easy alternative that you can use, and one of those alternatives you can use is Creative Commons, where you can do a circle around it. Slide 17. Open licenses enable others to make marginal improvements or enhancements and to build upon your work. So this includes revisions and remissions. Slide 18. You can also duplicate it and copy it. Slide 19, which is something that I'm really feeling today, it allows me to share something online, offline, kind of semi-connected digital format, and this is something that has been really essential to act as we've been working with our partner universities overseas that struggle with either consistent or affordable internet access. Slide 20. Open licenses also enable translations into other languages or other formats, as well as a number of other transformations. Now, I'm slide 22. Some of these transformations can include things like converting something that was designed for sharing on a desktop computer. Slide 23, taking the same content and adapting it to share on mobile phones. Now I'm on slide 24, and I'd actually like to take a pause right now to see if there are any questions up to this point. Well, Kathleen, you've been getting some appreciation for the content that you're sharing about, I think particularly James here mentions that I appreciate the lack of judgment in this description. The choice of license depends on your objective. And Quill agrees with that. Mary Burgess from up in British Columbia at the BC campus. She said that she's finding this super helpful. And I'm repeating this because Kathleen doesn't have access to the chat window at the moment. So I just let her know that she is being appreciated even though she can't see it. Thank you. And I particularly- Are there any questions for me? Let's see. All right, Quill says this is by far the most down-to-earth description of intellectual property that I've heard in a long time. So I think you're being very clear. We don't have any questions. And I just wanted to repeat one thing from one of your slides where you said that restricting access to your content reduces your ability to build your authority in your field. And I think that is something that really is an important incentive for people to openly license. Do you have any examples from the medical school about licensing that you'd like to share? Well, I have one in particular that I'll talk about. That's an example of a hybrid model where there's default Creative Commons license as well as in parallel another list of uses that people can use. In terms of other examples, I would say we don't have one license for all of our resources we let the authors who for the most part are the ones who own copyright decide which license they want to use. And in general, we prefer licenses that allow people to create adaptations. So I'll talk a little bit more about that later. But for us, we really want to encourage people to be able to adapt it to their different contexts. OK. And when you're talking about that, Kathleen, you mean the University of Michigan and its partners. James did have a question. He said, how do you define publicly accessible? That's a very good question. Well, one of the definitions that we use for open content is that anything we have that's shared under an open license should not be behind any sort of login. So for us on our page, we don't even require free login. We want to reduce any technical barriers to accessing content just like we reduce legal barriers by using open license. So the first thing that we do that is we put it on our institutional website. But we also try to promote it as far and wide as possible by working with other search engines like OER Commons, by working with Willow, by working with some of our partner organizations like the Open Education Consortium, and also by sharing our content with other partner institutions who want to make it available locally through their local area network. OK. And Quill says, three cheers for ease of access and lack of logins. Good summary. Yes. Shall we move on to slide 25? All righty. So licenses are essentially contracts that let other people know how they may need a copyrighted work. With licenses, the copyright holders may keep their rights under number five, but then they license any one or any combination of those rights to other individuals or groups. They can sign over all of their rights, but they can kind of distribute them however they want to different audiences. Now on to slide 26. Creative Commons are an example of what we call public non-excludable licenses. So this means that things that are openly licensed to Creative Commons apply to the general public anywhere in the world and that they may exist in parallel with other terms of use for the same work. With Creative Commons licenses, there are four possible conditions that you may choose from, and you can mix and match these four to create six different licenses. One feature which is common to all of them is attribution, or the moral rights to be named as the author of the work. And the attribution clause is often referred to by simply d-y or by or the little person icon. Now on to slide 27. Another option you can choose is non-commercial, which is the currency symbol with a line here, or often abbreviated as NC. Non-commercial at its most common interpretation means that you cannot sell the work for a profit. There's actually a broader range of these interpretations, and if anyone's interested, I'd be glad to point you to some studies by Creative Commons. But essentially, the range of interpretations go from non-commercial means that no money whatsoever can change hands to a more progressive interpretation at the other end, which allows people to charge money as long as they're only doing it to recoup a new cost and not generating any profit. Now on to slide 28, which is the share-alike option. And for me, I think this is one of the hardest ones to understand when I started. Share-alike, which is often abbreviated by either SA or the counterclockwise arrow. This is called a viral clause. It means that any adaptation or any translation into another language, any remix into a different medium or format for anything that directly builds upon and is integrated with original works has to adopt the same exact license. So if, for example, I had chosen this clause for this presentation, and someone who is bilingual and speaks Spanish wants to translate into Spanish, they would have to license their presentation under the exact same license. And if someone wanted to translate into that into another language, they would have to keep the same license and so on. So slide 29 includes the fourth and last condition you may choose. And you can either choose share-alike or you can choose no derivatives. And no derivatives or ND, abbreviated with an equal sign, gives people permission to copyright or distribute the work, but only if they do not alter it anyway. So it means no excerpts, no edits, and no adaptations. Of these four licenses, the CC BY or attribution only is the most flexible. It's the one that we use as a default at Open Michigan. A few years ago, CRETA Commons had a group called CC Learn that focused on open licenses and education. And one of the things that they developed was a handout which explained why they thought the CC BY license should be the default license for OER. And at the end of my presentation, I'll include some links so you can go and look at that document. Kathleen, we had a couple of questions that are answered right now. Is that okay? So this question was from Mary Burgess, and I think it was applying to the share-alike clause. And she asked, does this apply to the creation of new content, not just translations? The short simple answer is yes. So if you say, for example, someone wrote a paper and you wanted to turn it into a book. And you took their work and expanded into something much greater. That adaptation of it would still invoke the share-alike clause. Okay, so any revision to content that had a share-alike clause would need to have the same license on the revision. Yes, that's a very good way to put it. And that Quill also typed something in to the chat window, which I think people sound helpful. Maybe I'll just get really quickly. Recently, someone told me that Creative Commons said that share-alike license is applied only to the part of the new work that uses the original work. This is new to me. I think the concept is that if I modify a picture with an SA license or a share-alike license, the new picture has to be share-alike. But my overall slides don't have to be share-alike, even though I include this picture. This is one of the things why I like talking about this stuff, because I can go from the simple version to the more complex to depend answer. And that's a really good example about if you edit an individual image and you revive the image that is clearly a derivative and invokes the share-alike clause. Now, if you are looking at my presentation and the images, you may have seen that I had some share-alike images. But my presentation itself does not include the share-alike clause. And the reason for that is that when you're putting together something like a PowerPoint presentation, the images actually become part of a collection that creates the presentation. And if you're building a collection, the share-alike clause is not necessarily invoked, because you're not revising the content necessarily. They're including as part of a collection. Great. Thank you. Thank you for that, Kathleen and Quill. Next slide. So slide 30 is an example of a custom license that one of our open textbook authors used. So what I wanted to show you this example is that by default, he selected a Creative Commons license, and he chose the Creative Commons attribution non-commercial share-alike license. As is default, which he included at the beginning of the book. But he also included a list of license exemptions as an appendix at the end of the book. So slide 31 shows you what some of these exemptions are. So in addition to the general Creative Commons license, he gave instructors permission to print some or all of the book for their enrolled students, and they could do it for either commercial or non-commercial usage, as long as they provided attribution. Another additional new T-loud was allowing translations into other languages, which could be in their for commercial or non-commercial usage. And that could be done as long as the translations were licensed under an attribution share-alike license, so that those translations could be shared back with the community. And then slide 32 tells you how he concluded his copyright detail. Lastly, because he still retained copyright, even though he was using these other open licenses, he encouraged people to contact him if they wanted to use some or all of the book for any other use than the ones that he had clearly already stated. Now on to slide 33. For a little bit amount of time that I have left, I want to talk about ways that you can simply integrate open licenses into your work. And on slide 34, you'll see four basic steps. The first step is to select a Creative Commons license that works best for you to use other openly licensed works in your work. So anything not created by you should also be openly licensed. Third, properly attribute the authors of those other works that you broke upon. And fourth, and fourth really key, make sure you ensure your work at the end so that other people can actually have access to it, use it, and adapt it. Slide 35 gives you an example of how you can openly license your work. Just like you don't need to register in order for something to be copyrighted, you don't need to register in order to openly license something. All you need to do is include the license name and link, the year of creation, and the copyright element. And this license information should actually be included on the file itself so that in case someone downloads it, they still have that information readily available. One thing to point out on this slide. You may see that I'm listed as the author, but the copyright owner at the very bottom is actually the regent of the University of Michigan. And at my institution, the default is that the institution holds the rights of the copyright to works created by its employees. You have some exceptions at my institution, which are faculty works, works authored by librarians, or student works created for academic courses are all owned by those individual authors. And this kind of copyright ownership will vary by institution. Slide 36 shows you examples of how you can do attributions within a page. The main thing to remember when you're building on someone else's openly license work is to include the author, to include the title, to include the source, ideally the name as well as the link, and to include the creative comments or other open license information. This can either be done within the page or slide 37 shows you how it can be done at the end of a presentation in a style similar to endless. So I'm on slide 38 now. And what I've tried to do so far is give you a high level overview. But if you're interested in some additional training and practice, slide 39 provides a list of resources developed in Michigan over the past few years. So if you're interested in diving a little deeper, I encourage you to look more at our DTRIB program, which is a model we created for a distributed way of creating open educational resources. It's actually what sparked my interest in OER back in 2008. And one of the things that I spent a lot of time on in terms of facilitating and refining at open Michigan. If you go to this link here, the open.umich.edu, you'll see a number of our templates for how we train others to review materials for both copyright, product endorsement and trademark, and other privacy issues before it can be shared publicly. We also have the course up on the school of open, a number of guides, and even a paper-based activity that takes you about 45 minutes that you can use to train others to simplify the process of walking through how to do copyright clearance and how to attribute openly-liked content. And this process is actually what we've been using for several years to get people new to copyright, new to open educational resources, and in some cases just new to digital publishing, up to speed on the basic things that they need to consider before they share something with a massive or a public audience. Slide 49 is an example of one of the tools or templates that may include as part of this grant training. So this is something we include as the second page of all of our published works, and it explains why we chose to keep certain interviews or other content. And we may choose to keep it because it was clearly created common license or under another open license such as the new free documentation license, which is the legacy license from Wikipedia. It may keep something because it's public domain, and it could be public domain because the work is old and had a copyright term that expired. It could be in the public domain because the copyright holder has actually given up all of their rights and dedicated to the public domain. Or in the U.S., something may be in the public domain because it was authored by the U.S. federal government. There's also a category at the bottom. You can see that we call Make Your Own Assessment. And those are resources which are not clearly licensed, and we don't have explicit permission, but there are other reasons why we can use them in our work. And it may be because it's ineligible for copyright, and that it shows no elements of creative expression. So my example earlier of a standard representation of a chemical form would be something that's in that category. Occasionally, it may also keep something under for you if it's been established to be standard practice that are used to be fair, such as including a thumbnail or screenshot as an illustration example accompanying text. So finally, the takeaways that I hope you got from my presentation now here on slide 42 are that all rights are reserved to default, and you're allowed certain expressions to use all rights reserved content in the closed restricted audience of a classroom. But once you share it publicly or with a massive audience, you need permission. And what open licenses do is they allow you to use, exchange, and remix educational materials both legally and globally. So the key that I hope you take away is that what you create is relevant to others. So by incorporating openly licensed or public domain content into your work and licensing your work, you can amplify the visibility and impact of your creation all while keeping your copyright and all while being attributed. So now I'm onto my closing slide 43, and I want to thank you very much for your attention today. You can see here our email address as well as our website, how you can connect on Facebook, and you can also download all of my slides as well as a video I have on my speaker notes for today. So I think we have about eight minutes or so for questions if you want to open it up. All right. Thank you so much, Kathleen. So in working with Kathleen this last week, she very graciously agreed to do a YouTube video of this presentation in case our internet connection and phone lines didn't work from Ethiopia. So I will put that link in if Kathleen doesn't. I've got it here someplace. Oh, yes, there it is. So once again, you can share this video of this presentation with your colleagues immediately. So thanks so much for being with us today, Kathleen, and sharing all that great information and also for providing that video immediately. We, of course, always archive our webinars as well and they'll be captioned, which is nice, but it takes about a week, so this is really simple. I'm just going to finish up here with slides. I'm from the Community College Consortium. So once again, the Community College Consortium provides webinars and workshops on finding and adopting open textbooks, understanding open licenses. Thank you, Kathleen, for helping us with that today. Online accessibility, faculty and student surveys, and overall access to our community of OER practitioners and experts. And we had over 40 folks from our community on today. Please let me know if you would like to join our community, our online community, by sending me an email. And I just put my email address in there. And stay in the loop with us. Here's a couple of upcoming conferences. We'll be filling more of these in over the fall, but we have one in San Diego, California, coming up in mid-June, which is our California Community College Online Teaching Conference, an excellent conference for those of you who are active in online or would like to get active in online teaching. And we'll be doing several presentations there on how to find and adopt OER. Also, hope to see everyone at the Open Education Conference in November. Once again, we meet monthly on a more informal basis. Our next meeting is next Wednesday, where community members come together, ask questions, and present their projects on a very informal basis. And our webinars will restart again in the fall. So we hope to see you either over the summer or in the fall. And now I have put both Kathleen and my email address in the whiteboard. And we are open for questions for the next five minutes. While we're waiting for questions to come in, let's see. We've got one from Kathleen here. Kathleen, this is from Cynthia.  Well, I already gave her permission in advance because it's Creative Commons Attribution License. Great. So that would be wonderful. If she captioned the YouTube video, please send them to me. So I will upload them to our YouTube channel. Yeah. So Kathleen, we can talk about that as well, because we will caption the live portion of the video as well. OK. Super. And let's see. Amanda says, can you describe the difference between attribution and citation? Is she like a librarian? He corrected us on our use of this a few years ago. He was a librarian. Well, we have this on our website. And I'm actually starting to think that's online right now. So I can't pull up the official version on our website. I can go to open.unit.edu slash share slash view, I believe. You can see artistation of it. And how we learned about the difference is that citation refers to a very sort of scholarly form of acknowledging someone else's work. So it would be something like note that ILA or MLA format important to consider resource like an unknown form. And attribution is much more informal. So attribution generally just refers to acknowledging who actually created another work. Great. Thank you, Kathleen. We also had a librarian from the state who piped in and said almost exactly the same thing in our chat window. So thank you for that. OK. Good. I'm glad I mentioned her. OK. And I've been reminded. And I'm very pleased to say that the University of Michigan is a sustaining member of the Open Education Consortium. And we're very grateful for their support not only this morning, but on an ongoing basis to help us promote open education throughout the world. So please take that back with you, Kathleen, to your folks. One earlier question I saw, which I think scrolled off the screen now, but someone asked if you could just explain one more time the difference between share alike and no derivatives. Well, when you're choosing to create a common license and you can combine those four to create six, you never actually have a combination that includes both share alike and no derivatives. Because what no derivatives does is it tells people they can copy it. And they can either copy it for commercial uses or non-commercial uses, depending on it, whether or not the NC clause is mixed in there. But all this is just copy it. They can't actually revise it or make any other monstrous issues for content. And what share alike does is it allows people to modify the content. But it means two modifications that they make have to keep that same share like clause within it. So if something starts with an open resource and someone else builds on it, it keeps that share like license and everything will happen. Thank you for that, Kathleen. Are you still there? You know, I appreciate Kathleen's explanation. I didn't actually realize. I think I forgot that you can't have ND and SA on the same license. So thank you for that. I think we lost Kathleen. So unfortunately, we're just about at the end here. Kathleen says, sorry, call just stopped. I got that over Skype. So I want to thank Kathleen once again for an amazing presentation today. And I want to thank all of you for coming. I hope you have a wonderful summer and we'll see you early in the fall with our webinars restarting. If you have any questions that didn't get answered today, please do contact Kathleen or me at the email addresses on the screen and we'd be happy to either answer those or direct you to folks who can. So thanks once again. I appreciate your time this morning. And I'll turn off the recorder.


Journal House is I think the probably the most holistic manifestation of at least the Wall Street Journal brand in an event. So this is the second iteration of Journal House. The first one was in Davos where we built similarly a two-story structure right in the middle of everything and it was an opportunity for us to bring together our CEO members, our sponsors and our editors and in some ways bring the journal to life. It was incredibly successful for us there and so the decision that was made to expand and extend the franchise, the Journal House franchise and this is the Journal House number two in Cannes where we're effectively doing the same thing but for the CMO community. This is really more you know if the newspaper, if the brand were a place and a space sort of how would it feel and what would it look like and I think this does a really elegant job of that. Events are important for a number of reasons for us. Number one it's a growing revenue stream both in terms of consumer revenue and advertising revenue through sponsorship. I would argue you know our digital ad business which is growing is in part predicated on the equity and the sort of authority that we have because we have also physical manifestations of brands. You see it in it you know with retailers too where most of their sales are coming online but they have the store on Fifth Avenue because it sort of it makes them resonant and I think events can serve a similar purpose to what sort of physical media has done in the past. It's a way for our brand to be tangible. Over time there are going to be fewer people who read a physical newspaper. It's important to maintain tangibility.