The following is a presentation of TFNN. The Tiger Technician Hour with your host, Basil Chapman. Call now, toll free at 1-877-927-6648. Hi everyone, Basil Chapman. On this Friday, the 27th of May, this is the Tiger Technician's Hour. I'd love to hear from you, 1-877-927-6648. 1,234-3869. Sorry, this is a technical Friday. So I get to go through all these things from the questions. I got just a ton of questions, some yesterday I didn't quite get to because I only saw them after the show was finished. So let me just go through one at a time. Why did I go long for subscribers to the opening call? Why did I keep going long and then why did I stay long? And that's the question. So after each one of these, I don't want to go through this part of it. I don't want to take too much time.  Where it occurs at the top, and you can see it here in the S&P. This is the candle. This is at the top at the high of 4818.62. The S&P made a high and this is the same candle that we saw actually one or two bars later after the October high. It was actually the next month back in 2007. I take it very seriously because if there's a trade halfway into the wick on a shorter time basis, then you bound to test the low. Well, and it's also been in many times a serious top. So within that context, this particular pattern that I'm looking at here in the Dow, when it becomes green at a low, not a high, at a potential low. That's where you can get a pretty decent balance. And we've had five of them. The last one I called a chaplain wave. It wasn't 100% the way I like it, but it was in the category of the chaplain wave. Roman candle, long wick, tiny wick at the top, long wick at the bottom and a body half to two thirds above the wick lot. So I loved it and the next day we went long. And on all of these pullbacks we've actually been going long. The main thing should have just been going short, staying short and that's it. Anyway, we had done it right in the beginning. They got stopped down, never got back in. And then after that, we've got these longs. And funnily enough, most of the longs on the diamonds made money because the Dow has been the strongest industry. But this particular one wasn't different because we added to the position because that candle had a beautiful up move the following day. So the candle of the 20th at 30,635 gave a nice signal the next day. The following day, green candle couldn't get above the pink nine-peered moving average and it finally did and we've been adding. And we've actually taken a little bit off because just quick profits like that you want to keep. But we've kept the call of that. We've got the call from way back from April of 2020 still got a call position long there. Now that's one thing. So the other is, that was the question why and the reason was there were candles that had worked and if this one worked for the fifth time but this time was a lot more successful then we get a much stronger and longer pullback. The DOG, which is the DOG is the inverse one to one of the Dow went to 36.65 in leg D in the Chapman wave methodology. Since this is technical Friday, I will take some time here. I'll show you the technical aspect of this if I can get it. There it is. Now just to click on it there. In the Chapman wave methodology, you try to identify the lowest low bar then count each successively higher peak. Your objective is going to get an upgrade from a buy signal to a buy mode. That implies that there should be at least four higher peaks, peak alphabetized, ABCDEFG, uppercase on the way up, lowercase on the way down. As at D, that other things can happen. It can recycle. That's where sometimes you get the biggest move to the downside but that's where you can also recycle within three bars if there's another new high. Maybe even make a brand new buy signal to buy mode. All right. Enough said, peak D is the expectation of a buy mode. That's where other things can happen. And that said, together with the SH, which is one to one short, typed in the wrong place, SH, which is one to one short. The S&P, we got a peak D with an alternate count. And that said at 16.54, that S&P short position should now pull back sharply from the peak D. And that's what we're getting. All right. That said, I wanted to complete that. And I also wanted to talk about using my technical indicators. So in the Dow, you see this rising blue on balance volume. It was way better. And I did this on air the other day. I'll show you going back to the high that was made back in March. I said that high at 35,372 was way technically stronger than the next high, which was higher in the cup formation at 35,492 on the 21st of April. And therefore, we should get a pullback. And we could go even more than one to one to the downside. Well, that was a weak vertical test. And we did pull back. This was a strong vertical test. The low of the, I think it was the 12th of May, was much weaker than the low of the 20th. So a whole bunch of things came into play. And that's one of the reasons why. That doesn't mean to say that we've gone from a buy signal to a buy mode. Now we're going back to all-time highs. It just says you've got the turn. And this is the first time. Look, when we went with this Chapman Way Roman candle of the 32,272 late April, we had a big green candle and then an inside bar, another inside bar, and then a slightly higher peak peak. And then it failed. And then it had to start a brand new move that went to peak deep. And then that failed. So this is the first time we've had a success of, no matter what happens today, we've had higher highs. This is the low of 30,635 going to 32,930. People say to me, so another question came in. How come you always talk about the Dow? And it's 30 stocks and you've got the S&P 500. You've got the NDX 100. You've got the Composite Index, which is 2,000. And you never talk about the New York Stock Exchange. I don't because for some reason I'll have to call Trade Station. I don't know if they even have the new. I couldn't get it asked them. And if they haven't, I'll do it. I don't need it necessarily in the New York Stock Exchange. Very few people actually trade New York Stock Exchange. So I've got the Wilshire. I've got many others. But I don't feel I need it right now. But this is the first time that we've got one, two, three, four, five successive higher highs. That is really important. OK. So I'm finished with that. And now the question is, where do you think this will go? Will this go to get upgraded to a buy? Well, it's 63%. I really need the stochastic to get over 80% and go to a buy mode. But the buy signal can come in if maybe Tuesday there's a bit of a pullback and then Wednesday or Thursday we go to higher highs. But in the meantime, back at the ranch, this is a great leg A in the weekly chart. This is the first one we've had in a long time. And I'm watching that monthly chart. I don't believe this is the move that's going to take us to the all-time highs. But I think it's in the process, this whole rotation. All right. Got that out of the way. QQQ, very strong up 670 today and 306. It's really hard for me to even talk about it. We missed my sixth sense getting the exact low yesterday to buy the Tiki we've had it before. But I wanted that. Yeah. You know, I may as well talk about this because this is part of many of you do this, I'm sure. I'm not the only one. I'm human nature. Human nature. So I'm sure we all do this. I had all typed up and entered into this three times longer queues yesterday. And the one was to go right in it at that particular point. And then if I was wrong, I want you to buy much lower down. I'll talk about it when we get back. It's hard. Time of booming inflation. We are purchasing powers eroded. There's no better place to protect your hard-earned money than in gold. Vista Gold's flagship asset is the Mount Todd Gold Project in the Northern Territory of Australia. This is Australia's largest undeveloped gold project. We are talking a world-class gold project in a tier one mining district. This is a large-scale, low-cost project with significant existing infrastructure and a politically safe and friendly mining jurisdiction. Vista Gold just completed the Mount Todd Feasibility Study, which resulted in a 7 million-ounce gold reserve in a 16-year mine life. All of this combined with the approvals of all major operational, as well as environmental permits. 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Toll Free at 1-877-927-6648 Internationally at<PHONE_NUMBER> Time, but this is a lesson, one of the many lessons that gets repeated sometimes. And this is that I had written it up, typed it up to get into the, no matter what the price was, the open in the QQQ, TQQ, which is the Q's three times long, because I felt strongly that we were about to make some kind of a reversal and that's going to play catch-up, but instead what happened, and then add and lower down, and at least we get one position. Instead of the last minute I changed it, maybe it's just arrogance thinking that I know better than the market, never do that. And I put to buy it at, to buy the TQQ at 20, under 27.63. Now, I haven't heard from anyone.  I didn't even have a chance to do anything. And I was like 930, 931, I'm back, everything's up again, and I couldn't get all the pre-930, I had the 930 time until about 920, but that's where the Q's suddenly dipped, the NQ suddenly had a little slide. So I don't know if anybody got it beforehand, nobody's told me yet, they've got it, but 27.63 was the number that I said to go to buy under, 27.68 was the exact low. So by 5 cents, and then what did it do? The TQQ right now. So that would have been in the 27s, and here we are. And finally enough, I had 27.83, and suddenly at the 27, yeah, 83, and then suddenly I changed it. So it's at 32.44. I mean, that's up about, now it's today alone, it's up 7% yesterday, it was up 8%. So these things happen, I'm upset, and this thing has a target of, the generate inside reg target resistance line over the next few days, maybe it can get to 33.90 to 34.20. And then we're gonna have to assess what happens next. Just on a very short-term basis, I'm just telling you here that this is, these rectangle formations, I hope that some of, I've spent a lot of time now thinking, because when I came to Tiaf and then back in 2022, I met with Tom in about September, I think it was, 2002, I met with Tom in New Hampshire, and we were sitting, and I had my computer out and talking, and I showed him something, and I said, I think we're gonna get a cell signal, I didn't do anything, and then I suddenly looked, and I said, oh, be careful of the Chapman wave, I think we're gonna turn down, and we kept talking, and we looked, and I don't remember if it was the E-mini, or whatever it is, had a sharp pullback, and that's when he said, hey, you wanna come, just work with us, at Tiaf and I said, if it's educational, and if I can discuss things, on a purely technical level, absolutely, so I think 2003 is March, I think is when I started, and might have been in call. Now, the reason why I'm mentioning this is, the rectangle formation, just look at this, this is after such a spectacular couple of days, the E-mini at 1320, that's 120, on the 26th, that's yesterday afternoon, goes from 4,073.25 to a low of 4,041, so 30, that sounds big, but it's a 30 point range, after all of that spectacular move to the upside, and it holds it from 1320 on the 26th of May to the breakout at 850 AM on the 27th, this is a 10 minute chart, you can tell how many bars there are, right, and it had peak ABCDE, ABCD, and then it pulls back, and now it's in leg D, once again with a breakout, and I wouldn't be surprised if, just within about 10 or 15 minutes of another little digestive phase, this is now the 10 minute chart and there's a lot that I wanted to discuss, I said I'll do a lot of technical stuff today, so let me just do this because I've got questions that I need to answer, and the only reason why, why is your one minute chart GC instead of being definitive as a C, and the reason is that I'm looking at this and it's got the rectangle formation, there's nothing wrong, it's still walking the nine period moving average, and yes, this becomes a D, so I had the alternate count, I didn't have to do anything, it's just for my own knowledge, I don't have to act on it, I'm just being warned that this is maybe getting a little toppy, but the mag D is good, the mag D is just okay, that's the reason why, but look, this is for those of you who use the mag D moving average convergence divergence, look at this divergence between right there at about 950, you start to go down, the stochastic starts to slide, but look at this beautiful 9EMA that keeps you in the trade, so that's really important, look at the technical things, leg E in the 5 minute, leg D in the 10 minute, also with the technicals, but the on balance volume in the 5 minute you say ups, I'm getting a little bit overboard, so it doesn't just say you're going to go crazy and shorten all that, just now you got to be a little bit careful, this is where you could get some kind of a turnaround, big D in the daily, and you can see this little chart right here, the 5 minute has Chapman automated 412700 resistance, well we'll watch it, okay, so technical Friday question came in in the Tiger YouTube, Basil, I would like to buy Dell, now I haven't looked at Dell in a long time, in a two part process, it filled the down gap, and now it has a big up gap in leg B, at what price could I enter? So let's do this, I think I'm going to suggest what I didn't do yesterday for the cues, no I'm not, I'm going to just look at this very carefully, I haven't updated this for ages, 6154 was the high, about mid-February of this year, peak F, doji candle, the Chapman wave silent doji, if you've done my webinars, one of them was based on this Chapman wave silent doji, you know how you can scan, I haven't done this for ages, but I think it was big charts, once I used to use that, as a scan for doji candle, turnaround candles, well this is the turnaround of the turnaround, you get the one, but you've got the other, and I call it the silent doji, because it either happens on the left side or the right side of a potential high or low, and that's usually a clue to say, it's an indecision session, and the direction of the next move up or down is going to be really important. So yes, it turned down very sharply, so now it's gone from the low of about 38, let's call it 3860 for the moment, and it had a height today of 5260, you know when you make lows, and you talk about prices going from 500 down to 86 or whatever it is, that's not the issue, it's the issue if you're longing or holding, but the real issue is the spectacular gains you get off the low, that's the reason why I love to try to get the actual turn, look we've got the dow at virtually the low, the equivalent of, the first position, the newest, latest is at 31579, let's call it 31500, right? And the dow right now is at 32895, we've got a huge cushion, and we're taking a little bit off and we're going to put a little bit back on, but we've got this cushion and that's what you want, so now with dow you don't have the cushion, but it went right to the Georgia period moving average, it popped over it, and now it's pulling back, we've got 549.20, but look at this, 38 to 52, 47 was a 46% gain, in 5 to 6 days, unbelievable, I'll be back, and we'll also talk about the brokers. If you want to take advantage of this sector, now is the time to subscribe to my gold report. The gold report is a comprehensive look at the metal sector as well as the markets that move gold which is the currency and bond markets. New subscribers get a 30 day money back guarantee so you have nothing to lose. Every Monday morning I publish the gold report with coverage of gold, silver, bonds, DXAU, HUI, GDX as well as more than 30 different mining equities. 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The Art of Timing the Trade Chart is designed to help you when scouring the markets for stocks just beginning to form the trading patterns that many investors spend days, weeks, or even months searching to find. And right now we're offering licenses available at only $79 a month. We are so confident that you're going to love this new charting software that will even give you a 30-day unconditional money-back guarantee. Don't miss out on this incredible new piece of software. Get your copy of The Art of Timing the Trade Charts today by visiting TFNN.com. This segment is brought to you by Think or Swim. For more information, just click the Think or Swim banner on the front page of TFNN.com. Hi, folks. So I've got the skeleton. I haven't updated it. The latest dating, I've got it 21314154. That's what you need it. So this is peak A. And I had drawn all this in, but I just haven't updated it for ages. So what we're looking at here, this is a gray A in the weekly chart. Gray A. Why is it green? Because I haven't got any real signals yet. Until I confirm, I call it gray. And that's just the way it is. A huge move from the 6154 high to the 38s low. And this is still, I believe, I'm going to call it at least for now, A to the downside. That's okay. So what would I do? I don't like this gap. A gap of 44 points from yesterday. Let's go to 43 something. Going 43 to 52 in one day. This is really tough. Now, if you love the stock, if you've done your homework and you really love the stock, then the only thing I can recommend, I prefer, I know that you do options, I prefer that you bought and first of all, I just do an out of the money call option, because the option today, the May, right? I wouldn't even know yet, but May, June. I'd go to June. I wouldn't go later than June. So today's high is 52.60. If there is a 52.50 call, I'd take some of that and I'd go to June. Why? You know what you're going to lose if everything, even if it doesn't get from, even if it gets to only 51, you're going to lose all of it by June, if you haven't taken profits at any point. If it goes even a penny above today's high, I think they'll start to increase that premium a lot, even though it's way out into June. So what I'm really looking at would be June the 17th. But really what I'm looking at is the amount that it gapped up and the amount that it's given back under the 200-period moving average, I have a terrible time with something like this where you've taken, I do realize that today's high almost filled the gap going from the most recent high D on the 29th of March at 55.30 6 points away from the all-time high and this is incredible. So if you do like it why not just step in with you could even do this it's at 49, 47 right now you go to a 50 and the premium on the 50 must have come way down and if it drops even another 30 or 40 cents that premium will shrink even more that might be the best way to do it because all it has to do is pop to the 50.59 200-period moving average and your premium is coming back again. That's the only way I would do it. Now do I like the chart I think it's a great company if you look at the Dell Tech DELL trading at 49, 44 at 5.53 having hit 52.60 earlier on let me do this now you're looking out and you want to add to it so I'm not going to do anything like near-term right this very minute but I'm going to say it made a peak A the peak B and that is a C is that correct 41.16 41 very good ABCD this is made a peak D in the 120-minute chart and as soon as you pull back there's tremendous support at 46.53 that's what you need to know because what if this is just a one-day wonder a lot of the one-day wonders tanks afterwards but over the last two days they've not let's just look at Ulta beauty I'm also upset with this one because I was in Target just a couple of days ago and I'm looking and I'm saying wow look at that and also inside Target and look at all those people and look how beautifully they've done it up this is going to do well and it gapped up the next day and today it gapped up again it's at 413 see this is very different look at the monthly chart G-SASC we saw that in the one-minute chart of the E-mini G-SASC went to that D and now you've got to be careful so there's a chance that Ulta beauty different product all together doing that chart patterns with gaps up this is very different this is a really successful one here I would say to you start a position and then put another position in 398 hopefully not even getting it because it just keeps going Dell's very different it's in the area it's tech no I'm having a tough time the only way I can say is let me do some homework over the weekend let's see where it closes if it closes back over 51 that's really good today or even Tuesday but if it doesn't it pulls back today I'm having a tough time at this gap up level if it was yesterday I'd say to you start a position and let's see what happens tomorrow well tomorrow came and it must be fantastic yesterday so all I can say sorry I can't do anything more than say think about an option call option and let's look at it again in a little bit more detail will this gap ever be filled in this environment I think this gap is going to be filled I think the 47 46 area could be touched at some point so and if it breaks that then there's a big problem no sorry next question I had was a MIMI wants to go through ERF ERF I think we've done this before I got it notated yes this is a brand you buy signal to buy mode now you don't tell me really you're going long yes so this is why didn't I not write that in N a plus oh N a plus a corporation yep that's in the same energy sector that I've been looking at and I like very much in fact we were looking at one I did not get it but yes so this is made a new recovery high in the monthly child leg E this is a new breakout now we can talk about this as a potential chaplain wave inside no sorry chaplain wave chaplain wave restart look that's an instant restart peak E slash A F slash B pulls back and from that load this is still another A B and this could be a C this is an F slash B yes so I'm going to say that I like it very much now the big problem is that oh I got a lower case it should be this is a G a G slash C I like it very much now this is now this is different to what we were looking at in Dell this is in the sector that's on fire this is the sector that's doing really well on a very short term basis I can say to you Mimi yes start a small bit right here it is in legs C probably a peak C today and that should go to a D and then there's a chance that it does some kind of a pullback but the stochastic is a 91% that's great MACD yes thank you EKS and the Dell MACD is a series of moving every trend following momentum indicator that shows the relationship between two moving averages of a securities price and I like I use the MACD in a specific way for years and years and years I like this so I'm saying start your position I wouldn't get too carried away start your position where would I add let's see if it goes to D and then pulls back to roundabout and pulls the gap at about 1430 it's at 1466 ERF is a symbol but this is the most important thing the second arch formation that's forming now in the MACD of the of the weekly I meant the 9 period over the 14 period moving, not the MACD says if it can remain and holds above 1380 for the next 2 bars that's 2 weeks and the MACD can finally cross back positive and stochastic can least go from 51% to 68% or 72% this is going to continue as one of the sectors that is really strong but I'd like to just say start off now at 1467 I wouldn't put a stop in I'd have to have a wide stop if you're prepared to do that make it just for now a $1 stop and we'll talk about it on Tuesday where would I add doesn't make a link on Tuesday then you have to be careful I'll be back in 2021 Are you in the market for buying real estate in the Bay Area including the surrounding St. Petersburg Tampa and Clearwater markets Tiger Real Estate LLC is a firm that has extensive experience in the Tampa Bay Area whether you're looking to sell your current property for maximum value or you're in the market for a second home or investment property Tiger Realty has the experience across all areas of real estate in the Tampa Bay Area to help buyers and sellers make the most informed decisions across all price levels including per square foot in certain up and coming areas to the type of cash flow investment properties are capable of creating Tiger Real Estate can help you make the best decision when it comes to all areas of the market before you make one of the biggest decisions of your financial future call Tiger Real Estate LLC today at<PHONE_NUMBER> or email us at tiger at tfnn.com that's<PHONE_NUMBER> call us today The technology around us is changing every day with so much happening it can seem impossible to keep up with all the information David White's investment newsletter the Technology Insider is designed to give you all the information you need to understand the technology that shapes today's markets and tomorrow's future David White has made his living staying on the cutting edge of technology his weekly newsletter will give you specific recommendations for value tech stocks as well as entry prices target prices and stops to set for each trade Dave delivers his weekly newsletters every Friday with updates throughout the week you can get the Technology Insider at tfnn.com for only $37.50 Sign up for Dave's newsletter the Technology Insider and get an inside look at everything the technology sector has to offer try it risk free today with our 30 day money back guarantee TFNN Educating Investors Biotech is booming but for how long whether you think the Biotech bull has room to run or has run its course trade LABU or LABD Directions Daily S&P Biotech 3 times bull and bear ETFs visit Direction Investments.com slash Biotech today an investor should consider the investment objectives risks, charges and expenses of the Direction shares carefully before investing the Prospectus and Summary Prospectus contain this and other information about Direction shares to obtain a Prospectus or Summary Prospectus please contact Direction shares at<PHONE_NUMBER> the Prospectus or Summary Prospectus should be read carefully before investing an investment in the funds is subject to risk including the possible loss of principal the funds are designed to be utilized only by sophisticated investors such as traders and active investors Distributor Four Side Fund Services LLC this program is brought to you by Vista Gold traded on the NYSE American X under the symbol VGZ let me just do this thank you Duffy N and G producer diversified portfolio crude oil and natural gas a lot of these oil and gas companies are doing so well but I think they're getting a little topic let me show you remember the rectangle formation I talk about this rectangle formation that can last a lot longer than your patients but when it screams up and finally breaks to the upside and goes to a PD times we looked at PDs and then they pull back if it goes pulls back after that at any point in the next two weeks below 1334 the midpoint it can go down quite a bit sharper so I'm saying that's the reason why I'm saying start to position let's reassess next week and if it does get to a D above yesterday's high 14.83 this is keep that in mind it's in the best area but I'm looking at crude oil I'm looking at a lot of things saying you know there's a chance that we could get a pullback leg E out of the rectangle in the crude oil after 114.99 fabulous break to the upside but I think in the 117 area that's where you're going to see something spectacular I think on a very short term basis we're getting a little bit overboard and if that pulls back together with the the wheat and grains and all that that's something I wanted to discuss a couple of things number one is I had discussed this some time ago but I'm going to repeat it now I followed the word recession ever since late 1970s and I used to think about this as a recession I don't care what the economists talk about a recession usually is two quarters of negative growth I'm just saying I recognize recessions and I took about rotational recessions and I've been saying for a long time we're in a recession but it's very selective it's rotating through all the different sectors it went right through the tech sector it's gone through almost every single say even the IYT which is holding the transport sector holding well so when finally the economists say we're in a recession I don't know how many times over the decades and decades that I've been looking at this that's the very day that you want to go long or at least think long because they look at the economists have to be rearview mirrors and they look at what's happening that's number one I wanted to get that number two is I had a question about the buy signal to the buy mode in the Dow I've done that number three is I had to write them down yesterday this is unbelievable I had to read to the bank just I didn't need to get some cash and I just stopped at the bank for a moment and I'm in the bank and I hear a male voice kind of middle aged male voice saying oh my god this economy we are going into the tank and I'm saying to myself Jesus the exact words I've been hearing from so many people and now I'm hearing at the bank you remember when in 2007 when I was saying everywhere I go in the bank I'm hearing people talking about their mortgages and they're waiting for the house to pass and all that stuff that was the sign of a major top dot-com you remember when grandmothers gave up their bonds and they went straight into AOL and all those companies dot-com and I'm saying to myself geez that has to be a positive surely a guy just I looked around to see who he was and I didn't recognize him but he just looked like a regular guy he was dressed to cut nicely he must have come from work and to stop there for whatever reason and I'm saying to myself wow this is this is in the bank I'm hearing him tell the person at the counter so that says to me that we've got some endurance now to the upside at least for a little while okay that's the one thing number four is double bottoms yeah so in the John Mulan in the den you were talking about Dell but look at this I don't know if this is going to work but I am saying when I love you look at those double tops how many how many times throughout the weeks and weeks and weeks of 20 late 2021 and 2022 ever said those double tops almost to the penny are unbelievable and look how many times we pull back well look Dallas had three bottoms look at the equidistance and Larry's coming up for the next show and he talks about I do it in a very different way but he talks about 135 but I I've treated as Arch goes to a cup formation in the same time for men look Dell makes a low of 68. 86 on the 27th of April on the 12th of May it makes a low of 85. 87 and the low three days ago 68. 85 there's your double bottom and it's got a beautiful left side right side price time as it was the next thing I was going to discuss right here look at that left side right equidistant in other words time wise a price wise not not price wise time wise and here we go your parallel make this pink make that green and it's one day late and there it is I love this this is very nice it's green that's pink so so micron trading a 7248 up a dollar and at least as a pattern that says you know exactly what the rules are you break 68 and close under it that's a big problem leg D in the weekly chart and and in the 120 it's only in leg C to the upside so to me this makes more sense of doing some constructive homework I'm not saying go out and buy it I'm just saying this is what I would look at and if you look at the monthly you remember I discussed this I said the highlight was made in 96.96 back in 2021 and then it pulls back to 65 30 points and then it ran his back up to where 98.45 and less than $2 higher in January of 2022 and it comes back and now double bottoms and it's in the rectangle formation we might find that on a short term basis you could go from from the 68 to the 74 pulls back and do that a couple of times and then finally break out and maybe if my current doesn't break in the next two months close under 63 you could just be in this trading band so that I prefer to do the homework like that okay so I've done that Ford Ford is up today up 2.10 percent up 28 cents at 13.39 Eiffel Tower I was asked about this can you show some examples of the Eiffel Tower well I had a question earlier on about from Steve Rose have I been watching the French open and have I ever been to the games there well I believe there was a Charles Rollers Roland Garros Garros it's a pink clay I created a great clay yesterday pink clay looks beautiful um yeah I forgot about that I will watch the open but this is the Eiffel Tower the reason why I came up with this is it looks like an A it looks like an uppercase A you go straight up and straight down alright that's your Eiffel Tower left side right side look at this beautiful price match from the low in 2021 it screams up in the same number of bars so 35.87 rick of the 14th of January comes plummeting down and remember people always talk about oh there's always a staircase up and elevated down or whatever it is um no this I always say this that if you look at these U-shaped formations and if you look at the V-shaped formations or arch formations the couple the arch so often they have the same number of bars on the upside as on the downside and look here it is so it makes a low 12.07 on the 25th 6.25 that was the beginning 20 20 20th on the 20th at 12.07 and here it is nice percentage gain but this is going to need a lot more work with an Eiffel Tower when you finally make that turn you've got to get a really strong move to like a moving average in this case the pink 14.38 that there's still a lot of work to be done but there's the Eiffel Tower there's the left side right side price time match in Chapelweb sharpening your skills as an investor is like getting ready to play a musical instrument you have to practice sure but you also need excellent instruction from experts at TFNN you'll get advice and guidance from the authority and technical market analysis and it's not just dry tedious text either TFNN airs live financial content streamed live on TFNN.com and TFNN's youtube channel with Tiger TV live every market day from 8.30 am to 4.00 pm for free each host is an experienced trader and gives their take on the market while taking calls and questions live from around the world from the moment the market opens until the closing bell sounds Tiger TV has 8 different shows with expert hosts to help you make the right moves with your money watch online at TFNN.com or on TFNN's youtube channel and become the investor you were born to be TFNN educating investors you might think that if you want to be 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sequence this mathematical principle is responsible for everything from the most aesthetically pleasing artwork to patterns in the stock market to stay on top of stock patterns you can take advantage of sign up for the Fibonacci 24-7 newsletter at TFNN.com when you subscribe you'll get a weekly report from veteran day trader Larry Pezzavento who you need to pay attention to and you can trust Larry's analysis after all he's got 45 years experience as a day trader Larry will also provide daily charts videos and data on the key markets that he's tracking expect notifications from Larry on market movement you need to act on at any time first time subscribers also get a 30 day money back guarantee if you're not satisfied let us know and you'll get a full refund within 30 days of signing up Fibonacci 24-7 newsletter today TFNN.com Educating Investors This segment is brought to you by Think or Swim For more information just click the Think or Swim banner on the front page of TFNN.com So I was asked about the ECH which is the Chile iShares huge move up just in the last mid-May it's gone from the 24 area to 36 points that is huge and this is only a leg A and it has to be considered no it doesn't have to be considered it could be a continuation pattern of the previous yeah from that previous up move there so this could be a G slash A that's terrible G says oh be careful everything oh this is gonna go it's gonna really tank and the other one says A says are you kidding you want to buy everything so I'm just going to sell do a little bit more homework on this over the weekend I did look at a couple of others EWZ etc anything that has to do with raw materials I think Chile this is doing very nicely I hope you're in it I didn't see whether or not you're in it but yes the most important thing is I would start a position in your position you love longer term outlooks I start a position at 30.50 and it would be a small position that's reassessed next week it should have a pullback towards 29.50 that's where you would add to it I don't think this is G I think this could possibly be an A but it is really good action and a couple of things and I was asked about the VIX in my webinar in my video that I'll do for subscribers tomorrow my long video that I do for the weekend overview Saturday I usually do it from around and I am so I'll do it tomorrow the VIX index trading at 26.39 I remember I said just now that we might be making just a short term top in the e-mini because of the peak D in the 1-minute chart peak E in the 5-minute chart and a peak D in the 10-minute chart I wouldn't be surprised if we're close to some kind of a high of the day a nice decent pullback would be fine I actually prefer it a little sanity would be nice so now what we're looking at is the VIX index at 26.39 we could possibly go to 27 as the pullback my suspicion is the opposite happens and it breaks under 25.50 my target for next week is the 24 as the 200 period moving edge so I have a wonderful weekend every one long weekend and see you on Tuesday don't forget Tom's got a webinar coming up pick up the full page of the FNN and let's hope that


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Terrific looking heat number 12 it is indeed and the host nation polled and off-gates one and three But remember Woffendon is a broad-slaw from Ryder So is a home rider here in the Polish League and off ski as well so the teammates here normally in the extra league are not tonight What a start that is and you know skis doing a bit of grass-tracking on 3g grass And now Woffendon has the lead Lambert is second will we see a repeat of Woffendon's team riding will he look over his shoulder He's doing now now this is going to be a real test Can he do it over four laps can Lambert hold on over four laps in Poland to beat the Poles Woffendon again Wheel-to-wheel with Lambert looking to shepherd him home for all four laps of this race It comes to that brilliant start from Lambert joined there by Woffendon on the outside You know skis nowhere Woffendon on the outside is leaving it down to Lambert do they trying hard Got to say they got every chance here Woffendon looking fabulous on the outside Robert Lambert riding an absolutely brilliant race found the inside They've got a lap to go do that now sweating to the outside He's following Woffendon through the dirt Robert Lambert on the inside. He's got some room there You know, it's looking like a 5-1 for Great Britain Woffendon around the outside Lambert on the inside Woffendon looks over his shoulder 5-1 Great Britain Ty Woffendon and Robert Lambert open pick stadium in Rotslav is quiet Woffendon and Lambert are tearing it up here in Rotslav


Hello, everyone, and welcome to the third episode of Liquid Margins. I just want to make a plug for next week's show. And that's on science and using collaborative annotation with science. So experimenting on the margins, annotating science is the title of that one. And now I would like to introduce our guests. We have Mary Clawn from UC San Diego. And Alicia Maggard from Auburn University. They actually went to college together. We just discovered at Willamette U, but they didn't know each other there. But around the same time, right? And with that, I'm going to turn it over to Nate Angel. He's our director of marketing hypothesis. So over to you, Nate. Hey, Franny, thank you so much and welcome to everybody who's here today. I see got almost 50 people filing in. That's so great to have such a great crowd. And I, I'm Nate Angel, as Franny said, and actually our little team here, Franny and Hala and I that are here from hypothesis are all in beautiful sunny Portland, Oregon, where it's not sunny today, oddly enough. But I'd like to invite our guests to say a little bit about themselves where they're calling in from sort of what their work focuses on. And let's start with Barry. Sure. Hi everybody, my name is Mary. I am an adjunct. I teach at UC San Diego and at San Diego Miramar College. And my main focus for teaching is US history and Native American history. So Native history is my kind of research focus. But as far as instruction goes, I'm all about anything. American history from the beginning to the end. Alicia. Hi, I'm Alicia Maggard. I'm calling in from Birmingham, Alabama in the sweltering south today. I'm an incoming historian at Auburn University where I'll be teaching classes on technology and military history. And then I used hypothesis last semester when I was teaching a course through Williams College in their Williams mystic program, focusing on American maritime history. So we really got some Americanists here today. And a lot of times we have my colleague Jeremy or our colleague Jeremy Dean as a kind of leading the discussion at these conversations on liquid margins. But today, we decided that since the topic was history would make more sense to have me do it because I actually have a degree in history believe it or not way back from the early middle ages when I graduated from college and then I went on to get an ABD in American civilization which even though it wasn't as good as I thought it would be. So I'm really excited to be here to talk with Mary and Alicia about this stuff. And I thought one of the ways that we might start things out was to get a kind of understanding of what kinds of readings, do you have your students do, is it, for instance, like, are there often textbooks involved with the courses that you teach or is it, are you looking at a lot of different kinds of documents that you put together I thought we'd start with Alicia. Yeah, so I'm for my course that I've run. There's kind of like two goals that I have for my students. And the first is that I want them to be responsible readers of scholarship. So they were reading journal articles, chapters from scholarly monographs, and they were annotating those. And then the second thing I wanted them to do was to start getting into primary sources. So alongside scholarship, we would have a primary source that was often related to the topic if not directly cited by the historian that we were reading alongside it. So, for example, my students narrated the narrative of the life of Moses Grandi, which is one of the antebellum slave narratives from an formerly enslaved waterman in North Carolina. How about you Mary what what kind of text do you have folks reading the same kind of thing I have them it's a mix of secondary sources so journal articles book chapters, or short. Short daily a lot like short little blog posts that kind of summarize academic articles, mixed in with a whole bunch of primary documents. And especially in my survey classes, I try to do mostly primary documents and then add in like a little bit of secondary pieces to get them to practice their analysis of the primary documents in the annotations. Yeah, and then I also have them listen to podcasts sometimes and then annotate the transcripts. So there's a whole bunch of anytime I can get them to think about history with whatever kind of source I throw it in there. Mary, what is what led you to start to use collaborative annotation. How long have you been using it what like even what got you interested in it and how did you learn about it and what made you want to bring it into your pedagogy. Yeah, so I started teaching in 2017. I, my first semester teaching I used reading quizzes. I had to get students to do the reading, which was not it just did it just, it fell really flat. I had to make the reading quizzes so I was like trying to make multiple choice questions about these sources that I just, I felt like I was missing the point of getting them to read and analyze the sources by distilling them into these multiple choice questions, folks would either like not do well or they would not take the quizzes at all. And so I decided to scrap it and I think I learned about hypothesis through a vitae article or a chronicle article somebody had linked to it. And I went and watched like all the YouTube videos and webinars you guys had and I was like this is perfect so I started using it in 2018 and it was like, just, I think it was revolutionary because I had folks reading and talking to each other about the text, where as before I could barely get them to do the read like I was trying to force them to do the reading by giving them a quiz that I would like punish them for if they got things wrong is really not what I want. That's not how I wanted to teach history at all. So this was a, it was a really great tool, and I've been using it ever since then and it's been consistently like one of my favorite aspects of the class of I've gotten really good responses from students as well who really like to see their classmates, opinions and their analysis alongside the text to when they're reading. And that really makes sense to me that like why if we want to encourage people, not only just to be more careful readers but even just to read it all. Why should we turn it into like a punishing activity, right. No, definitely not. Thank you Alicia how did you come to know hypothesis and get started using it. So compared to Mary I'm a new kid on the block and I wonder if I share an experience from some of the people watching today, which is that when we decided to move to remote learning this spring. What I could, you know, what are the best elements of my in class exercises and work that I could translate. And I was really grateful Kevin Gannon wrote about hypothesis in a piece for a J perspective so just a plug thank you a J. Thank you Kevin because like Mary that I went and I looked at it and I was like, what I've been doing and I wonder if other historians have loved response papers as much as I am that kind of weekly low stakes assignment that students would do after they'd done the reading but before they'd come to class. And for me, the annotation got the best elements of those response papers in that it asked students to read at a deeper level. It allowed them to practice low stakes writing, but then it had some other aspects of response papers that it was different and better in some ways. So, for example, I am kind of frustrated when I am the only audience for students response papers so this allowed them to practice writing to an audience of their peers. I found it to be hugely motivating for students who would want to see how other students had reacted. It was kind of it allowed them to process some of the information of reading through conversation, and then also the way that they could make it more multimedia. So the fact that I was getting YouTube links YouTube videos Wikipedia links pictures in the margins just allowed students to kind of bring that material to life in ways that they were not always I think feeling welcome to do in response papers. Yeah, that's, that's really interesting that the multimedia part comes out to because I think you know that's a, that's a, a thing that annotation can enable that is a little bit hard to do in other formats right where you're like, I mean you could include videos and in response paper, I suppose, but there's just something about naturally having it in the margin margin there. And I love what you said, we see a two about the idea of not wanting the students response papers just to go to the audience of one the teacher. Have you heard this some this idea of the renewable assignment as opposed to the disposable assignment. It's kind of a phrases that came out of David Wiley's work, you know the OER. Yeah, we are specialists, if you will. But any rates on that idea that you know to encourage students to be making works that aren't just something that the teacher is going to read and then essentially throw away after it's assessed right. It's really powerful. You know one thing that a lot of them. A lot of people that are coming into annotation sometimes struggle with this. And I wonder how you guys have if you've encountered aside deal with it is there's a kind of concern that if you have collaborative annotation open on a reading so that when a student first encounters the reading one of the things they might see is annotations from their fellow students already in place, or even maybe possibly seated by you the teacher. And that that might kind of warp or infect their reading in some way that that they're already responses there. And I'm wondering, Mary, have you encountered that issue or do you have that concern about students kind of finding things pre annotated. And if so, how do you deal with it or do you actually not see it as an issue. Yeah, I don't see it as an issue. Really, I think that I mean, there are there's an option for them and I tell this to them at the beginning that they can turn off everyone's highlights and they can minimize the window if they want to read it just as themselves. But I do feel like there is something that's really gained from reading reading the text and then, you know, because primary documents are not easy to read, even if they're short, they're not like, they're not always the most intuitive documents. So if you have like, stumbling over a line you go to the pain where all these annotations are and you see like, five other people have questions about the same thing I feel like it's, it's, it's empowering, it's useful to see what kinds of questions people are asking and then see the replies for people who are trying to figure it out. And then I also don't give them a blank document to start so for I have a practice of giving them questions to guide the reading, especially for primary documents so general questions are not like asking them to find specific things in the text but just sort of like, who is the author, you know, why do you think they're writing what's the context so they are thinking about how to answer these questions already when they're reading. So, I think some students have commented that they felt a little bit of pressure. This is that UCSD especially was like, oh, everyone else is commented and I have to sound smart and you know it's, I just sort of like try to ease there. Like there's really no pressure there's no wrong way to take to annotate the document like whatever you're doing is adding to the conversation even if no one's replying to you at least you're sort of inputting your voice. And also, I annotate to so I'm in there with them sort of replying to questions and then ask what this last, you know remote pandemic quarter semester. I would send out kind of an announcement every week sort of giving the distillation of the themes that they had drawn upon and annotations to give them just a sense of where the class was at trying to reiterate that we're in this together this is one piece of the where how we're creating a community in this online space so just you know the same way that you would want to encourage people to participate in the face to face classroom this is like where they have the chance to do that online, at least for me for my classes. I don't know I feel like I got away from your question a little bit but There's no like with annotation there's no right and wrong answer here to the discussion so yeah that was great. What about you at least have you run into that concern at all about like people encountering annotations already and causing a problem. Yeah, this would be more interesting if I disagreed with Mary but I want to emphasize some of the things that she said which is and I'll get to that question of worrying about students encountering bias but One thing that's wonderful about it as she said was that students can see different models for how to interact with the text. And I loved that I loved that I had you know I think that we all have experiences of students who are stronger at historical analysis and close reading when they walk into our classroom. And getting them to model those skills where other students could see how they had looked at a passage and how they had moved on to an argument from it. But also people who were having responses to a text as a reader like logging their emotional response in a way that you know especially as we were managing a remote classroom really could build some community and some camaraderie. You know I had students who were I thought of them as my researchers who you know every Wikipedia rabbit hole they fell down or every additional primary source they found. They could kind of show to the other students and that was as somebody who's fallen down Wikipedia holes myself that was actually really rewarding to track their progress. The question of does it bias them to see how other people have seen it doesn't limit them. I don't want to dismiss that concern but I think that assumes that students aren't already reading texts and interacting with everything that we assign in a world kind of rich with context and you know Mary makes the point that she doesn't want other students you know questions to help direct their reading to help them be more efficient and better readers and you know that's a practice that I use and I think that's one way that we're already shaping how they get to a text but I also think something she said about a face to face community like I think about the ground rules that we establish in my class at our first meetings and the kinds of rules for respectful dialogue and what I did when we started doing these annotations was kind of have that check in moment again kind of establishing what our ground rules for participation would be in what kind of belonging to our community in the margins meant for students. And I find that you know I maybe this is my personal experience but something that you learn in a social way you learn more deeply because you can connect it to people a time and a place. I'm wondering that you really disagreed with somebody in the class about one instance or maybe you felt really validated when five people responded to your did he really say that what kind of comment in the margin makes that real to you in a way that kind of trying to get through your history reading you know when you're tired at night and you don't know anyone in the class maybe doesn't make it as memorable and as enriching really powerful point that makes me feel like we should generate some disagreement here so we can all remember this conversation better. So far we've been a lot of agreement, you know, and you bring up Alicia maybe you could follow up on this. It sounds like a lot of your practices here were really shaped by the pandemic kind of coming onto the scene. And it sounds like you've found a way to use annotation to sort of enrich what's been happening for online and remote delivery. And I'm wondering, do you feel like this is something that was only useful to you in that context, or could you see also using it in in a face to face delivery Yeah, I'm so sorry for all of my colleagues because I feel like this is the answer that we know is true but we hate to admit it which is, once I was sort of forced to adapt to this I can't imagine teaching my seminars in a face to face mode without it. And I think that's for me that kind of comments about the response papers that were for me a wonderful way to get students to think through writing to get them practicing thinking, and to prepare them for discussion, you know, I, I don't think that discussion is a level playing for all my students. So the more that I can do to help them feel like they are ready to come to class with something to contribute the more I can kind of back channel with them. But also the way that my students can shape the discussion you know getting to see conversations that have already played out around a text, and knowing that then we can walk into the classroom with something that like we're kind of ready to go with. I think that's wonderful instead of, you know, and I, I loved response papers but I felt like only I had that insider information that, you know, student X and student Y vehemently disagreed. But it's sort of more fun when they can come to that conclusion and when they can then come to class ready to, to kind of back up their opinions or to know that's a point of potential disagreement. That makes sense. What about you, Mary as the has the fact that this has all been having happening in the context of the pandemic had an effect. Um, for me, I'm like hypothesis, hypothesis evangelist. I love it so much. And I've been using it for a while so I, I mean, I definitely using it in the pandemic context but I already was using it in the face to face classroom but I really like what Alicia said about having it as like another avenue for students who might not be as comfortable in a face to face class discussion, or even in a small group discussion to have some way for their voice and opinion about the, the text and the content to be to be heard. That's really what I find it as like, it's another channel for them to interact with the material that doesn't require, you know, speaking up in class if that's not their thing you know we try to do other things to get them comfortable with that but in this. It's like another, another tool in your toolbox, but I love hypothesis I will never stop. Oh, and I met we didn't actually know Mary very well when we invited on the show so we we didn't cherry pick people who were going to be so evangelistic if you will. You know, a lot of I see a lot of talk in the chat. There's a lot of questions kind of brewing that we could get to later but some of the, some of the conversation is around assessment. And so I wonder if you guys could talk a little bit about how you think about incorporating annotation into your into the assessment scheme if you think of it informative or summative ways or if it's, you really see it as a sort of something different than the kind of normal assessment that normal, you know, that normal kind of graded work that you're looking for people to do. Mary, what's your take on that. Yeah, so for me, the annotations are, I guess how I would assess that students are doing the reading. So there is no I don't go through and like critique each person's notes that they take or I don't. They're not like nitpicking their grammar or anything or even the ideas that are coming out like, as long as it's relates to the text or relates to the content of the material, they get the full points for doing it like I it's really just sort of encouraging them to check in with the classmates on a regular basis. So my guidelines for them are usually just engage with the majority of the text so for you know, upper division class where they're reading like a 30 page article. It's just being something different than if they're reading like a two page primary source, but at you know they're engaging thoughtfully with the text that's like my only guidelines and then I give them the questions that they can sort of answer if they're feeling a little at sea with what to say. But I don't ever judge or evaluate the content of their annotations, it's more about seeing where those conversations go on their own. I do kind of say to them, I don't want to see one word annotations as the bulk like I don't want to just say oh interesting question mark you know that kind of thing.  But yeah there's no it's really really low stakes as at least you said before it's not there's, I don't want it to be any pressure of like there has to be a right answer. You, it's, you know, I, it's like 20% of the grade of my class so I do treat it very seriously but it's just that the fact that you're, you're there and you're participating that's really all I care about in terms of assessment. So it's almost like a class participation level. Exactly. What about you Alicia how do you handle assessment and meditation. So, and when I use it I was doing it in a small upper level seminar, so I was able to kind of include it in a kind of larger participation grade. And like Mary I gave them some instruction on I want to see you meaningfully engage with the text and I was like, if you want an approximate word count here you go don't write essays in the margins don't make your classmates read those but show us that you've thought about this material and put it to class themes to something your other classmates have said, and I just kind of set numbers I said I want to see, you know, three substantial annotations and two meaningful responses to what somebody else has annotated. And I was like beyond that go to town, you know, I loved when I would read it and somebody would say like, they would highlight something and put a smiley face in the margin you know for me that was tracking their interaction but it wasn't graded. So, questions in the chat about how to assess this and how to use it with larger classes. This is something that I am thinking about I suspect Mary has more experience and and I will just say that her first instinct to say, you know it's kind of a checkmark or a no check mark like did you get your five points this week or not. And the last thing I'll say, before I hand it over to somebody who knows better is that I, I was able to use all of my students so I had 19 students annotating collaboratively, and it didn't feel like it got too noisy but I do wonder some of you who have much larger classes, if kind of creating even smaller communities within that class, like through groups who are kind of responding to each other. Even if that rotates throughout the semester, if that does give you a better opportunity to get kind of those meaningful multi step conversations in the margin. How about you Mary did, did you, did you encounter that issue of, you know, too many, too much noise on a document or did you break into groups or so the biggest class I've used it with is 65. And I do, I, what I do is I give them the choice of which document they want to annotate each week so there's multiple readings assigned each week. I want everyone to read everything but I was only going to give them the check if they annotated one so kind of people sort of self selected into groups that way, and it minimized the amount of people working on the same document. But I have to say I don't, it doesn't bother me to see like hundreds of annotations actually kind of like that. Because you can really see just the level of like so many different opinions at once I understood some people might find that really distracting. But I also add piece of advice instructors thinking about using that I don't read them all like that would take me hours so I sort of scan them I do the search for a question mark, make sure I get the questions I am in there annotating with them so I will, this last quarter I gave them like a time period I said I'm going to be online every Wednesday at three o'clock to four o'clock I'll be annotating the text at that time so people sort of either got on before me and posted their notes or waited until I after I posted my questions and came to respond so there was engagement with me there but I didn't worry about reading every school person's annotation. But one thing I don't know I just I love the. I don't mind seeing the hundreds in the annotations why that might just be me when I first did it. I got an email from Jeremy, because it was like very early on in this whole process and he said, your students broke the record for the amount of annotations on one document and I was like, you don't understand what this means like I had a diversity and equity and inclusion requirement class that a whole bunch of people take to satisfy.  And I have like 300 annotations about a document about the Pueblo revolt of 1680 it was like, I mean it was great for me I love to see engagement so, but I'm in terms of like getting it to be more manageable yeah you can I setting it up as a group assignment and getting them to sort of self select and sort of annotating the document of their choice would work. But you can go either way to you can just have it be a free for all like the and go for it. That makes sense and I'll just there's I see there's some chat in the in the margin here of this call about, you know, how hypothesis might work and this or that context and so forth and I just want to say we're not going to address any of the technical aspects of hypothesis on these shows there's a lot of other ways to engage with us and Franny can put in a link to our help center. And there's all sorts of ways to start conversations with the hypothesis team, but we're really trying to focus in on kind of the pedagogy and people's experience you know educators like, like Mary and Alicia so you know I've been asking you guys a bunch of questions and I'm wondering before we we shift over to total q&a mode although we've already been addressing them them. Do you have any kind of questions about hypothesis or or dreams or things that you wanted to kind of bring to the table that we haven't addressed. Stop them in their tracks about thinking. I have, well, I'm just going to say something. I am to have to mine because I use canvas now at both my institutions hypothesis integrates really really well with canvas, which I love because you can, you know, beat it into the speed grader and you can set up your group assignments and all that stuff and you can see everybody just they don't have to leave the LMS. There's one thing I really did like about when I was using it. Without the LMS before the app where I just had them download the extension and then annotate the PDFs and their browser or the links to the articles is that I would set up a group for my class but most people would forget about the group and they would just go to the public, which I actually really love because they would be annotating alongside you know some of these things were from like regular online primary sources that other history professors were using so they would be annotating alongside students and wherever other place and I just thought that was kind of cool so this is not at all a question is just me talking but I think I'm going to try to do this in a more meaningful or intentional way, maybe this coming semester is to try to get them to engage with a wider audience and some in some way so if anybody has any ideas about that yeah that's a that's a really interesting point Mary and as I know that even our CEO and founder Dan Whaley is in the audience here answering questions in the chat. And there is a difference between the way hypothesis works in the LMS integrated environment versus out on the in the kind of with the individual account out on the wild web as we say sometimes. And some of that is this difference between having some scaffolding around privacy and ease of use with single sign on in the LMS and then you know wanting people to maybe move toward a more kind of public discourse like you're suggesting Mary so there is there are both those possibilities and they're both sort of interesting. At least did you have anything you wanted to like voice that we haven't touched on and I suppose my one like wish list item for hypothesis would be a way to select a non text piece on the page. So if you've used hypothesis you know that there are page notes so you can signal a note that is not an annotation that is not tied to a specific piece of text. But I found that in assigning some primary sources with some visual elements that students who were kind of showcasing their visual analysis I was like oh if I could get them to kind of annotate pieces on a map in a way something that was it text based. I just saw so much more potential for my students who were kind of eager to showcase those skills. Yeah that we are just so you know there's obviously you know hypothesis is focused on anchoring annotations and text up till now. But there's you know we we know that there's a need to also be able to annotate other forms of media like to marquee and images or maybe you have a PDF where the text isn't even selectable yet or something like that. And then obviously there's the question of video annotation. I mean there's all sorts of things so you know our roadmap does include does include the idea of working towards those things but we're still texts has been complicated enough to get into the world and so we've been focused on that up till now. Thanks for that. So we've had a whole bunch of conversation and questions going on and the Q&A and chat and I'm just going to ask Franny. Do you want to surface one that we haven't already kind of addressed. Yeah, I mean there might be a couple that we haven't addressed. So I'm going to take the last one that came up because it's timely and interesting. So I guess this is to both guests have you ever had to backtrack a conversation where students misread something in a way that was racist or sexist. Yeah, I have. Yeah, so this past quarter I taught a class called citizenship and civil rights in the 20th century. It's like the most timely class for all the stuff that went on at the end of May and June. Awesome. It wasn't. It was just a little aggressive the comments that were being made and I did. Luckily it was it happened in a way that I was like, I was really present in my annotations in that class like I was there weekly and engaging with them and so I was able to. I didn't remove it but I sort of publicly stated my sort of counterpoint and sort of probed this person's question a little bit further gave them like a link to a different thing and then they responded so thanks I didn't realize that so I think it came across as more aggressive and he actually intended it to but Yeah, I had to sort of intervene either in the annotations or then in my sort of messages to the class about this is the general theme of the class here's an interesting debate that occurred but we want to make sure that we you know and sort of remind them of the rules of discrimination but overall not so much. I mean I think that as a majority was like the majority of cases, everyone is very respectful and even if they're disagreeing there. Disagreeing in a respectful way and it's not I don't, it's not like I'm not scared of that usually happening with us. Okay, thank you. Have you had that experience at all. I have in kind of, you know, miss reading in ways that you know their annotation is not where I would want the conversation to end. But also to echo Mary what's, you know, I'm in there annotating and I found that by the time I saw those other students had been into respond in kind of respectful engaging ways to suggest, you know that that was not. Maybe the full takeaway there. And then sometimes I come in to kind of emphasize that correction but often I find that my students are teaching each other. I haven't had any disrespectful. Well, one time I had disrespectful language in the margins but it was me. My students were reading letters. Anyway, they were letters from a 19th century married couple and they were doing the most wonderful analysis trying to understand the husband's actions in terms of like the context of the time marriage and masculinity and you know I got to have a really organic moment with them where I just came through with the last question and said, These are all really great points.  And I, I thought that those kind of moments that you can have in the margins with your students, you know, later in the semester when you know them was a great way to kind of, you know, to kind of have some levity and to show the different ways that you can read a text and that it doesn't always have to be dry and scholastic so one one flavor and offense and it was just me. It happens to all of us. There was one more question in the chat that I, I don't know if you covered it or not forgive me if you did but do you point students to particular sections of a text with any annotations of your own to kind of, you know, seed a discussion of a particular section. And can either one of you just jump in. Yeah, I do, especially if it's a like a secondary source so especially if it's a longer article where I want them to maybe focus on one particular aspect of the reading that I think really reiterates the points that we've engaged within our other content. I but you know, they're free to annotate wherever but I would ask like a pointed question where I'm highlighting a specific phrase and say what do you all think about this quote does it make you think of this you know that kind of thing. Otherwise I do just post more questions that apply to the whole document, especially if it's a primary source or particular sections are like what do you think about that and paragraph seven like it's a it's a mix. So I do give them some scaffolding, I guess, in terms of their annotations I don't just sort of put up the blank document and let them go. I've done it both ways. So sometimes I do what I think of as seeding the document where I'll leave kind of open ended questions to help students who maybe don't know exactly how to get into a text if they see, you know, if they see my name as the instructor in the margins by a question mark that's a place that they know that that they can have some buy in. And sometimes I'll point things out so I taught a published slave narrative and I could just highlight the title page and show them that it was published in London, that it was published for a certain reason. And even though students didn't respond to that annotation I found as they were going through the text having seen my annotation when they first visited the document that was shaping their reading in the back of their minds. And then so sometimes seeding it in advance and then I don't know Mary if you've done this but I did the staggered deadline where you had to annotate at one point and then 24 hours check back in and give more annotation so that you had to have a chance to see maybe other people's comments who weren't there if you were an early bird. And so I would often come in and plan my kind of weekly login to look at annotations to coincide with that change between the first and the second deadline. And I could kind of highlight certain conversations play the role of moderator to say, you know, oh, you know another student made a similar point on page seven, you know it sounds like you guys have a lot to say on this question. I just had a sort of a follow up question for you Alicia like so when you're doing something like annotating the title of a piece or where it was published. Is that in an attempt to show them, you know that you can annotate things that are maybe outside of the main text, just to give them flavor. Yeah, so it was a great moment for me like as a historian I want my students to be interacting with the content of the text, but also kind of thinking in more meta ways about it as a primary source so thinking about the context of its creation and getting to highlight something that students might not see as like a key part of the, you know, the body of the text was great for me. And it makes them start to think about, you know, questions that I hope we get our all of our history students to think about like why do we have this primary source and not others you know why did they write about it in this way for what audience and for me. That's something that I've been able to do kind of like through long teasing it out in discussion, but getting to put that annotation right before their eyes when they sat down to read it, I found that then they were highlighting parts of the text that were making them think about the context of why it was written for whom in what broader context so yeah that was a, that was like a good moment where I was glad that I had been able to get in and kind of shape how they saw it. Great. Thanks. There's one more question and then I think we're really running out of time. So we'll have to wrap up. But so this question have panelists as students to indicate places where they're confused. What's the screw up or don't follow the logic or effective implications of the text. And if so, the fellow students then reply to them. Yeah, yeah. So that's one of my sort of guidelines for students to say, but they're confused about what to what is going to go in my nose but it's going to learn my annotations one of the options is if you were confused ask a question. And then the other thing is if you're if you see a question you can reply to it. So, yeah, I do encourage them to do that. And then one thing I am going to be more explicit about going forward is that when somebody has already highlighted a piece of the text rather than somebody else highlighting the same text and adding their annotation and then encourage them to just reply to the original highlighter so that you're encouraging them to to build up that that comfort level with talking to each other about these things so that they are really. Yeah, they're using each other as a resource that way. But yeah, definitely ask questions. Yeah, it's definitely great when somebody, you know, will put a question on something that they don't understand, maybe it's a reference or maybe it's just a move in a scholarly argument that they're not following, and to get to watch their classmates or that's another place where I come in although usually especially questions of fact students will answer and it's really rewarding when they are discussing analysis like I'm not sure, you know how they're making this point or what the broader significance is and that's when you get to the best conversations is when a student's kind of brave enough to put that question there. So those are actually some of my favorite annotations they often lead to the best kind of notes in the margin for our collective notes. That's like turning the conversation over to the students. So that's great. Anyway, we are at 945 so unfortunately we're out of time. This was such a great show. I want to thank our guests, and I want to thank Nate, and I want to thank everyone who RSVP for the show and turned up here today.


in the trees. It's the same that stares at me. The best things I've always been free. I can't taste the dust I'm of. Tastes the hope and loss and love of all the countless who lived before. So let's raise our noses high. Let's toast this new life. Can the ecstasy find that you're ready? Well, let's dance in the light of dawn while the curtain remains strong.