Judy Ruttenberg, the floor is yours. Thank you and welcome to the ARL webcast on Transforming Liaison Roles in Research Libraries, based on a recently released report in the New Roles for New Times publication series. My name is Judy Ruttenberg and I serve as program director for the Transforming Research Libraries Strategic Initiative at ARL, which sponsors the report. New Roles for New Times identifies and delineates emerging roles, highlighting early experiences among ARL's member libraries and developing new roles and in the deployment of new services. Touring the websites of ARL libraries, I found that liaisons are described with fascinating variety, some as partners or consultants broadly integrated into research teaching and learning activities, and others specifically focused and skilled in areas such as knowledge management or mobile technologies. This is clearly an area in the library undergoing transformation and a reflection of new kinds of research and new pedagogies within our institutions. We are very pleased to have with us today the authors of Transforming Liaison Roles, Karen Williams, dean of libraries at the University of Arizona, and Janice Jagaszewski, director of the Health Sciences Library at the University of Minnesota, as well as three expert reactors from the ARL community, Barbara Dewey, dean of libraries and scholarly communication at Penn State University, Catherine Sainer, associate dean for research and learning services at the University of Utah, and Greg Grashke, associate director for collections and scholarly communication administration at North Carolina State University. Karen and Janice will start us off by highlighting the findings from their reports, and our panel will each have a few minutes to respond. Please type any questions you have in the chat box, and I will monitor them to pose to our presenters. After the webcast, a recording will be posted on ARL's YouTube channel. If you are following us on Twitter, we are using the hashtag liaison roles. It is my great pleasure to turn the mic over to Karen and Janice. Thanks, Judy. This is Karen Williams, and I am going to go first. And I do want to offer one small correction to some of the publicity that I saw about this webcast on the front end. Something I read said that we did extensive interviews with institutions for this report. And I guess that's true if you think of five institutions as being extensive. This was not intended to be a really in-depth research report. The new roles series is about what's new and what's emerging. And so we did actually do structured interviews with five institutions. These were phone interviews, and they were each about an hour long or maybe a little bit longer. And then we added our knowledge of what we were doing at the University of Minnesota where I was at the time, and then drew on actually extensive conversations with colleagues. You can say that with truth, but what I can tell you is that academic librarians everywhere are grappling with these questions around new roles. I am convinced of that. And I want to take a second to say many, many thanks to the institutions who participated in the structured interviews with us. And you see them here on the screen, Duke, Guelph, MIT, North Carolina State, and Purdue. We came up with what we thought of as six trends, and there conceivably could be more trends in this, but we were trying to group things that seemed like as we go forward. So first of all, we take a look at, oops, I'm sorry, and I have actually just advanced too many slides. I'm going to try to go back one. The work of what we've traditionally been called public services librarians or reference librarians or bibliographers has been shifting for quite some time. But suddenly, like much else on higher ed, it feels like we're now moving in the fast lane. And there are days when I feel like I'm on the autobahn and I can't ever slow down. Technology has certainly played a significant role in this, changing the ways in which scholars create and disseminate their work and the ways in which they teach. Content is everywhere, and neither scholars nor students think of libraries as the be-all and end-all of the information universe. Janice and I started actually working on this a couple of years ago, and since that time, much has been written about libraries moving away from a collection-centered model to an engagement-centered model with increased emphasis on services. And in order to thrive in this new era, and I mean not just survive but actually thrive, we've all begun thinking about how we redefine our roles and what our universe is going to look like going forward. So the first of these trends that we came up with, I'm going to quote Cara Watley from NYU who made this statement when she and I ran a panel together a few years ago that we're moving away from the tripartite definition of liaison work as collection development, reference assistance, and library instruction. As we go forward, our work is increasingly less about what we as librarians do and more about what our users do. And ultimately, our goal is to make them more effective and efficient and to enhance their work from start to finish. And in order to do this, we're trying to find ways to free up liaison time to focus on new and emerging needs. So let me be very clear about one thing, because I think when we talk about collections, people sometimes think what we're saying is that collections are not important going forward, and that's not at all what we're saying. Content is still vitally important to research, teaching, and learning. But what's become different is that our scholars no longer think of themselves as being largely restricted to the content owned or licensed by their home libraries. So at Minnesota, for example, in a recent reorganization, the newly created division there is called content and collections. And here at Arizona, the collections budget has been known as the information access budget for well more than a decade. And I think these changes represent a refocusing within our organizations or a recognition of our new context going forward. So under new approaches to collection development, I'm not going to say too much. Many of us are using approval plans much more than we used to, and we are experimenting with demand-driven acquisition or patron-driven acquisition, whatever you call it at your place. And increasingly, we're taking a look at the idea of collective collections. And I'm not going to say much more about that, because I think Barbara is going to talk about that point. The service points, our clientele really should not need to understand how we're organized in order to access our services. And many of us for years have run parallel service points, one being a circulation desk, for example, and one being a reference desk, sometimes within sight of each other, but offering very different services. And students are often confused about where to go when they need help from us. So one result that we're seeing is merging of circulation and reference desks and sometimes even other service points in order to provide better service to our students and faculty. And another one is partnerships with other campus units that bring together a collection of services that students might expect to use in tandem. And I say students because I think for most of us it's true that the students are making much greater use of our physical spaces these days than what the faculty are, although some of us are bringing those services together in the virtual world as well. We're also recognizing that highly trained staff rather than librarians at service points can generally deal with something like 90% of the traffic that comes in that way. And so we supplement that with a robust referral system. We've made greater investment in online resources, things such as live guides and screencasts, and this is in response to our ability to anticipate recurrent needs and create things that will deal with them on the front end. And then last but not least, we've got liaisons available to provide the more advanced one-on-one in-depth consultations when we need them. We're addressing the scalability of instruction and recognizing that our modus operandi of invited guest lecturers really is not going to extend our reach across the curriculum, and we need to do that. If our goal is to graduate more students who are equipped for the workplace or for grad school, we've got to find new ways of integrating into the curriculum better. And then last but not least, we're seeing a trend where librarians are moving away from traditional supervisor kinds of roles, such as supervising one or two staff or running branch libraries. It's less about gaining traditional management experience and more about building relationships and to lead laterally or learning to lead from within. And this means that even those of us who don't have positional leadership are serving in leadership roles on our campuses. The second trend is this idea of a hybrid model between liaisons and functional specialists. And this is a recognition that we were increasingly asking liaisons to master an ever-extending skill set and knowledge base, sometimes beyond the point at which individuals could feel like they possessed any sort of level of expertise to be able to help people. And so one of the models we're seeing emerging is that we're supporting these liaisons with functional specialists. So the liaisons still support certain departments or colleges, and they might learn things up to a certain level, like they'll learn the basics about copyright, for example, but when they have more in-depth needs, they consult with one of these functional specialists. Some places like Guelph and like Arizona have moved away from the liaison model and are pretty much functioning in a specialist-only model. And in those two instances, that was brought about largely by budget cuts and a reduction in staff, but some people are experimenting with this in other ways as well. And then moving on to trend three, the point that I want to make with this one before I turn this over to Janice is the fact that we truly are defining, occupying, and redefining new roles sometimes simultaneously. And I think that we need to understand that the needs of students and researchers are changing quickly, and we need to be flexible and able to respond to that. And so I really encourage us not to get hung up on trying to fully define these new roles before we move into them. To highlight things, we have to be willing to do some rapid prototyping with the understanding that some of the roles may not pan out as we think they will, and then we walk away from them if they don't evolve like we thought. The majority of these services, for example, we're redefining research services, and the majority of these I think will be conducted in partnership with other campus units or even at other consortional, regional, national, international levels. The liaisons bring expertise to the table, and our campuses bring expertise as well, and we pull this together to create virtual organizations or highly coordinated partnerships on our campuses. But I will note the last thing here, that librarians often bring something else which is very important. We have a very broad campus view, and we frequently serve as a conduit between scholars, IT staff, and other campus professionals. I was recently at an ARL gathering, and I heard James Hilton from Michigan describe us as Switzerland. We've heard that before. He introduced this concept by noting that librarians often represent engaged neutrality on our campuses, and I think that's kind of a lovely way to think of ourselves as being neutral partners, perceived as non-threatening by many, but very actively engaged in what's going on on our campuses. So that was my short summary up through trend three, and now I'm going to turn this over to Dennis. Thank you, Karen. So our fourth trend that we've observed as we talk with our colleagues is that no liaison is an island, and what we meant by this is that really libraries must support and reinforce our liaison roles with many other things, and that includes renovated and repurposed spaces. As we were talking to people, certainly libraries have had learning comments for quite some time, but we also had conversations around research comments, supporting the idea of liaisons being very much involved in the research process. We also had conversations around the idea of an informatics comment. Certainly, as Karen has just been discussing, we have colleagues with specialized expertise who support our liaisons, and that may be other types of librarians, it may be IT staff, a wide range of people, metadata strategists, a variety of people that we work with, the liaisons work with. Certainly, there needs to be a strong institutional capacity for technological support that technology is really changing everything that we're doing from e-learning to supporting e-science. Some other examples in the conversations we had were at NCSU, they have a brand new library, and they have data visualization facilities. They have a game lab for computer science, design and humanities, some very interesting things that are being done elsewhere. And trend five, as Karen was just mentioning, collaboration is key. As these new models are emerging, we are not doing anything on our own, and certainly, we're looking for partnerships at every level, so that happens within the library, between library staff, again, no liaison is an island, among library divisions, across campus units, and of course, among institutions. So many of our initiatives require incredible resources. I think when we talk about collaboration, what we heard was that it was very important to have clear roles and responsibilities. I know here at University of Minnesota, we've been talking about areas in which the libraries have primacy. Where do we have primacy? Certainly around content and digital content and how that is integrated into e-learning, how it supports research. Also, we're recognized for our copyright role here on campus. And as we had conversations with our peers, those areas emerged as well. Then we talked about areas in which we might have partnerships, and again, defining roles. And then we're areas where we may not have a stronger role as we originally thought we might have. So it's been interesting to observe the conversations around e-science. And one of the people we talked with in our interview said, a library-centric approach to e-science is doomed to fail. That we really need to recognize and carve out what's our area within the libraries? What's the IT area? What's the role for the university's office of research and any other units? And we all have to be working toward mutual goals. Certainly, we need to know what our colleagues and other units are doing so that we can implement a strong referral system in this collaborative environment. And as I already mentioned, increasingly interdependent with other units on campus. And our, whoops, I skipped, I skipped somehow way too far. Sorry about that. I don't know what just happened. And six, that is our final trend, that really we need to create, and libraries need to create and sustain a flexible workforce. And among all of the people that we interviewed, the same ideas came up, that we need a combination of expertise, that may be subject expertise, that may be technological expertise, but we also need to combine that with soft skills. And so there was quite a discussion around the capacity to cultivate trusted relationships. We need liaisons who can engage and thrive in the messy and ambiguous. Karen said we're defining our roles and redefining them as people, as people are actually trying to carry them out. We need liaisons who possess systems thinking, who can really see the big picture and see where all the parts fit together and how they need to work and collaborate with others. We cannot, we talk about research and learning as if they're two different things, but there are so many connections, and they feed into one another, that we need liaisons who see those connections. And of course, they need to be politically savvy. They need to be able to solve problems, resolve conflicts, and have strong leadership skills. It was very interesting to talk to those that we were interviewed around different programs that they've developed to try things out and to give new people opportunities to develop expertise. So at NCSU they have a library fellows program, which is a two-year appointment to develop expertise. And they have four to six fellows at a time. And Purdue had something similar with a two-year visiting assistant professor program. So they're trying short-term hires to test new services and try new projects. Certainly professional development is something that ARL libraries are investing in and helping our staff develop new skills. So in summary, really the emphasis is on campus engagement. That liaisons need to be outwardly focused. They're playing two new roles. One is advocate. They're really our sales force. They're going out and talking about library services, helping our students and our faculty see the library in new ways and understand what it is we have to offer and how we can be partners. And they're also consultants. They're going out and identifying those opportunities and needs and identifying potential ways to solve people's problems. And often then they team up with a specialist to find those solutions. I just wanted to highlight, we have a video associated with this report and it features Jonathan Coffle, who is a liaison here at the University of Minnesota in the Health Sciences Libraries. And I encourage people to watch this video. Jonathan is just an exceptional liaison and engages with his user community in the medical school here in just terrific ways. He's involved in morning report and rounds, helping people find the evidence that they need at the moment they need it. He's also involved in some very interesting projects. One is an interdisciplinary project that involves enhancing radiology reports with key articles and information. That physicians may need at the time that they're reviewing those reports. So anyway, I encourage that. And it's available on YouTube and there is the URL. So thank you very much. Thank you, Janice and Karen, Barbara Dewey. Then Mike is yours. Thank you very much. I'm trying to figure out how to get to my slide. Please bear with me. Okay, there we go. Well, I'm pleased to be here. Hello, everyone, wherever you are. New roles for new times really has broken new ground for broadening the discussion around liaison roles. And I applaud Janice and Karen for weaving in partnerships, collaborations, and multi-institutional approaches. 21st century research libraries need the knowledge and skill sets for many different kinds of professionals in order to provide the array of services essential for student and faculty success. And I would like to add a couple of areas to the discussion. And this is kind of illustrated in my version of the reports titled, New Roles for New Times in a New World. That's three news in one title. So I really believe we need new roles for what I call filling holes. And what does this mean? In part, we must broaden our concept and definition of collections and services for a more comprehensive and diverse knowledge base. A recent presentation at Penn State by Chris Borg from Stanford University confirmed my view that research libraries, even the largest, are shockingly lacking in depth while asserting to represent the world's knowledge. This is because of the way we choose and build our collections. Karen alluded to this. Books and journals from many parts of the world are not collected, are not part of the ILL world, are not digitized, and are not embedded or are part of the quote-unquote Western scholarly record. And that's just published books and journals. Likewise, scholarship coming from diverse voices is not always collected and therefore is slow to become part of the canon and available to researchers. Societal issues related to power, discrimination, and disenfranchisement stem in part from the distortion in the historical record upon which knowledge is created. I believe librarians are starting to address the lack of quote-unquote collecting or servicing in some way artifacts, oral histories, objects, or anything else containing knowledge. For example, Judy Chicago's The Dinner Party was conceived as a way to expose famous women throughout history using techniques that were traditionally not considered true art and certainly not knowledge, such as ceramics, painting, and needlework. This alternative way of knowing about women's culture through the ages also needs to be preserved and curated. Judy Chicago found a way, a schema, and a mapping strategy with The Dinner Party to present knowledge and ethos in a new way. Many cultures from countries throughout the world use artifacts and other means to preserve and pass along important content about their history. Do our librarians individually or in partnership have the knowledge and skills to broaden the interpretation of the world's knowledge? The new world requires us to fill in the holes created by a bias western-based research library through innovative services, partnerships, content, and approaches. And the other area that I just wanted to mention, and it was alluded to in the paper and in the previous presentation, librarians must also take on new roles to support the realities of higher education administration. Our colleagues in administration must lead incredibly complex organizations, and I don't believe research libraries support their information needs as much as we could. Our liaison librarian structure is typically aimed towards the academic discipline or possibly the academic support unit or research center. We don't consider the hands that literally feed us and make critical decisions for the university as well as the library. Examples of information-intensive areas include accountability, accreditation, marketing, recruiting, space planning, advocacy, and legislative relations. Librarians or the appropriate library staff need to place a razor-sharp focus on this group of seriously important individuals and units, and I've listed a few on this slide, but it's not comprehensive. Other key people include the general counsel, the human resources director, the risk management director, and the campus chief of police. And the list goes on and on, but I truly believe that if we provide direct support to these folks, we can improve their performance, the university's performance, and also benefit the library because they will know us and know more about us. So I urge everyone to go to them, set up relationships, and provide support. And so in summary, I see four traits needed for new roles for new times in a new world. Now and in the future, and these include proactive, creative, self-directed, and willing to partner. And as Janice and Karen correctly point out, leadership needs to happen at every level and is essential to the successful embrace of our new roles.  I want to show you three slides from my Penn State colleagues in the Smeel College of Business. They support the Smeel College of Business and also the Honors College. And this one I thought was really neat, librarians on location, the librarians are going over to the Honors College and they're available for consultation and they do a lot of other things while they're over there. Now in the Smeel College of Business, they decided not to use the word librarian because it didn't really resonate with the business students. So here we're talking to a research consultant and this is a very large business school. It's probably one of the largest in the country so they are very, very busy working with faculty and students over there. And then the last example is also the Smeel College of Business. These are just different ways we can present ourselves to make people excited and common and work with us and we can assist them. And so I'm very happy to provide a couple of more in-depth comments on the paper and on this whole area. And thank you very much. Thank you. We will now hear from Catherine Sainer. Hi, I'm getting my slide up. There we go. Thank you Judy. So this report really is a very excellent description of where libraries are going and where they really should be going. And from my part of this reaction I pulled three quotes from the report that struck me as speaking to my experience and I wanted to speak to specifically today. And here's the first one. Engagement requires an outward focus. And in order for us to really understand how our faculty and students work we must talk to them. We must watch how they use our buildings. We must be interested in what they are doing and how they are doing it. And once we understand how they work and what they need, we can begin to create services that meet those needs. Rather than designing buildings for the needs of librarians. Here's the second quote. And in bringing this particular quote to life at the University of Utah we began with paying attention to the stated goals of the university. And a few years ago the president at the U declared innovation and commercialization as major focus for the university. And within a short time a whole number of new courses, programs and contests began to emerge as innovation scholars and improving the patient experience and bunch to bedside. And these courses required students to find information about market shares, marketing patents, medicine, biology, chemistry and engineering to name just a few. And one person was really, one liaison couldn't cover all of that. And so as a result we created this innovation team. And this team was made up of librarians from the main campus library, the National Sciences Library. And we meet with each student group as they get started. We communicate with them throughout their project. And we provide these, we can help brochures and flash drives so that the students can find who and what they need when they need it. And this is a pretty good example of a concierge type service and our attempts to sell and market these services. And I agree with Janice that this is a very good example of a concierge type service that's available in sales. And our ability to sell and market the services we have to offer is really imperative to their use. Which leads me to the next quote. And this one I broke into two. And so let's talk about this first section. Administrators are wise to understand and respond to the natural range of emotions that accompany significant change. And the new directions offered by this report hinge on the desire and the capability of administrators to lead librarians and staff to this outward focus. In order to bring about this type of outwardly focused action, we need to reskill the administration and leadership of our libraries. Those of us who are responsible for reorganizations creating significant change. Asking librarians and staff to go outside of their comfort zone. Asking people to start doing things they don't want to do. Things that their careers were originally built on. And we need to be skilled in having those difficult conversations so that we can bring about an outward focus and hold people accountable. The art of an effective difficult conversation and holding people accountable needs to be taught over and over again to those of us in charge. And without holding people accountable, change really doesn't happen for those who are unmotivated to make the change. For those who are willing to make the changes, include at the very least a sense of loss and potentially a sense of not knowing how to go about the new role. And I'm really lucky here at the University of Utah to have as part of our administrative group a person who is responsible for assisting with an organizational change, training and facilitation. And I often work with her to introduce change, set up trainings and facilitate group responses to change. And often there are human resources people on campus and sometimes in our libraries to provide those kinds of services to us. But asking for change isn't enough. And here's the second part of this. Administrators are wise to foster the right structures and support and develop liaison skills to affect partnership with faculty across the institution. And in every supervisory position I've held, I've needed to make outreach and connection with faculty a requirement for library positions with actual numbers as targets for each semester, along with cheat sheets for discussion topics, to take to forge a relationship, examples of emails requesting meetings. And that's, in terms of support, that's at least one example of providing that kind of support for folks. And we need to remain sensitive to people's reactions and firm about the direction we are going. So I might suggest that the next new roles for new times be directed to retooling our leadership and administration and libraries. And in conclusion, I'll have this one more slide here, and in conclusion, I think the report in front of us is really an excellent guide to the way liaison roles will evolve if librarians are outwardly focused. If they're connecting with university faculty and students, meeting them where they are and paying attention to how they do their work. I want to thank the writers of this report and congratulate them on a document that we will be discussing and using at the University of Utah for some time. Thank you, Catherine. I'm pulling up your slide, and the mic is yours. Okay, great. Thanks, everybody, and those are great reactions. Yeah, the report, I think, sets an excellent stage for a lot of the conversations that we all want to have and a lot of the work that we all want to do. I kind of like Catherine's suggestion about the next new roles for new times about retraining administrations. That would probably be helpful for many of us in terms of approaching some of these changes. I know that seizing our role, and that's actually a phrase I stole from my boss or borrowed from my boss with her permission, but in terms of intentionally sort of being proactive about this, right? We have to react a lot to the campus community and their needs, but we can be really proactive, I think, in terms of taking on these new roles. And seizing is a much better term than reacting or responding. We do that, that's the nature of our work, but I think being proactive and being somewhat dynamic about carving out value-added roles for libraries is the way we want to think about this and approach this. The strategic context is, I think, pretty obvious to us all. The report had a welcome emphasis on working across the life cycle of scholars and faculty, and a lot of people have been talking about this. Minnesota's been talking about being in the flow, for a long time, and other libraries have been approaching this. And in many ways, libraries have been experimenting in working across the life cycle with specialists for a lot of years, right? Geographic information systems specialists, a lot of us have copyright experts, either brought in or trained. We have emerging research data programs, right? So picking up on a specialist and having them work at different points in the life cycle of scholarship and specialty is not anything new. Instructional technology is another example, but a sort of coordinated, holistic, organizational approach to having liaisons and subject specialists do this is a relatively new point of emphasis. It's a big shift, and in many ways, I think that's much more difficult. Hiring a specialist and incubating a new service area or a new program at a different point is a challenge, and it definitely takes strategic risk, but you're talking about one, maybe two experts and one or maybe two points in the research continuum. And now we're trying to move to large, very important parts of our organization. We're trying to move them to work across the spectrum of faculty members' work and adapt that work, which Catherine and the others have hinted at. I talked about a lot. And that's a large organizational shift. It's not easy to pull off. There's going to be friction at many points. You've got administrators that need to adapt skills. You've got subject specialists and liaisons that need new skills. You've got department heads that need to embrace some of this. So that's quite a challenge. I like the emphasis in the report on the hybrid model between liaisons and functional specialists because I think that's realistically what needs to happen. We'll likely end up looking to some functional specialists or librarians with the skills to be functional specialists and thinking about them as liaisons. So I think part of this process is not just thinking about looking at our liaisons and looking at them working in new models and increasing their skill set, but also looking at new sources for liaisons, new ways of recruiting and identifying subject specialists who can bring different skill sets and different approaches that can enrich everybody's work as liaisons. I also obviously like the emphasis on soft skills and political savvy because that's a critical set that we often, I think, underestimate. And hopefully liaisons have this, right? It takes political skills and savvy to navigate journal collections and what you can have and what you can't. Navigate service issues, all those kind of things. But I think we're going to need an extensive set of those types of soft skills to bring to bear in pursuing new partnerships and working with faculty. We're navigating new waters. We've got partnerships at levels that we've never approached. We've got a depth of partnership. We've got new types of partnership. We've got to make selections and choices about where in the scholarly faculty research life cycle to emphasize our efforts, how to drop or de-emphasize some areas that may have some value, right, to faculty, but we see greater value in other areas. So those are challenging choices that we have to make. In some ways, I mean, we've been making similar choices about collections for a long time, but I think in a lot of ways these kind of choices and selections are a little more transparent to faculty. They're inherently more external, and they're just a challenge to work across. Okay, so I think fundamentally when I think about this, for me, again, it's making it happen. In any ways, we know a lot of the steps we might like to take. We know some of the strategic areas that we want to experiment in and test. The hard part is how to get there. How do we really change ourselves in our organizations? And Katherine and I were in a fellowship program together, and she was much better then at addressing these sort of big organizational, sort of somewhat emotional and thoughtful issues, and I think she's done a great job here better than I would in describing the types of investments organizations need to make in order for us to adapt. So I'm just going to add some additional thoughts to what she offered. Hiring, right, that's an obvious point of emphasis. We often, when we talk about this, we talk about retraining existing staff, but I think it's always underappreciated value of hiring and changing the skill sets that we seek in hiring liaison librarians. I think we'll want to look for more technically oriented candidates, look for the kind of technical candidates we're currently putting into Learning Commons, digital collections, sort of new user experience departments, and think about them as potentially liaison. I mean, they're also going to need the soft skills, so that's a challenge having technically oriented librarians with the soft skills and the political savvy, but I think we'll need to head in that direction in terms of some of our hiring. Training obviously has to include a breadth of opportunities, and the training has to have some teeth to it as well. Accountability is a word Catherine used, and that's a good one. We have to have internal training with some of our specialists, some of our technical specialists, data specialists, people like that, who are willing to engage librarians and can help sort of bring liaison librarians along and give them options for training and experimentation. Finding exemplars within the organization that have either made the shift to working across the life cycle in more embedded and more external ways and are embracing that shift and use them as models to try ideas is a great approach. Identifying campus opportunities for engagement and training, for example, at State, we have a new geographic information systems lab in our College of Natural Sciences, and we're going to take all our liaisons over there, not just the ones who work particularly with that college, to look at the kind of visualization work that faculty are now doing in some of those areas, and those faculty are willing to offer some training back to us. We have faculty experts on campus in areas like research data and visualization who can do some training and engagement with our liaisons that'll benefit us. Bringing in outside speakers is another idea to get ideas to foster discussion. This is the third point of this whole webcast. And then I think also just as important is mixing in some formal training opportunities, whether it's digital humanities courses, research data management, short courses. We have some subject specialists who are taking courses in statistics and visualization and offering those kind of formal training opportunities, and maybe even perhaps looking at some requirements for training are going to be important. And rewarding those that embrace these opportunities and holding people accountable who are unwilling to do is going to be important. That's important to making it stick, right? You have to have mechanisms to push forward those who are making the effort to change. And you have to offer, again, offer people the opportunities and the right kind of opportunities and a clear vision of where we want, where we all want to go. But making it stick, I think, is going to be an important piece in holding people accountable. And it's not easy for librarians, right? We're service-oriented. Not necessarily, although, you know, we've all encountered people who can be plenty computational as librarians, but inherently as a profession we're service-oriented and we need to find that balance of accountability that we can all hold ourselves to. Another sort of emphasis for me is finding models with no locked-in paradigms, right? Not being locked into sort of traditional paradigms. And using creativity, that's a word we've heard a few times, which I think is underutilized in libraries. Experimentation to accelerate sort of with agility the work of liaisons and our collective flexibility and ability to work with faculty across the lifecycle. So basically being open to experimentation and creative ideas is going to be important. Focusing on one area is another model that I think is potentially valuable, sort of take the Toyota model, right? You've got large, complex issues in large, complex bureaucratic organizations. So one approach you can take is break it down into a smaller issue. Take a single opportunity like visualization or research data or whatever makes sense, the most sense in your institutional context. Focus on that one area, have some of success, find some examples, test, experiment, and then expand out into other areas so you're not trying to bite it all off at once. And then test in one area. We've done this here at State with research data. We've done quite a bit of work in that area in testing. It can give you clarity and road maps for how to do this in other areas. Obviously, partnership is an issue that I was going to talk about, but that's been sort of well discussed, the importance of that. I think we all realize that the hard part is which partnerships who make them, right? What are liaisons empowered to do in terms of creating partnerships? What are administrators wanting to do in terms of making partnerships to try to find some clarity in the types of partnerships and the depth of partnerships? Partnerships are also critical to doing this at scale, right? That's one of the issues that I think we underestimate a little bit is working with faculty in this mode, right? Can be difficult to scale, depending on what type of area you're talking about. So if you can get into partnerships with people like research offices, information technology offices, that can be beneficial and transformative as well as helping to scale. And then fundamentally, at the end of the day, we have to add value for researchers, right? It doesn't matter if we have office hours in their space if we're not offering anything that they value, right? It doesn't matter if we're trying to work across the life cycle of their scholarship in an area that we think they should want us. If it's not adding value, if it's not doing things that are important for scholars, making them more efficient, increasing their impact, conducting better research, or helping them get more funding. If we don't do that, it's not going to stick. If we do, then we're going to be successful and these things are going to stick. So it looks like we have time for questions. Judy, I'll turn it back over to you. Thank you, Greg. And thank you to all of our presenters for a fascinating discussion. We do have some questions queued up from the audience. And I'm going to start with our authors, with Karen and Janice. And the question is, how can you set clear roles and responsibilities if the roles are going to be evolving? Karen, I'll take a quick stab at this one and then Janice can jump in for you. Sure. Yeah. This is one of the reasons why we are paying, I think, increasing attention to the importance of soft skills. And one of the things that maybe didn't get mentioned directly here, but we talk about all the time today is a certain amount of comfort with ambiguity. It is true that we want people to understand, at any moment in time, have a clear understanding of where we're headed now and what we're trying to do in order to get there, but also to make sure that people know going into it that this could change. And so that's where that comfort with ambiguity comes in and an ability to be flexible and an ability to assess what it is we're doing. And if we're discovering, as Greg just said, that it's not what people want, then we have to be able to respond to that. And Janice, do you mind? And I think, I'll speak from some of my experiences here at Minnesota. We do try to be very clear with the roles, even though they do change. And so as we hire new individuals, they may have an initial assignment, but it's clear that as Karen just mentioned, as we assess needs and we identify that something is no longer where we need to put our resources and we need to change direction that we redefine those roles. And so we're pretty careful here in defining our position description. So I'll give you an example. Several, well, no. Gosh, now it's about six years ago. I hired a liaison for physics, astronomy, and geology. And some of you may know of her. She's Lisa Johnston. And sorry, Lisa, if you're out there, and I'm mentioning you. And she was very successful in that role, but she had an increasing interest in data management. And she saw opportunities out on campus and she began establishing those sorts of, having those conversations and establishing some partnerships and working at a higher level across campus with units. And I sat down, we sat down together and I said, it sounds to me like this role needs to change. And so at that time, I was working very closely with Karen and we sat down and we really kind of redefined that role in new ways. We defined it very broadly in terms of research services and she was no longer just working for the physical sciences and engineering, which was my department at that time, but defined it so that she could work across the library system and across the campus supporting all of us. And then now, more recently, we're finding that that role has gotten to be so large. How do you define research services? It's so big. It's so all-encompassing that now we're having conversations about narrowing it back down toward her data management, data curation role that she has really been focused on. So it's been very interesting to watch how the needs have changed, how the individual brought a skill set that we could really work with and she could just really take off and do some new and amazing things. And so yes, those roles are changing. We try to, as much as possible, sit down, have those conversations and be very clear about how they're changing, talk across our library system, talk with colleagues. What does it mean then when all of a sudden a person's being redirected? There is work still to be done. How do we manage that? How do we look at our issues of capacity? So that is one example of the way we've been managing it here at Minnesota. Thank you. We have a couple of questions here that ask about, several of you mentioned, accountability and rewards. And so we have a couple of questions, specific questions asking for suggestions for how to hold liaison accountable for following through on new projects, roles and initiatives, and about rewards for librarians who are doing so. And I would open this to any of our presenters. Greg, did you want to say some things there? Sure. Partially it depends quite a bit on what kind of system you're in. So not to be overly dramatic or blunt, but if you're in something like a contract system, you can not renew people's contracts who are unwilling to adapt or who can't or decide they don't want to. I mean that's one area. Another area obviously is pay, although lots of studies will tell you pay is very important, but it sort of ends up somewhere between third and fifth on the sort of motivational elements for people. I mean I think some other opportunities that are like leadership advancement opportunities are important. In a fully tenured environment, that can be a more difficult sort of piece in terms of how you hold people accountable. You have less direct sort of characteristic motivators like salary and contract renewals and things like that, but I mean I think those things come into play. I mean the other thing I think is just in terms of the feedback that your managers you've been clear about what's expected of people and you've been clear with your managers about how you want liaisons to work and grow and you're clearly seeing people who aren't doing that, then the managers need to sort of hold them accountable. I mean there's some other smaller things like conference funding and support for ideas and projects and things that people want to do. Those are all sort of inherent reward mechanisms that you can invest in people who are... Go ahead and just add in a little bit more. I think Greg hit it right on the head there. I think holding people accountable is tricky and it does really depend upon the context in which you... So getting clear and connected with your human resources people is really important so that you're clear about what the rules are for being able to hold people accountable. What are the disciplinary actions that you take and what do those look like? That's kind of the stick end of things but in terms of the carrot end of things there's... And depending on what your library does to acknowledge the good work of the library instigating places where we can celebrate when good things happen and when we are successful. And those moments are pretty motivating for folks along with individualized, personalized thank yous. I know that sounds small but I know it's very appreciated when I take the time to really go out of my way to thank someone for the work that they've done. So that can't really be underestimated and so saying thank you is an important tool that we can use. I think that's all I have to say at this point. I'll continue to think about the question if I have something more to add I'll pop in later. This is Barbara, I think the leadership providing opportunities for leadership is a great motivator for some people because they're really seeking that and to really flesh out this notion of leadership at all levels and in this discussion today we've seen a lot of examples where people can go out onto the campus and explore different areas of need and come back with proposals and that kind of thing. So I would really encourage people to do that. This is Greg again. I forgot one thing I would mention is like seed funding trying to keep some amount as an administrator trying to keep some amount of sort of experimental seed funding for new areas available and for people who really show promise being willing to invest some of that seed money in projects I think is really critical. And this is Karen at one really quick thing. I want to really emphasize how much recognition it is usually valued by all of us frankly. And in addition to doing internal recognition within the libraries many of us are in positions where we can do that out on our campus or do that at a national level. So when I was in AUL and now that I'm in this new role at Arizona I take every opportunity I can to make sure that people get credit in a broader way for the creative work that they're doing. I have a question here for Barbara Dewey. And it is, would you please give some examples of successful liaisons to Board of Trustees, University Administrators and how these have benefited the library? One example that I would give from my previous location at Tennessee when I came there it was clear that we needed to migrate to a new library system. And so I become acquainted with a person that was in the budget office for the university and at that time she wasn't as high up as she became. But I decided to ask her to come to the demos that we were having at the library which she'd be interested. And so we involved her in that and so when it came time to seek funding for that project she was completely on board and then later she became Vice President for Budget and Finance and really helped us out. But she liked being invited to participate so it's not just going to their offices and getting to know them and finding out what they need but it's also inviting them at strategic moments to learn about different kinds of things. Another would be with deans of academic colleges. We've had some liaisons, particularly deans of nursing. They seem to be, not only do they have to do all the administrative work but they write grants and they do a lot of presentation and publication and I know of a couple of examples too where librarians have said I'm your liaison to a dean and let me know how we can help and so there's a lot of, there's a lot of benefit there and a specific one is the dean just a couple of days ago told me that she was going to reserve some space in the new building that is just in the planning stages for research consultation of all kinds that we can provide. So that's another example. Great. We've got a question here that I know we've got a lot of people out in the audience watching in groups and we have a question here about what is the suggestion for having conversations about changing roles? Do individual liaisons initiate these conversations or ideas or should this come from managers or administrators? Maybe we'll just let everyone say a word about that. Karen and Janice would you like to start? Sure, as I was mentioning with my example I think it was sort of certainly I was this person's direct supervisor and so we met on a regular basis and I think it was the individual who took the initiative to identify these opportunities and to start thinking about perhaps making that a larger part of her role and then I think it's also as a supervisor recognizing what this person brings to the institution and letting go perhaps and encouraging this kind of development and saying this person will better serve the libraries, the campus. I cannot just hold them here in my unit and I need to encourage them to participate at a broader level. So I think it can come from anywhere really and it is really a conversation and it evolves over time and as we're noting these roles just continue to change. I would pretty much second that. I think this is one of those really clear examples of where it's not an either or situation it's much more about both and and it should be coming from all directions. We want to be as open as possible as soon as possible as much as possible but I will also note that I love it when colleagues initiate these kinds of conversations and I look at that. We talk about acts of leadership in this organization and one colleague taking the time to say to a bunch of others, let's get together and bring our lunches and talk about this. That very organic approach when Greg was talking about how do we make it stick and how do people come to own it I think that's a pretty key part of it in addition to having the formal leadership talk about these things as well. Well it looks to me like we are at the end of our hour. We have more questions and I think we could engage this panel for much longer but we're going to have to wrap this up and conclude today's. Thank you so much to our authors and reactors and thank you all for joining us. Have a nice afternoon.


Hello, I am Celil Umut Kenanoğlu from Human-Robot Interaction Laboratory at Sabancı University. I will present Passivity of Seri Serastic Actuation, Under-Modular References Force Control. As we know, Seri Serastic Actuation is an interaction control paradisim that relies on a compliant force sensing element and utilize the model of this compliant dynamics in closed loop force control. Here we present two-port model of the Seri Serastic Actuation plant and transfer functions that constitute the hybrid evidence matrix. In this study, we propose model reference force control for Seri Serastic Actuation as it promises to improve control performance by enabling rapid feedforward action. To construct model reference force control, first we introduce a model of the plant whose parameters may not be an exact match of the plant. Next, we introduce an inner velocity controller such that the motor velocities are matched. Similarly, we introduce an outer torque controller such that the interactions are matched. These two controllers ensured that the plant closely follows the reference models. Finally, we propose the mapped motor torques due to the desired impedance. The impedance of the closed loop system at the interaction port can be derived as shown. Studying the impedance transfer function, sufficient conditions for possibility of Seri Serastic Actuation, under model reference force control, under model mismatch can be derived as shown. Here the first condition introduced and upper bound on the stiffness of the model. The second condition introduced, lower bound on the inertia of the model. And the third condition introduced, lower bound on the damping of the model. Here condition 1 and 2 are necessary while condition 3 is sufficient. On numerical simulations, verified that case overestimated 10%, passivity is violated as predicted by the necessary conditions. We have also verified our theoretical results with physical experiments, with using Seri Serastic Actuation brake pedal. This video presents null impedance rendering performance under model reference force control. In the last video, only a 1.2 newton force is sufficient to back drive the brake pedal. This video presents verification couple stability limits. It can be observed that when controller parameters violate the theoretical passivity limits, interaction in stability is observed. This plot summarizes the results of the couple stability experiments. In the figures, the magenta line represents the necessary and sufficient conditions. And the experimental results verify the validity of the passivity limits. To conclude, we have proposed model reference force control for Seri Serastic Actuation. Provided sufficient conditions for passivity of model reference force control. And validated our theoretical results through numerical and physical experiments. Thank you for your listening.


All right, welcome. This is GitLab plug-in modernization. It's the 28th of July So harsh if I remember right that means we've got about two or three weeks left, right? No, no, is it four weeks left because it's early September three weeks. Okay, good great All right so topics I had on main list progress so far and status on interactive testing excuse by missing last week for For family vacation, but I had a great time Yeah, you had a great time and we also had a great time actually But yeah, there's a lot of interactive testing that we'll have to do and like this week I was kind of busy with shifting of my room. So like the only thing which I did was I was working on the test I'm still not able to get the milestone two tests working like I'm not able to get the design working because Due to the GitLab 4j design I had to implement I had to reimplement the execute Method in the GitLab plug-in which is which has made the testing pretty difficult Like I'm trying to think for a solution to test it for I think three four days. I'm not able to get What to do about it? So yeah, I tried a lot of things, but none of them work properly Other other than that I wrote the track the test for proxy settings That's the milestone two locally and like the plug-in is working without it I have not really tested it with the docker thing. Yeah, like the docker image yet. I'll be testing it afterwards. But yeah, that's what I did this week So so you say that you've got automated test An automated test for proxy settings, I didn't remember that we had any of those previous No, no, no, not the automated test like the actual GitLab plug-in with the proxy setting enabled Like I wrote the code for the proxy setting not the automated tests I see. Okay. All right. So wrote the code for proxy settings. Okay, the production code for proxy settings. Yeah, got it. Okay, very good And the plug-in is working without the proxy settings code Not yet tested with the docker image needs more interactive tests. Is that right? Yeah, yeah I just I just wrote the code just to see that Introducing the proxy settings is is it's making the plug-in work fine Like the plug-in is not giving me some random errors if I enable proxy settings and it's not giving me it's working fine So I'll see like the interactive testing and I think I I have one test for proxy setting enabled like the do-check connection with proxy setting on is there in the GitLab plug-in Only one test I think Oh good. Okay I mean for me proxy Automated testing of proxies is extremely difficult There are so many different ways proxies can be configured so many different ways they can misbehave So so I think this one is one we have to agree. I I think it's perfectly reasonable for us to agree Interactive testing is the thing. Okay a lot of interactive testing is required like A lot like you can see the list that I've created It's it's it's just what came to my mind. All the other things can also exist. So yeah a lot of testing Good. All right. So and where is that list? Is that in the pull request? Uh, no, it's down like in the action items like 20 Oh, good. All right in the earlier action items. Perfect. Okay. So that's that's these tests right here Yeah Good. Okay. Very good. All right. I'm just going to steal those and copy them Up here so that I'm reminded great Perfect. Okay. Oh, yes. Okay. I see it great So this is Very good. Okay And now can I do this? Does google allow me to change one list in a list? It did how nice It kind of looked small the list is this is quite huge to be honest like There is also going to be intersection between them like using wild cards with using the fish With using the enabled advanced settings of push events. So there are a lot of mismatches also a lot of permutations and combinations of these are going to be tested. So yeah Right well at least a week of interactive testing and and we knew that that was coming right? We knew that this was This was one of the things that this project when when you originally defined it and when we worked with basal to get it Worked out. It was interactive testing is a crucial part of this thing Specifically because of how complicated proxy is so yeah, that's great that we we had acknowledged that And and we do the best we can to get as much of the testing done as we can and then Then there comes a time when we ship the code Yeah production but like I was doing the interactive testing of the milestone two and I found a problem in the milestone one like Okay, and and guess what you found something that another person didn't have to find So for me, that's a big win, right? Okay. Great a problem in milestone one detected by us is much better than somebody else detecting it Yeah Very good. Okay. So extensive interactive testing. I hope to spend some time on it this weekend Uh, the is there a specific branch that I should be working or is it the primary branch currently? Like the milestone two work in progress branch that the draft we are that I made that branch Good. Okay. So if I grab Let's let's be sure that I can see it so that I I'm doing the right thing so Here if we look at the pull requests Milestone to migrating webhook. This is the one That you're ready for for additional testing on Yeah, this is the interactive testing one Great. All right. Hi, Chris. Hi guys Okay, so for the pull request the milestone two pull requests So chris we were just going through Going through items for today harsh was noting the lots of progress last week but big bunch of interactive testing needed and We copied forward the the ideas from last week of things that need to be done Okay harsh continue anything else that you want to highlight there Yeah, so the major blocker Right now are the tests like Due to the design of the lap for the the tests are some real blocker I'm I'm still not able to find a way To to test the webhook actions that I need to test and it's a problem Like it it is in a such a bad situation Like before the execution of the action starts I need to Test that the action that it is executing is the right one And those actions are created inside the methods of GitLab or j So it is pretty difficult to get there like I tried to capture the argument And I also tried some other stuff, but it is not working the way I wanted to So in this case Go ahead Yeah, the other tests of these like the milestone to the patching of the like patching of the JSON to the events are already completed So I also like I pushed those changes like all those trivial test changes are done The tests which are not working right now are like I'm not able to figure out why they're not working So they are proper blockers like Okay, and in terms of value to you I assume it's more useful to you if I do interactive testing rather than if I try to work on this The automated testing question because of the single much more useful. Okay, great. All right, so agree that Good. Thanks. Okay that way that way I know where to where to spend my energy So that I give you the best benefit Okay Anything else you wanted to go over with this harsh? I think Because it's fine like the problem which I was having with my stone one as I have I've always almost fixed Fixed the secret token problem like in the code. I'll be pushing it after changing it. So yeah Good. Okay. So because the milestone one pull request Is is it has not yet merged to your primary branch either right this one is still open I think basal has not yet reviewed it. I think I pinged him on my stone one as well as on my stone two But he has not reviewed Okay, yeah, and no problem there that's This one I suspect he'll want to see that the tests are either disabled or passing They were I think he accepted the milestone one. We didn't have to have passing tests Yeah, I was going to disable it. Yeah Like the like Chris was doing the like doing the code review So like he was going to complete the code review till Sunday. So I was going to disable it after that Oh, good. Okay. Great. All right And like basal has not yet really seen the milestone two code at all like he has three stages of Like code review, right? So at least I want the first stage to be completed on the second milestones pull request All right, so code review milestone two is still pending Good. All right Dangerous actually because if he presents any better solution then I have to reimplement it Which I don't think so we have time for we left because it's only one month left Well, and and I think that's okay, right? If if we've done the best we can with what we've got We've certainly already milestone one is a significant improvement and and so I think we just keep going forward I'm not I'm not overly worried about that It's actually quite difficult to present a better solution because get left for j to be honest forces us to use a solution that I've used Hoping for a better solution, of course, but yeah Well, but but one of the arguments for this project was we want to be consistent with the other implementations by using gitlab 4j And so it's predictable that the other the other plugins are using gitlab 4j Probably in the same way you're using it because that's the way it wants to be used, right? Yeah It has force good, okay Chris any topics that you wanted to bring or any concerns Okay Harsh anything else then that we need to discuss here So interactive testing seems like the big thing And you're continued exploring to see if you can figure out what to do with regard to test automation and then code review of milestone two and ultimately we want to merge of milestone one To the primary primary project branch, right? The project is going quite slow because like a lot of work is pending Mm-hmm I I don't think that's For a project of this complexity. I don't think that's Objectionable. There are hard things that you're doing. You're doing major rewrite, right? While trying to preserve functionality And and those two things are sort of in exact opposition to each other, right? We would love to drop functionality if we do major rewrite or not do major rewrite, but you're doing both Yeah, kind of I don't think anything else happened like two weeks For yeah, this is what happened. This is where we are mm-hmm Anything else that needs help here? Accept tests. I don't think so. I'll be requiring any other help. The tests are the main block of the automated test Okay, good.  Say that again If those two are done the project is almost complete because like the we don't have much Proxy setting tests to be adapted and the process setting has to be like tested interactively only and the fifth milestone will be about the documentation I've already written almost all the documentation that I'll be making the PR about So like yeah, the project is complete if both of these things both of these blockers are completed Very good. And and so on the on that documentation Were those things that I added as help entries of any use at all? Yeah, I think so they should be useful. Good. Okay. All right very good Any schooling things that we need to worry about any upcoming exams or other Vacation time off because we're let's see project schedule. Let me do a quick check Actually, let's like my semesters have started But I don't think it should be that big of a problem like Yeah, like I'm I'm I just I just entered my second year. So yeah, it has started Okay, so you're already in the new semester Yeah Okay. All right. So we've got September 5 is the next Is that right? We've got oh, here we go timeline Final evaluations. Okay. Final week of standard coding phase is August 28. So we're four weeks Four weeks from end from the final from end of coding And then we do a final evaluations in the last week and results are announced on September 5 Good. Okay. So we've got four weeks left and that's all Okay Like we have four weeks out of six weeks. It's not bad Well, but four weeks is not a lot of time to do as you said if if we had to do some major If you had to do some major rewrite, it probably won't fit in four weeks Yeah, that's that's the biggest fear that I have that battle will introduce something extra but yeah Go reviews Great. All right And oh and I have to forewarned I am august 14 through 18 mark is out of office Uh another vacation week Chris, would you be willing to cover for me at the meeting on the 18th or the 19th? Whatever the day of the month is So yeah Okay Thank you Welcome All right. So we've got we've got work ahead of us anything else harsh Oh, like I would say like I think Chris should be helping me with the test I think he's more capable to help me with tests right now because like he knows it more And I think mark you should be really like interactively testing it because you actually get some good testing notes that I see that that you uploaded actually on the drive Yeah, I think we should be distributing our work because like it's a lot of things Great. All right. Well and and one that I haven't done much experience I don't have much experience with it would help me learn Is are you okay if I put some a special focus on proxies? Like I'm not really um push the proxy changes because like oh, okay So there's nothing to test there. So just test interactively in general great. All right. Yeah I cannot really push it because like the I cannot mix the milestone four and the milestone one like Basil will be angry Correctly. So right. Let's keep it. Let's keep things partition It won't help that much for me to there's there's plenty for me to test without looking at proxies. Yeah Great. All right Chris you okay with that as well then Anything else harsh Okay, then let's Call it a session for day today. I'll upload the recording in Um 24 hours or less so that you've got a you got it available


We were shocked back in July on a Sunday morning to wake up to calls that our signs on the building had been vandalized. Every single sign on this massive long construction fence had been defaced with horrible anti-gay threats and anti-gay words in every way. So I think people think of Massachusetts and Boston as very liberal places, but what we found out talking to LGBTQ elders is that so many members of our community are forced back into the closet as they age, and there just aren't places for older folks to age in place that celebrate our community and that celebrate LGBTQ elders and all of their fabulous selves. So this is what's missing in the whole range of senior housing that's available, and also we need lots more affordable senior housing. That's my apartment right there. And I was living in a building on Mass Amul. And I think the girl upstairs, she's blacker, lady, and she didn't have a filter. And I remember her telling the people in the stairs, I came up the stairs, came in and she was on the stairs, and she was saying that this guy's a faggot apartment too.  Where I was living in Mass Amul, it has a thing with all the drug dealers and drugs. It's called methadone mile. Did you hear about that? Yeah. One block away. But anyway, the landlord wanted to, I've been here for 15 years, always paid my rent and nothing. And she didn't want, they increased the rent and she didn't want, she wanted more money. So she gave me a notice to evit. And I'm so glad because otherwise I wouldn't moved. And that was the building that had the problems with the people calling me names. But they had all moved out since then. But I moved here for a year. So I want to wait till the pride is open and move here. That's why I don't put no pictures on the walls because look at these walls. I have to paint them if I have holes in them or something like that. So I'm not going to damage the walls and move in there. It is an existing building. It's a school that was built in the 1900s. It's fairly large, approximately 100,000 square feet of interior space. And it will house 74 units. And approximately we're going to have 100 people living in it. We think that some people might live together as couples or as friends or roommates. So we think we're going to be able to house approximately 100 people. You know why? Because... Because it's a compliment? Yes, because... Are you still with people? And we dance and we have fun. Good for you. So 10 years ago with some individuals we started gathering information and listening to people and trying to understand people's struggles in the housing as people, LGBT older adults were looking for homes or were already living in some public housing. And the more we asked, the more we found out that there is an absolutely need for a place, a building, a community as we call it, that would support people in their lifestyle and make people live their fullest life as they get older. And I raised a daughter. I didn't come out until my daughter was two years old and I got divorced because I knew that marriage just wasn't going to thrive. And I knew I couldn't have any more children in that marriage. But I didn't really know that I was a lesbian until then. And then I found relationships with women were more of what I wanted. I'm not in a relationship now and it's interesting, I feel like I'm done. I feel like I'm done but I'm open to other things. But I just have a community of friends who are all kinds of things, you know. And being accepted is really cool. I came to Hyde Park almost eight years ago. I wanted to have my own space, a home that, because I was in a condo and it was group decisions and I just got tired of that and I wanted to be in my own spot. And I like to do art and I knew I needed space to do art. So I came to Hyde Park and very quickly I found a community here so I started on this project working with removing things from the building keeping a list of what was in there. We worked toward getting it distributed to Boston school teachers and then eventually to the communities. And then they asked me if I would be on one of the committees. And I like being involved. So I am on the Capital Campaign Committee which is seeking to raise funds to do some of the extras for the community that will be here. Especially the incident that we weren't expecting last July where there was vandalism. In that short amount of time on the day that we found out about it we rallied and four and a half hours later we had a crowd of I think it was close to 150 people. And it raised awareness of this program and people sent in donations because they'd heard of it. But I think what showed us and really drove home is how needed our community is. How much we need the pride and how much we need to be out and proud and courageous about who we are because the only way that we're going to protect people from the kind of hatred that we saw that day is by the community saying, there's so much love here. There's so much acceptance here that there's no room for hate. And that's what we really think the pride represents for Hyde Park and what we hope it will continue to represent as we build more housing like this in other communities.


Hello everybody! Welcome back to my channel. Today I wanted to show you what my morning kind of looks like and show you all the things that I kind of do to prepare. It's not super exciting but I just thought it would be fun to kind of see what I do in the morning so I hope you guys enjoy. Don't mind the lighting I'm actually in my kind of bathroom vanity area and I just put on my makeup. I use this from Physicians Formula and it's super simple. I literally just like put this on and then I am going to do a little bit of bronzer and obviously the lighting is not very good so you can't see but it just gives a little definition and then obviously I'm already dressed. I just got my outfit ready last night so just a big poofy scarf and a little sweater and some jeans and some boots and then I'm just gonna do my mascara. I already brushed my teeth, put on my deodorant and my spray that I've had forever. I'm just trying to use it up and then I'm gonna put on some mascara and it'll be time to go downstairs. So now I'm just gonna grab all the things that I need to be able to leave today so I have my gym bag. I'm training for a triathlon that is coming up in about a month so I'm going to swim tonight so I have my swim bag as well as my workout gear and yeah we're gonna head downstairs to make lunch and get some breakfast. Yeah hopefully. Okay so usually in the morning I talk to my fiance as he is on his way to work and then sometimes that happens during breakfast or while making lunch but we just talk every morning as he's just kind of driving to work and I go to work after him so obviously we don't talk on my way to work but I just wanted to show you guys kind of what I bring to work for lunch and then what I have for breakfast so hope you guys like that. Okay so I know we have like the bears like ugliest fridge ever but whatever so last night we made tuna noodle casserole and I just put it in a little container so I can bring it to work so I'll be bringing that and then I usually like to drink some of this in the morning it's just this probiotic dairy dairy-free yogurt drink that I really like and then a lot of the times I like to bring some kind of vegetables so I'll bring some carrots and that's about it in here so yes I was using the lighting from the fridge to make things look better but here's kind of just the regular lighting in my kitchen so that is some of what I'll have for lunch and I'll show you how I'm gonna bring some of this to work too and then this is just where I keep my little lunch bag and so I like to put that in there right away and I got that ready and then this is what I've been eating for breakfast lately just a small bowl of these honey nut checks my breakfast often changes but a bunny over there kicking around sorry don't mind the bunny in the background but I just put it in this I'm gonna go give him a little carrot I'll come show you guys okay so I have my carrot in hand so like I was saying I like to just put a couple of carrots into a little festive bowl and I'm honestly just using these baby carrots and pretty much my lunch is done other than getting this guy in a container so I can bring it I like to bring some kind of vegetable some kind of leftover meal thing that has vegetables in it and then I'll usually grab some kind of fruit so I usually grab about two of these little cutie clementines and throw those in and then I'm gonna get this guy in there so my lunch is ready okay so they actually have this in a big version and a small version no they're not sponsoring this video I wish but I just really like this stuff so all I simply do is pour it in and yeah I don't know why I'm showing this but this is my easy trick way because this larger bottle is actually cheaper than the smaller bottle so I'll just drink the smaller bottle and throw that into my lunch and then I also have some of this as my drink in the morning with breakfast alright so yeah I only have about like five minutes to eat which is just fine because I'm just having some dry cereal my goodness sometimes I'll have a banana but today I'm just not going to one of the biggest things with trying to be fit and healthy is that I'm just doing a lot of portion control so I know that this is one cup and for this video I'll pour it into here to be super cute because that's what we do in videos right we make them cute and then I just use this little mug to put in my smoothie yogurt smoothie and then I always take a daily vitamin in the morning as well so I'm just going to go ahead and take those and I also like to take some vitamin C kids have just been getting sick lately so I just have these two little vitamin C's so I'm going to take those as well and then I just eat my breakfast sometimes I'll give a little nibble to the puppy and I usually just watch a video right now I'm watching holiday recipes to be healthy but usually I'll watch like Aspen and Parker or I don't know the Try Guys or whoever sounds interesting at that time so yeah that's usually what I'll do and sometimes I'll have to take this on the go so that's just life sometimes all right my smoothie I didn't get to eat very much of this and no more being cute because I gotta go so we'll dump it back in there so I can bring it in the car and we're gonna go wash this out grab the lunch bag and head out so we'll grab the lunch bag cereal and watch your bottle needs to be refilled goodbye to the cute puppy goodbye it's time to go guys all right so I got my cereal got my bag and we are going to get out of here I know it's dark I gotta put on my coat quick there's my beauty all snowy outside I'm late like I have been for the last two weeks yay after I did my morning duties in the lunch room which include just supervising the kids helping them open milks and all that kind of fun stuff I decided to grab an educational game since it was Friday and I just wanted the kids to have some fun and they have this whole cabinet filled with a bunch of different educational games both math and literacy so I was just picking out one to play and kind of showing you guys the different options that they have and these are from Lakeshore learning if you are interested okay you can just tell me the number and the letter 49 what's your answer a is correct all right roll the die oh there it is all right grab your next card 14 14 I do a 7 a yep one one be one be up yeah I love using learning games to help kids build skills this was a main idea game which is really helpful for comprehension and just kind of learning what that is and I just loved it they had so much fun and they were so excited when they got the right answer all right just finished my first group now going to prepare make sure you're on this first page grinch what's our title fun for hugs by Susan McCloskey okay well this is a good one with some long pages long words on our pages like to actually let's have Lucy have began choose our clear copy today is that your business said Graham all right let's read this one together man and Graham and Graham's all work together to make a new toy for hugs they got an old toy mouse so let's try this one together why don't you all get your pointers out and feel let's start the first way like we read the first time okay we're gonna we're gonna see how our finger feels as we point to each word okay here we go we're gonna point to each word and read it each word here we go Meg Graham and Graham's all work together to make a new toy for hugs okay let's start again let's read it here we go Meg Graham and Graham's all work together to make a new toy for hugs I actually have the highest group in first grade so I was just building fluency with them and just showing them two different ways to read this section is it okay that that last sentence was a little bit slower of course reading fluently doesn't mean we're reading as fast as we can it just means that our finger isn't just stopping on each word and we sound like a robot okay we want to make it go nice and fluent but we can slow down it's beautiful let's read this one together but hugs didn't want to play with the toy so I like to do a lot of modeling when I'm reading and just showing the kids what they should be doing we read together often so that I can have the kids practicing and they can also hear how I'm doing it so that they it can build their skills and make them better readers as well hearing kind of themselves compared to me and again like I told you guys this is a tutor position but I'm not really a tutor I have at least in first grade I have ten kids and most of the other groups I have six kids so it's really busy we do different kinds of activities we read at least one book a day here you can see we're doing after we read that book we're doing this little worksheet so it's just asking a couple of questions about the paragraph what things we do in Maine and then it goes over a web this is actually a second grade worksheet but I am using it with them to kind of build some of those skills since they are more of the higher readers and I just wanted something to challenge them so again it's not really like a tutor in the traditional sense but I am kind of a para helping during that MTSS time and I just try to find different fun activities to do with the students each day to keep things interesting and fun and just a good experience with literacy actually we did do a lot of prep stuff today so obviously that changed things as well and I'm on my way home I was going to go to the gym I told you guys how I'm training for the triathlon I just feel like the food I ate today didn't like properly fuel I'm trying to do to be healthy is like using food as fuel to kind of get me through a workout or get me through the day and it just seems like today I just don't have the few that right now so I kind of want to go home I'm still watching the road by the way you guys I want to go home and just kind of like relax a little bit and possibly get some kind of snack or something that's gonna like fuel my body like peanut butter and apples or something like that and just use that to refuel and then possibly go a little bit later I want to swim and I kind of despise swimming right now because number one it is freezing outside and walking outside with your hair all wet is just kind of miserable because it freezes and then your hair is all gross from the chlorine and it's just a bad situation and then my hair takes forever to dry so having to you know get it wet and stuff is just kind of a hassle so I'm kind of debating if I want to do that or not or whatever so we shall see if I can make it through the stoplight first we'll see about that waiting jeez yeah so anyways I will let you guys go and kind of show you what I do after school which isn't super entertaining but I'll show you guys my bag in my phone I know I packed this huge bag end up going to the gym so that's cool oh no to all of those people that film all the time because I don't know how they do it I tell you all right guys that is going to be the end of my video I know when I got home I didn't show a ton of stuff going on but I hope you guys enjoyed if you see this stuff right here I'm actually kind of redoing my room so that's kind of why there's a little bit of junk here but yeah that is a pretty much what a good chunk of my day looks like most of the time I do go to the gym either in the morning or at night today was just kind of a special day because I ended up working out and stuff like that so it was a little bit different that was weird anyways my phone just googled something on my behalf and I didn't ask it to do that so anyhoo I am going to go now I know the lighting is a little bit funny it's just cuz it's dark outside and I'm having to use some lights in here to help illuminate me so anyways I hope you guys enjoyed I had a really good day for the most part and yeah I can't wait to share with you my next wedding video and all that stuff so I hope you guys enjoyed and found some of this helpful and if you did go ahead and give that like button a hit and yeah I'll see you guys in the next one thanks guys


This study reports on using conchaloricular cartilage for volumetric and structural replacement of the orbital floor in 24 patients with pure or impure orbital floor fractures, finding that it is a suitable material for reconstruction due to its ease of attainment, low morbidity, inconspicuous scar, and excellent adaptation to the shape of the orbital floor. This article was authored by Waldemar Chavez-Nashimento Brandeo-Pena, Isabel Camillo de Oliveira, David Santiago Ordonez-Arozaga, and others.