A very good evening to all our friends and welcome to the Hindu News Analysis of Shankar IAS Academy for the date 29th October 2020. The list of the news articles along with the page numbers of five different editions is given here for your reference. Also the handwritten notes in the PDF format and time stampings for all the news articles taken for today's discussion is given in the description box and also in the comments section for the best interest of the viewers. Let us now begin our news analysis. First let us take up this editorial which talks about a term called deep fake and its effects in distorting the truth. The editorial mentions terms such as media literacy, disinformation, synthetic media and factual relativism. So we will be discussing these aspects in this analysis. The syllabus relevant for this analysis is highlighted here for your reference. Please go through it. First let us see about the term synthetic media. See synthetic media describes media that is either algorithmically created or algorithmically modified. An example could be where news anchors are real human but the background, screen, desk and graphics are computer generated. Here synthetic refers to a mix of real elements and computer generated elements. And this is an example of positive evolution of synthetic media. See in positive evolution there is also another example where education content being automatically translated and delivered in multiple languages. And there is also something called negative evolution and in this negative evolution of synthetic media comes deep fake. Now let us see about deep fake. See deep fakes are a type of new tool that is used to spread computational propaganda and disinformation at scale and with speed. It is a media creation and a manipulation tool where the digital media including video, audio and images are manipulated using artificial intelligence. The media content created in this way is referred to as deep fake. To understand it better let us take an example. Imagine a political leader is supporting unity in diversity in her talk but using deep fake technology the content of the speaker can be removed and in the place of her content an artificial content spreading come in a hatred can be inserted. So in this regard the tool will synchronize the lip movements and also the actions of the speaker. So this is just an example of replacing the content and the end video will be as if the speaker is spreading communal hatred in her own voice and the video will look very real. And it should be noted that this tool as known till date is mainly used for pornography that exclusively targets women.  Say a person X has acted in the porn and the tool can generate a video which portrays another person performing the acts of the original actor. Reports say that as of now more than 95% of deep fake videos are exclusively targeting women. This also shows how the technological world that is a world in the 21st century have perverse men attitudes. So with this you could have understood what exactly can be done using deep fake. Literally anything can be done in a video, audio or image format. And for your reference we have given various ill effects of the deep fake AI tool. See deep fake can be used by criminal elements to fabricate media like swapping faces, lip-syncing, puppeteering, mostly without the consent of the owner and bring threat to security, political stability and business disruption also inflicting emotional and reputational damage and violence towards the individual. It can also be used for distorting truth, spreading false information, disinformation then manipulating voting behavior, creating social discord and to increase polarization. Also it can be used to influence an election outcome or to inflict damage to individuals, institutions, business and democracy. And the other areas where it can be used is to create deep fake pornography and to contribute to factual relativism. See we saw about the deep fake pornography and we'll see about the factual relativism later. Before that let us see about the terms disinformation and media literacy. See disinformation refers to knowingly spreading misinformation or false or incorrect information. In the article, in the part where the author talks about solutions he states that improving media literacy is a precursor to addressing the challenges presented by deep fakes. See media literacy refers to skills in the abilities to access, analyze and evaluate information received from all forms of communication. It also includes creating information and acting using all forms of communication. To make it simple, if a person has these skills she will be easily able to identify fake news and misinformation. Now let us see about factual relativism. See relativism is a belief that there is no absolute truth and factual relativism is a belief that there is no absolute fact and fact varies with people and their perspectives. Anything contributing to factual relativism is not right simply because it helps people in believing fake news and at influences of people to doubt the established scientific truths or facts. So with reference to deep fakes, the author concludes that we need a multi-stakeholder and multimodal approach. We need collaborative actions and the collective techniques across the legislative regulations, platform policies, technology intervention and media literacy. And this can provide effective and ethical countermeasures to mitigate the threat of malicious deep fakes. So this is all about this discussion. In this discussion, we saw about the terms such as deep fake, media literacy, disinformation, synthetic media and factual relativism. With this, we'll move on to the next news. Now let us take up this news article from page one, which talks about the annual status of education report or ASR, which was recently released. See, ASR is a nationwide survey of rural education and learning outcomes in terms of reading and arithmetic skills. And the survey has been conducted by the NGO Pratham for the last 15 years. And this year, the survey was conducted via phone calls, reaching rural households with school-age children in 30 states and union territories. So in this context, let us try to understand what this report says. The syllabus relevant for this analysis is highlighted here for your reference. Please go through it. See, the recent global estimates suggest that school closures, then unequal access to technology-based educational inputs used for remote learning and other related disruptions due to the pandemic are likely to result in learning loss and higher drop-out rates. And this would further aggravate the existing equity gaps in education among other consequences. Now coming to India, we know that numerous studies have been conducted on the impact of COVID-19 pandemic in the country since the first lockdown, but very few are about children's education. Even though a lot of digital content have been generated and transmitted to help children to continue learning, there is limited evidence to know whether it's reaching children and whether children are engaging with it and the impact it is having on their participation and learning. So to focus on these aspects, the ASR 2020 Wave 1 survey has been conducted and the objectives of the survey are, what resources do families have to support children's learning at home? Then how are families and other community members helping children with learning activities? Then what learning materials and activities are children and families receiving from the schools? Then how are families and children accessing these learning materials or activities? Then are children engaging with these learning materials and activities? And what kind of contact do teachers and children or parents have with each other? And what kind of challenges are families and teachers facing with regard to remote learning? So these are the questions asked. Now what did the survey found? Have the enrollment patterns changed as a result of COVID-19 pandemic? The answer for this question is yes. See very much interestingly, there has been a clear shift from private schools to government schools between 2018 and 2020. The reasons may include the financial distress in households and our permanent school shutdowns among the private schools. Now are fewer children enrolled in 2020 than before? Yes because schools are closed and many young children have not yet secured the admission to standard one. So this seems to indicate that due to the disruptions caused by the pandemic, families are waiting for the physical opening of schools to enroll their youngest children with about 10% of six-year-old children not in school. Now how much schooling do parents of children have? See more than half of all the mothers that is 53.1% and even an higher proportion of fathers that is 70.8% have completed more than five years of school. Now does parents' education level influence whether children get learning support at home? See here the data level shows significant family support for children's education during lockdown. Even among children whose parents have only studied up to fifth standard or less, there is a significant family support. For example, among children whose parents have completed fifth standard or less, more than half of these children get help from home whether they study in government school or private school. And 14% receive help from their fathers and almost 8% from mothers. Further, if parents have low levels of education, older siblings and others play a more significant role. Now do children have textbooks at home? See about 20% of rural children have no textbooks at home. In Andhra Pradesh, less than 35% of children had textbooks and only 60% had textbooks in Rajasthan. More than 98% had textbooks in West Bengal, Nagaland and Assam. So this shows disparities among children belonging to different states. In 2018, about 36% of rural households with school going children had smartphones. By 2020, that figure had spiked to 62% and about 11% of families bought a new phone after the lockdown of which 80% were smartphones. So the proportion of owning a smartphone increased enormously, that is from 36.5% to 61.8%. And did children do any kind of learning activities during the reference week? See, even though only a third of all the children received materials from their schools during a reference week, it is reported that most children did some learning activity. Now the last question, how much contact was there between school and home? See, more educated parents had greater contact with the school teachers as well as lower proportion of children who did not do any kind of activity in the reference week. So this suggests that children whose parents could offer supported home were also those who got more support from school. So it is to be noted that in the week of the survey, about one in three rural children had not done any kind of learning activity at all. About two in three had no learning material or activity given by the school and only one in 10 had access to live online classes. See, we have seen a lot of discussions on the impact of COVID-19 on different sections of the society, but this report shows how children and schooling got affected by the pandemic. And it is clear that along with economic disparities and digital divide, parents' education also play a significant role in children's learning outcomes. So this is all about the survey. Though we don't expect any kind of direct questions from this report, the findings of this report can be quoted in your main answers. With this, let us move on to the next news. See, this editorial talks about the ongoing developments and challenges faced by India in the Indo-Pacific region. So let us discuss some of the important points mentioned in this editorial. The syllabus relevant for this analysis is highlighted here for your reference. Please go through it. As we all know, India and the US concluded their third annual US-India two-plus-two ministerial dialogue. And during this dialogue, the landmark defense agreement that is the Basic Exchange and Cooperation Agreement or BECA was inked. And apart from this, the dialogue widely discussed India's role in the Quadilateral Security Dialogue or Quad. Then it also discussed about the Indo-Pacific region and the threats faced by this region from China. The dialogue also stressed on the importance of the United States as a potential alliance partner. If you see in the recent times, the Indian foreign policy is stressing more on the Indo-Pacific and Quad. During the mid-2000s, the world expected India to be an economic powerhouse and the author says that India's economic growth in the last decade was modest. Now the world expects India to play a decisive that is a strategic and military role in the Indo-Pacific region. So in this editorial, the author discusses about the challenges faced by India in meeting this expectation. Firstly, the author briefs about the similarities and differences between the Indo-Pacific and Quad. See, the similarity is that Quad members are also major states in the Indo-Pacific region. Also both Quad and Indo-Pacific constructs are focused on China. Not just that, both are centered around India's geographic location and its policies. So the two important players are India and China. Now what are the differences between Indo-Pacific and Quad? See, the first is a political-economic vision and the last is a military-strategic forum among India, US, Australia and Japan. See, the Indo-Pacific provides a political and economic picture with a hesitant but growing articulation of China as a strong strategic challenge. But the Quad is inherently more anti-China in its character and it is intent. According to the author, though anti-China feelings are growing among the Indo-Pacific countries, they cannot completely avoid China. The role of Quad in challenging China is too early to predict now. So how successful can be India's Indo-Pacific strategy? See, according to the author, for a political-economic region such as the Indo-Pacific to survive, there must be strong economic partnerships and linkages among its members. Mere strategic talks and military cooperation alone won't work. Coming to India's economic engagement in the region, India has recently opted out of the regional comprehensive economic partnership that is RCEP, the region's flagship free trade agreement. And the author says that this will negatively impact India's future engagements in the region. So this should be looked along with the existing huge gap between India and China on trade with almost every Indo-Pacific country. Have a look at this figure which is given in the editorial. We can see that there is a huge trade gap between India and China. And this growing trade gap that India and China have with these countries will be a major determining factor in shaping the region's strategic realities. It should also be noted that China also overpowers India in terms of bilateral free trade agreements in the region. For example, India does not have a free trade agreement with Australia, New Zealand, the United States, Bangladesh and Maldives. And India has free trade agreements with South Korea, ASEAN, Japan and Sri Lanka. But China has free trade agreements with all these countries barring US, Bangladesh and Sri Lanka. So it clearly indicates the importance of trade with China for these countries. Even if they attempt economic decoupling from China, it would be a long process. And this is why the author stresses that strategic talks alone cannot trump economic realities. Now let us compare the military engagements of India and China in the region. See, China is a major defense supplier to several countries in the region such as Bangladesh, Myanmar, Sri Lanka, Indonesia, Malaysia, the Philippines and Thailand. But India's defense role is minimal barring occasional defense dialogues and joint military exercises. So what is the way forward? See, India's role in the Indo-Pacific region will remain limited if it does not prove to be a major economic partner to these states in the region. But the economics lord on in India today coupled with the domestic issues over the agreements such as RCEP weakens India's ability to economically engage in the region. India must also build upon the military strategic side as well. So the author suggests India to sustainably engage in the Indo-Pacific region using economic, strategic and military tools rather than forming a military alliance with US and its allies. The time has come for India to recognize its present weaknesses and rethink and redesign its strategic posture. So this is all about the discussion of this editorial with this we'll move on to the next news. Now, have a look at this question. It is with reference to this news article which states that the US investors want more reforms in the initial public offering rules. First, let us see about a public issue. See when an entity makes an issue or offer of shares to new investors or becoming a part of shareholders' family it is called as a public issue. And public issue is further classified into initial public offer and further public offer. When an unlisted company makes a fresh issue of shares or convertible securities for the first time to the public it is called an initial public offer. Similarly, when an unlisted company offers its existing shares or convertible securities for sale for the first time to the public it is also called as an initial public offer. And this means where for listing or trading the issuer's shares or convertible securities on the stock exchanges. In simple terms, initial public offering is the first time a company goes public. When we say a company has gone public it means it has offered its shares to the public at large and that it is ready to get listed at the stock exchanges of the country. See we have two stock exchanges. One is Bombay Stock Exchange and the other one is National Stock Exchange. So the first time a company gets listed at BSE, NSE or both and offers its shares to be publicly traded the offering is called as initial public offering. And IPOs are regulated in India under the relevant provisions of the Securities and Exchange Board of India issue of Capital and Disclosure Requirements Regulations 2018 and Companies Act. Now what do you mean by further public offer or follow-on offer? See when an already listed company makes either a fresh issue of shares or convertible securities to the public or an offer for sale of such shares and convertible securities to the public it is called as a further public offer or follow-on offer. That is a follow-on public offer is the issuance of shares after the company is listed on a stock exchange. In other words an FPO is an additional issue whereas an IPO is an initial or first issue. See generally a listed company refers to a company which has any of its securities listed on any recognized stock exchange. Next let us come to the term Sandbox which is mentioned in this article. See the article states that the US investors have shown interest in taking part in innovative ideas under the Regulatory Sandbox Framework. See whenever new technology intensive innovations are deployed proper regulatory oversight is required to mitigate the risks to investors and economies. So a live testing environment is required to test these new tech intensive innovations. And this environment is called as a Regulatory Sandbox. It refers to a live testing environment where new products, processes, services and business models can be deployed on a limited set of eligible customers for a specified period of time. And for this Regulatory Sandbox some of the requirements under the existing SEBI regulations and guidelines will be relaxed. Now see this question, consider the following statements. A follow on public offer is the issuance of shares after the company is listed on a stock exchange. See this statement is correct. The second statement reads, the first time a company gets listed at recognized stock exchange and offers its shares to be publicly traded the offering is called an initial public offer. See this statement is also correct. Here we are supposed to identify the correct statement or statements. So both the statements are correct. So the correct answer is option C both one and two. With this we'll move on to the next news. Now have a look at this question which is based on this news. The news is that the joint committee of parliament on data protection bill sought an affidavit from Twitter asking them to explain why it had shown Ladakh as a part of China. A few days back, Twitter had shown Ladakh as a part of China which caused a major uproar in the social media. Later Twitter has apologized and claimed it to be a mistake as the app's geo-tagging had suffered a technical glitch. So in this context, let us have a brief understanding on the terms geo-tagging, geo-fencing, geo-targeting, geo-referencing, then geo-coding, etc. First what is geo-tagging? See geo-tagging is the process of adding geographical identification data to various media such as photographs, video, websites, etc. And these data usually consist of latitude and longitude coordinates though they can also include latitude, bearing, accuracy data and place names. For example, when we post a video on Facebook or Instagram, the location will be automatically added to the post. And most of the social networks use some form of geo-tagging in order to track the location of their subscribers. And this allows users to augment their posts and updates with their current location. If you're traveling the world or visiting a new restaurant or a night sport, this can be a great way to let your friends know where you are and what you're doing. Now what is geo-fencing? See geo-fencing is a location-based service in which an app uses GPS, RFID, Wi-Fi or cellular data to trigger a pre-programmed action when a mobile device or RFID tag enters or exits a virtual boundary setup around a geographical location known as a geo-fence. For example, these days smartwatches have this feature. Assume that such a watch is worn by a child, then whenever the child crosses a particular boundary setup by the parents called geo-fence, it sends an alert to the parents. Same is also used in the cars as well. Now what is geo-targeting? See geo-targeting refers to the practice of delivering different content or advertisements to the consumers based on the geographical locations. For example, if you are staying in Chennai, you will get ads of businesses in Chennai. And based on your geo-location, ads are targeted. Now what is geo-referencing? See geo-referencing is a process of taking a digital image or adding geographic information to the image so that the mapping software can place the image in its appropriate real world location. We can see this in Google Photos app in which the photos can be seen on India map precisely where they have taken. The photos are sorted using geo-location as a reference. Now finally what is geo-coding? See geo-coding is the computational process by which a physical address is converted into geographic coordinates as well as locating a place using coordinates. We often used to see this in English movies. With the help of the latitude and longitude, they can locate the place. See the geo-code for Shankar IAS Academy is given here. If you search this code in Google, you can reach us. So in this discussion, we saw about geo-tagging, geo-fencing, geo-targeting, geo-referencing and geo-coding. In this regard, we have a previous prelims question which was asked in 2019. In the context of digital technologies for entertainment, consider the following statements. See here statement 3 and 4 are correct. Augmented reality allows individuals to be present in the world and improves the experience using the camera of a smartphone or a personal computer. And statement 4 reads, virtual reality closes the world and transposes an individual providing complete immersion experience. So here the correct answer is option B, 3 and 4. With this, we have discussed some of the important news articles from today's newspaper. Now see this practice question. Consider the following statements. Geo-tagging refers to the practice of delivering different content or advertisements to consumers based on the geographic locations. See this statement is incorrect. Here the statement refers to geo-targeting and geo-tagging means the process of adding geographical identification data to various media such as photographs, video, websites, etc. Now the second statement reads, geo-targeting refers to process of adding geographical identification metadata to various media such as photographs, video, websites. See as we have seen, this statement refers to geo-tagging. Here both the statements are wrong. So the correct answer is option C, both 1 and 2. Now let us move on to the practice questions discussion section based on today's news analysis. Now see this prelims practice question. It is a new tool to spread computational propaganda and misinformation at scale and with speed. Which of the following is this tool? Which is sometimes seen in news? See the correct answer is option C, deep fake. Now here are two main practice questions. Please write your answers and post it in the comments section. Our feedback will be given in a reasonable time frame. So friends, with this we have come to the end of analysis of all the news articles taken up for today's discussion and also the discussion of practice questions. If you like this video, please press the like button, comment, share and do subscribe to Shankar Iyer's Academy YouTube channel for more updates related to civil service preparation. Thank you.


and share my screen. Okay, got it. Well, good afternoon everyone. While Margaret is getting ready for her workshop, let me welcome all of you to the Reporting Qualitative Research Workshop, the session conducted by Margaret Roller. I am Sue Boffman from ARL and delighted to see you and glad that you're here with us this afternoon. As you know, many of you have attended some of our other workshops. We began this series of qualitative research workshops and quantitative research workshops in the beginning of 2021. And it's hard to believe that we have reached the end of our series. But as you know, if you have attended these workshops, these are part of our Research Library Impact Framework initiative. And we've been delighted to have Margaret and Kevin Fommelot work with us in presenting these sessions. So as is our practice, we are recording this session today. And we will share the recording and other documentation like the slides with everyone following today's session. I know we have a number of people who would like to have the materials and weren't able to join us. So we'll be sure to get them to those colleagues as well. And again, as we practice this with all of our sessions, if you have colleagues who weren't able to be with us or colleagues in your library who might be interested in this information, please do share the materials. We're happy to have you do that. So with that, Margaret, I'm going to turn things over to you. Thank you for being here, all of you. Thank you, Margaret, for conducting our workshop today. Okay, great. It's good to be here. And thank you all for being here. I'm looking forward to this workshop. As Sue said, the final workshop in our series. This one, as you know, is on reporting qualitative research. Earlier, we had workshops on the in-depth interview method, on the focus group method and analysis and now on reporting. Let me hang on. Here we go. Jess has an overview. And let me say, for any of you who were in earlier workshops of mine, you're going to go, oh, my gosh, she's going to talk about what is qualitative research again. And yes, I am. And that's because I start every session I do anywhere about qualitative research about talking about what is qualitative research. Because it's so important to understanding what it is we're going to talk about. In this case, we're going to talk about reporting. So I am going to start there again. So it's going to look familiar. I'm going to briefly talk about analysis because that's going to lead in very nicely to talk about reporting and kind of the overall goals and components or sections of reporting. And then kind of most of our discussion will be a discussion about the components or sections of the report and using examples from my own work. So what is qualitative research? And again, for any of you who are in other workshops of mine, you have seen this slide before. But I think it's important. I know it's important to remember what qualitative research is. It's not quantitative research. We are going beyond the obvious and the expedient. And everything is about context and interconnections and how one question is related to another question and all about the interrelationships of what it is we're talking to our participants about. They're talking to us about in our objectives. For what it's worth, I started out as a quantitative researcher. But I very quickly, when my head was full of survey research, I very quickly wanted to become a researcher. And I knew that to be a researcher that I needed to understand this thing called qualitative research. And that's when I kind of set out on my path of exploring qualitative research and just became passionate about it. But in doing so, what I also became passionate about is that to be a qualitative researcher, you need to embrace it on its own terms. Not in quantitative terms or survey research terms, but in the fact it is what it is. And it is what you see there. And these ten unique attributes, which again, if you've been in other workshops, you've seen this before, you've seen me highlight what you see on the right there, the importance of context and meaning. And I'm showing it to you again, and I'm having this discussion with you again, because these are central. These are central ideas and play a central role in how we report qualitative research. So as we go about the process of reporting qualitative research, I'm encouraging you to keep these these central unique attributes, aspects of qualitative research in mind as you go about it. Because you will need them. Analysis. In the analysis workshop, we talked, of course, about what? About the same kinds of ideas, about the underlying meaning of our data, about the contextual, what I call the contextual meaning of the words, not just the words themselves, whether it be, you know, what does it really mean when someone talks about library support or service or impact, and how actually that can have a different meaning among different types of participants in different types of situations and for different types of objectives. So, you know, in a nutshell and put more simply, the qualitative data and the analysis of qualitative data is a kind of a nonlinear process that's focused on the latent, not just the manifest content and is holistic. So needless to say, we're not because we're not dealing with discrete bits of data, you know, our analysis doesn't follow a straight line from point A to point B. And these are the points that I part of the what I was talking about in the again in the analysis workshop. And I bring it up now because it's because this leads very nicely into talking about read the reporting of qualitative research. And as I stated in the in the analysis workshop, and as I highlight here, the goal in our analysis is to construct a narrative from which themes and patterns can be identified, and from which we can draw interpretations. In the analysis workshop, we went through I talked about the kind of the eight basic steps that lead to identifying categories or what I call buckets, as well as themes, and then drawing interpretations from the data. Now, it's these categories and themes that you've identified in your analysis that are going to be used to communicate your narrative as it relates to the research objectives. Now we've entered the realm of reporting qualitative research and the overall goals. And the overall goal, just as we talked about in the analysis workshop, is to communicate a narrative. And importantly, and I think it's true in survey research too, but importantly, not not to report everything you heard. And I'll talk about this again, but it's the idea that in your analysis, and then now into your reporting, you're not there to regurgitate everything you've heard in your qualitative research, but to draw on the the categories and themes that you derived in your analysis. And to offer a convey a really rich understanding based on that analysis that really, really conveys again, conveys human experiences, the attitudes and behavior as relates again to your research objectives and questions. Needless to say, it should be your reporting should be simple, user friendly, convincing, but again, but user friendly and simple to use. So those are some basic goals. The basic components or sections of a qualitative research report. Let me say from the get go that this can be and should be thought of fairly with some flexibility. Okay, well, let me say a couple of things here. First of all, okay, first of all, what I'm going to be talking about today. And when you look at these sections so that you know what I'm thinking is that I'm talking about a text document, text reporting, that's going to be used internally with your stakeholders. For instance, I'm not talking about writing a journal article. I'm not talking about writing a PowerPoint presentation of your research. Now, having said that, you could use any aspect of what I'm going to talk about today for a PowerPoint presentation, or for obviously for a journal article. But where I'm coming from and what I'm going to be talking about today is in the context of an internal document for your stakeholders. So these are the basic components of your report. This is fairly flexible because it will depend on your audience and what you need to convey and not convey and that kind of thing. And we'll talk about that. So for instance, I'm going to talk in a minute about executive summary. And I'll mention in a minute that I don't always use an executive summary and you really need to think about your audience before you use an executive summary. Going down the list there, the implications of recommendations, again, which I'll talk about when I get to that part, may really just be a summary. It may be sometimes I call it opportunities. Sometimes I call it something else. So this is fairly flexible, again, depending on your audience and your particular situation. So the summary. I think it's very straightforward and I think you folks already know this. But my summaries are typically one to five pages, a paragraph on backgrounds and objectives. Something pretty short on data collection, unfortunately. And that's one reason I have sometimes I don't use executive summaries. Two or more paragraphs on findings, again, depending on objectives, size of study, your audience, that kind of thing. And then probably a paragraph that's summing it all up or is what I've called the implications and recommendations section. You just really have to judge, again, your audience as to whether or not you're going to have an executive summary. And what part of what I mean here is that when I have used an executive summary, I've been saddened to learn that it's not surprising, I know, but a little bit sad to learn that some of my clients or stakeholders or end users would read the executive summary. And that's it. And that's all they would read. And that as a research person would get me very, very concerned. And I found that if I could eliminate the summary or do it in some other way, that they would be forced to read the report. And then they actually understood all of the nuances and had true of the research and had true appreciation of what it is we did in the research. So and how we got to the implications, recommendations that we did. So background objectives. I just got one slide in here. This is one example from a study I did for Michigan State. It connected to asynchronous online groups with faculty concerning outreach and engagement. And it's pretty straightforward. I typically have, you know, it's typically just two, maybe three paragraphs. With the first paragraph being the background of, you know, why are we here? And what are we doing? And what's the, you know, and then the second paragraph talking about what it is, are the primary objectives. And that kind of thing. And notice that at the end of that second paragraph, I've also stated that an objective was to understand participants' recommendations for new approaches to outreach and engagement at MSU. So in other words, I'm including, I'm always including in this section of the report something actionable that we hope is going to come out of this research. I think that's very, very important. I'm going to now start talking about research design, the next section of the report. Before I do, are there any questions? I'm just kind of going to stop here for a second and ask if there's any questions or, okay, research design. Before I get into the intricacies of research design, let me just make this statement up front, which has to do, as you see, about transparency and the idea of providing sufficient details so that your users of the research and the readers of your report have enough information to determine for themselves whether or how the study parameters compare to or can be applied to similar contexts. This might be similar participants, similar places, locations, similar times, or that kind of thing. It could be, you could be looking at how the study, the user of it could be looking at how the study is the same or different than earlier research with the same population group, with the same segment of the population, and how the results the same or different. They might be looking at how the design itself might be used with other target segments of the population. So the, again, the user of the reader of your research needs to have enough information to be able to judge for themselves whether or not they can make those judgments. And it's what I refer to the term transferability, which is the term we use in qualitative research to talk about the ability to transfer what's gone on in one study to the context of another study. Now, again, once again, you could have to judge for yourself how much transparency you can build into your report. Transparency is a sign of quality. It's a quality approach to your reporting to be transparent. But the practical nature is, bottom line is that you have to judge your audience, you have to judge how much time and resources you have to provide that kind of information, and how much of that information you can provide. And that's going to probably change for each of you. Now, if you're doing journal writing, of course, it's going to be so that's probably one example. So if you're doing journal writing, that's going to be a different animal than if you're doing internal reporting for your stakeholders. So again, just have to judge your audience and how transparent you can obviously be. I'm just encouraging you to be as transparent as possible. Okay, research design at the very most basic level is you're going to report on the what, how, when, and who. And notice in the how, and again, this is the MSU study with the two groups of faculty.  And oh, yes, we had two groups and one was, we, one was designated the high engagement group. These are faculty members who were highly engaged in outreach and engagement.  Be sure and include when you did this research and provide dates and who you did it with in terms of number of participants. And not only number of participants, I encourage you also to include who in this case, it was me, but whoever it is who developed the guide who designed the research, who actually conducted the groups, did the analysis and the reporting, and that kind of thing. Also notice that the very, very last thing I say on that you can see on this slide is that the discussion guide is in the appendix for reference. So that should also be in there. And indeed, whatever guide you've used, whether moderator guide, interview guide, observation guide should be in the appendix to your report. Now, when reporting participants, when I, when I have, which has happened, and these are two examples from my work, when I have participants that are running across multiple segments, and, and I know that it is important to my client or sponsor the research that they see the breakdown of participants by these multiple second segments, I will put something like this in my report. The top table matrix you see there is for an in-depth study, in-depth interview study, I do 30 interviews. And I had, I very purposely, when I, when I recruited and conducted this research, I made sure I had a good mix of decision makers across different types of senior housing and healthcare communities. In terms of type going, as you can see, going across in the columns, as well as the number of communities that these organizations had under their umbrella, so to speak. That was important to the client, to the sponsor. It was important to me when I actually conducted the research to make sure I had that mix. So therefore, it was very important that I included in the report, which I did, so that they could see how the 30 interviews broke out. The bottom part of that screen you're looking at is a study I did with, a focus group study I did with, with consumers. And you can see, again, I had two cities and in each city I conducted two groups and they were very distinct groups in how and why they were recruited. And again, it was important for the client that they see that we had this kind of mix. So that's how, how I did it. Now, what I've shown you thus far about this aspect of research design is pretty bare bones. And I, I get that I understand that, again, depending on your audience and depending on how much, if you have the opportunities, what I want to say, if you have the opportunity to elaborate, let's say on your data collection, if you're going to have the opportunity to elaborate on, let's say, where you conducted the research or how it is you developed the guide, the way you did, or other aspects of your participants, maybe going beyond demographics, for instance. I highly encourage you to do so. And I would include in that analysis, because analysis, there are a lot of users, readers of our quality of research report that, and I'm not talking about journal articles now, I'm talking about internal stakeholder holders. And there's a bunch of them out there that really, you know, I don't know why they're not really keen on reading a lot about analysis, but the, to the extent that you can get away with it, I encourage you to include something about analysis. So for instance, including something about your data format, did you have audio recordings or video recordings or transcripts? And if you had transcripts, who did the transcriptions? And did you have rules for the transcriptionist when that person did the transcriptions? You might, and then what about the overall process and the steps that you went through, and maybe even any steps that you may have skipped for whatever reasons, for some maybe very good reasons? Maybe something about the coders and how did you check for accuracy? Did you check for accuracy verification? Did you do any verification? And I, if you can, and again, you know, this is not a journal article I'm talking about, but if you can also include something that some reflections on the process, on the analysis. So for instance, you know, if you did have to skip any steps in the analysis process, what do you think, do you think that made any difference or had any impact on the analysis and on the outcomes of your analysis? So anything that you can add about any of these areas having to do with analysis is a good thing. But again, you have to judge your audience and you have to judge your resources to do so and that kind of thing. Do I have a question? Oh, okay, no problem. Thank you for coming, Charlotte. Oops. Okay, so let's talk about preface, which, you know, is kind of a cautionary statement. And I'm just going to give you a couple of examples of, and again, this will partly depend on your audience. My users and readers of the research are often people who are very comfortable and well versed in survey research, but not so much qualitative research. And I have, many times in my career, I have included some kind of statement upfront before I get to research findings so that they understand what it is they're going to be looking at and what it is we're going to be talking about when we get to research findings. So this is for a consumer study I did, you know, for focus groups of consumers. And I'm simply here emphasizing the difference between qualitative and quantitative research, while it also emphasizing the contribution that that qualitative makes to survey research. In this example, this is for a GuideStar study, and I've used GuideStar before. And you're going to hear I use examples from this study kind of throughout our session today. But the GuideStar study is unique in that I conducted 86 interviews. That's a lot of interviews. Now, what's important here is that when I got to writing the preface, I thought, oh my gosh, you know, I can already think of some people who are going to read this report, they're going to read I conducted 86 interviews, and they're going to immediately start start thinking of this as survey research. So I wanted and needed in my mind to do something to kind of head that off and the at the past. So I really want to make sure that they understood what qualitative research is and what I tried to do is is kind of emphasize the unique attributes of qualitative research. Okay, let's talk about creating a narrative. This is this is kind of the most important part of what we're going to be talking about today. What you see here is is the funnel approach to guide development. And if you're in either the in depth interview workshop or the focus group method workshop, you have seen this funnel before. And why am I bringing this up again? I'm bringing this up again, because once again, I'm encouraging you to think about why we even conducted the interview or the discussion, the way we did going broad to narrow, gaining context and background in the first few stages of our guide, so that when we got to stage four, we could use that information to help us understand where the participants are coming from, their lived experiences as it relates to the research objectives, based within the context of their lives, which we've gained from the earlier stages. So I think it's critical to keep that in mind as you are building your narrative in your reporting. So what have I done here? I've kind of flipped it, tossed the funnel on its head. I've kind of flipped it on its head. And now we're starting from the ground up. And we're starting from the ground up by giving the reader the kind of contextual foundational understanding that you learned in your interviews or your focus groups in the first few stages, and using that to be the basis of your narrative as you go through your narrative, as your narrative unfolds. Because from there, you can discuss what you learned related to the relevant concepts and constructs within that basic foundational understanding that is kind of holding this whole, holding this whole thing up. And then from there, you can talk from the, you can get to where you really want to go, which is to talk about the themes you derived from your analysis and that are relevant to the research objectives. It's kind of a logical interpretational narrative that you're giving your reader. So now you're the themes that you're talking about around the research objectives are now being discussed within the foundational understanding and interpretations of the relevant concepts and constructs. I'm going to give you a couple of a few examples from my own work. One is going to be research I did for EPA, the Environmental Protection Agency. One for an energy client, a provider of electricity, and GuideStar again. So let's start with the EPA. And here I conducted focus group discussions with their staff and with behavioral and social scientists concerning what they, what EPA want to know is EPA want to know what behavioral social science research was out there that would be compatible with EPA priorities. Okay. And where I started in the narrative to set the groundwork. Okay. So it goes the groundwork, you know, starting from going from the ground up, where I started my narrative. So I started with having a discussion about the fact that staff and social scientists share the same attitudes. So let's just start there. They share the same attitudes. And one of the things that they share in these attitudes is that behavioral and social science research impacts all areas of environmental policies, not just EPA priorities. In other words, they wouldn't be confined just to EPA priorities. From there, I talked about, had a discussion about the idea that just very logically, the idea that behavioral social science research is thought about on a more profound scale where it's more comprehensive and talks about, and these researchers were talking about more comprehensive concepts and think about more comprehensive concepts, such as infrastructure and that kind of thing. And from there, that kind of set the stage for understanding their recommendations for EPA priorities on specific topics. So now, when we got to the top of this pyramid, we understood that when they talked about more comprehensive ideas, such as, you know, how do we engage the public? Why isn't this their compliance? We had a very good grounding and understanding of where that came from. Another example is the energy company I mentioned, provider of electricity. And here they were interested that the whole purpose of these focus groups, and there was a bunch of them. And the whole purpose was to understand customers' reactions to a green tariff idea concept, which is basically the idea of charging them a monthly fee, which a monthly cost, which would go to renewable energy. So we started, I started my narrative by making it clear that customers, so I started my narrative with a discussion of what customers, the customer's interest in the environment period. And what I learned is that it was lukewarm. I would say it was fairly lukewarm. There was some interest. They did some recycling, but it was pretty lukewarm. They had some understanding and noticed, and they did notice that some companies were better than others in helping the environment, but they had noticed any energy companies that were helping the environment. When we got to talking specifically about their energy use and specifically about their use of electricity, there was no awareness. And it's in the narrative, it started to make sense because I just said they're kind of lukewarm in their interest about the environment, and now we talk about their electricity use. Well, I'm not aware of it. I do know how much I pay, though. You're very much aware of the bill. So when I asked very specifically about terms, terminology used in the green tear concept, they weren't, they couldn't define them for me. They weren't aware of them. They didn't know what I was talking about. Again, it was starting to all make sense as part of the narrative. So when we got to actually getting reactions to the concept itself, it was really no surprise that they couldn't really see a benefit to the concept, and their only concern was that it was going to cost them money. So Guy Star is a different animal, and I understand that, but that's one reason I throw it out there because it is a different animal because it's 86 interviews. It was a lot of interviews. And what we are doing here is I was talking to private foundations, public charities, corporate giving people, and the main objective was to gain their reactions to concepts, to products and services that Guy Star was thinking about, investigating. One of the things I learned right away in this research is that it was not useful to think about these 86 people I interviewed or these 86 organizations that I interviewed in terms of private foundation, public charity, corporate giving, and those other groups that Guy Star had put them in. That didn't tell us very much because it didn't tell us what we really, it didn't tell us really how they were using Guy Star.  But what was useful is in terms of thinking about how they think is how they were actually using Guy Star, what kinds of information they were using from Guy Star and how they were using it. So one of the first things I did is I created user segments and I created three user segments based on how they were using Guy Star information. So that's where I started my narrative. My narrative started with here are the three need-based user segments that I identified and then I defined them and described them in detail. From there I went up and I talked about, from now after I did that, I could talk about how each one of those user segments finds advantages in using Guy Star as well as other information providers. And then from there we could talk about, which we did in the report, talk about user segments reactions to these various products and services that I asked them to react to. So, and by the time we got to that, it all made sense because they understood these user segments, they understood what they considered advantages of this information. So when we got to these reactions it all kind of made sense. Before I, I'm going to just stop here again and ask if there's any questions because I'm going to move from here to ways, things that we can do to kind of help discuss the narrative. Okay, all right. Hang on. Okay, good. Okay, thanks Nancy. So here just, I'm just going to throw out a few ideas and by the way, I'm going to do this and at the end I'm going to ask you for your ideas of things that you folks have done that you have found have worked well. Here are my ideas. Here are things that I have done that I have found that have worked very well for the sponsors and users of my research. One is headlines, meaning that the headline is actually explaining what it is I'm going to be talking about and it's helping to tell the narrative and actually if you had just just went through the report reading the headline, you could pretty much start reading a whole kind of understanding the narrative that I'm getting at throughout the whole report. But anyway, so the top example you see on the top of the screen is again the EPA study. It's what I've already mentioned to you. I had one headline that says as you can see more similarities and differences and just talks about how the EPA staff and the DC meeting just refers to the behavior and social scientists that I talked to in DC and how they kind of think alike. And then I had another headline for another example of a headline of how their priorities transcend go way beyond what we wanted to talk about in these groups as far as EPA. You know, EPA had their own little set priorities, but as I mentioned earlier the participants I talked to said, no man, we need to go way beyond that. And they were all in agreement with that. The bottom part of your screen is the energy study I just mentioned to you. And again, I had one headline that just said, as you can see, energy companies could do more. Another one that said, you know, customers, electricity, consumption, you know, it doesn't really register. And as I mentioned that to you for, and you notice too how I used in that very bottom example where I just doesn't really register is a quote. And indeed, you can use quotes in headlines can be very effective. You have to think long and hard about what you're going to use, but it can be, it can be very effective. The top example, example of the kind of top of the screen is again for GuideStar. And then the bottom of the screen is an example from a consumer study I did. Again, you have to just be very thoughtful about what it is you're going to use. Which leads me nicely into this next slide which says, yes, use quotes, but less is more. You know, using quotes can be very effective. And I'm a big, big fan of using quotes and moving your reader closer to your narrative and to the participant's actual experience. So that is what's really great about quotes. However, less is more. You know, it may take more time, and it will take more time, I'm telling you now, it will take more time to understand what it is that you, what quote you want to use or, and to sit that what you don't want to use. But that is much preferred than giving your readers a long list of quotes. That is not their job. Their job, the users and readers of your job, of your research, it is not their job to sift through all your quotes and kind of figure out, you know, what is it? Should I be paying more attention to than something else? That is, you know, better or worse is your job. That is the job of part of the job of being the researcher on the study and doing the analysis and doing the reporting is to figure out what quote or quotes say what you need to say and then get out and then leave the rest behind. So the top example in this slide, again, is from the Guide to Her Study. I picked two quotes that I thought really captured what it is I was trying to say. The bottom part of that slide is the MSU study, the Outreach and Engagement Study I mentioned to you earlier. And what I did here is I was giving examples, quote examples on my, I was talking about the Lang Grant mission of MSU. And what I did here is I used just one quote for, if you remember, I did two group discussions, two group discussions with faculty. One was the High Engagement Group and one was the Low Engagement Group. And what I did is I picked one quote from the High Engagement Group and one quote from the Low Engagement Group. You'll notice too, at the bottom of the screen I used, for this MSU study, I used bold text. And indeed bold text can be a very effective way of kind of offsetting and highlighting important takeaways from your research, as well as kind of supporting the headline to create, to help tell your narrative.  Let's talk about language for a second. I want to discourage you folks from, from stating something like, which I made up, this has not come from, from anybody I know, except my head, six out of nine faculty participants favor an open access publication model, or five out of 10 staff participants prefer working remotely. I really discourage you to use that kind of, that kind of structure to your sentences and that kind of, of talking in your, in your reporting. For the reasons that I give here, it really flies in the face of what it means to conduct and analyze qualitative research. You know, it goes back to my, my early slide that I use over and over again, which is what is qualitative research? Go back there and go back to the unique attributes of qualitative research and you realize that this really contradicts why we conducted qualitative research in the first place. It also, as I state here, it encourages your readers to think quantitatively and what I worry about is not just think quantitatively about maybe that particular statement that you're making in the report, but maybe it flavors how they think about the entire report and the entire piece of research you did. So I, I would, I worry about that. And, and, and in a similar way, it encourages your readers to do the math. So, oh, okay, six out of nine faculty participants. Let me see six out of nine. That's two-thirds. Okay. So two-thirds of the faculty participants favor an open access publication model. So there are other things that you can do in terms of language.  These are just words that I put in alphabetical order. They don't mean, the order doesn't mean anything. These are just words that I often use in my reports, as you can see. And the idea, so all I'm trying to convey here is there's, there's non-numerical ways to convey a sense of degree when you want to convey a sense of degree of something. Okay. You can also do it with visualization. And here's an example from the GuideStar study again. Remember, I was asking participants to give me reactions to a whole bunch of products and services. And I thought, well, how am I going to do that? That just, you know, like, they'll just get it.  I just want to get the essence of what I learned about the importance, the popularity of these products and services. And so I just came up with this very simple way of doing it. And I know from their reaction that it worked, that they immediately could tell what was the most popular and what was least popular. More examples of visualization. Here's another one. And this is from an energy study. This has nothing to do with the Green Tariff concept I mentioned a minute ago. This had to do with attitudes towards the monthly bill. And what I wanted to convey here, again, I want to go now, how am I going to do this? And this is what I came up with. And here was my dilemma. How was I going? I came up with, in my analysis, it's like, and this I'm sure is true of you. It's true of me every single time. At some point, the light bulb goes on and the light bulb went on. And I understood that what I had heard in my group discussions with customers of this energy client really revolved in some shape or form to this idea that electrical service is a cost of living expense, just like rent and food and health care and those kinds of things. That is how my participants were thinking about their use of electricity. Now, once I understood that, then everything else seemed to fall into place for me. Then I understood how that attitude, belief, was influencing their attitudes towards their service and their utility bills and their usage. So it was really fundamental to everything else. So again, I was thinking, well, how can I just convey that instead of a bunch of text? And this is how I did it. And again, I got the kind of feedback that says to me, it did the trick. Here's another example of visualization. For a bank client, I was talking to CFOs at private and public universities and colleges and wanted to convey board involvement, as you can see, board involvement with financial decisions. And just, I didn't need to be rocket science. I didn't need, it didn't require a lot of text. It simply required, I just needed to convey where they kind of fell in their involvement in financial decisions. And that's how I depicted it. Now, this is also for a bank client, but this is for senior housing and healthcare. This, what you're looking at here, was extremely effective for its purpose, which was to communicate the theme relationships. So I did, this was an in-depth interview study. I did a bunch of these interviews. And one of the themes I came up with had to do with relationships. Well, for goodness sake, if I went back to the client and said, well, guess what? Relationships is really important. They'd say, yeah, we know that. So what I did is I, what I did is what you see there. And what I'm showing them here is the theme relationships. And then the four categories or buckets that make up relationships. So what is relationships? Relationships is ease of process, relationships is resolving problems, relationships is flexibility, relationships is responsiveness. And as you see for each one, and then how do I say, and then, okay, well, I need to convey, you know, what does that mean? And what does flexibility mean? So for each one, I found a quote from a participant for each one that I felt really conveyed what is meant by that particular category as it's fitting under the theme of relationships. And so anyway, so that's what I put into my report. And I know for a fact that this provided actionable information for the client. They just, they just, they got it, they just got it. And I'm happy they did because I was really, once again, wondering how am I going to convey, how is I going to do this? That would be understandable and, and to the effect and be effective in creating some action on their part. And it worked. Okay, I'm going to, I'm going to just end today by showing you just a few matrices. Now matrices, I know they're not, not too sexy, they're not too, I know, but they become very important when, as I mentioned earlier with respect to reporting participants, they, it becomes really important when you have just a lot of information that you really do need to have in that report. And because that is, because it is key to the objective. And so the client and your, your sponsor is expecting it. In this case, for an energy client, we were looking at news, several three or four different designs of a newsletter with customers, getting customers' reactions. Now, with, with three or four different designs, and, and then asking them, you know, what do you like? What don't you like? How could this design be improved? As you can imagine, there was just, just a lot of, a lot of information there that could have been very confusing. But to help tell the narrative, and to stay on objective, I created a matrix for each one of the newsletter designs. So in my analysis, so what I did to help tell the narrative about reactions to design, in my analysis, I came up with, with three themes that really governed how people were reacting to these designs. It seemed to be, it's the three themes seem to revolve around simplicity, simplicity, in other words, how simple the design looked, how the degree to which it grabbed their attention, and the degree to which the information was relevant to them. So using those three themes, I then, as you can see, I then in my matrix said, okay, here's what they like about this particular design, this is design Y, this particular design across these three things. This is what they don't like so much. And then this is what they are suggesting for improvements. Here's the here's the Geistar study again. And here I wanted again, reactions, as I've mentioned before, one of the, the important objectives to the study was gaining participants reactions to a whole bunch of products and services that Geistar might provide in the future. And what was important to me, as the person who came up with, if you recall, these three user segments for Geistar, based on this research, was that the users of this research understood reactions to each one of these ideas by the user segments, because I had to, because there were different reactions than different, it wasn't the same for every user segment. In the, in the example I'm using, that you see here on the screen, these actually were, I mean, this is not a great example in that, in that all the segments preferred these, the ideas you see on the left. But I was able to say, at the very bottom one for the annual report that all segments preferred the annual report, but was especially preferable to what I call the prospect and CS segments or two segments. But then I also need to convey why and why not it was perceived as useful. That's a lot of information. And importantly, and this is very important, importantly, it's a lot of information, but it's a lot of information that was key to satisfying the objective of the study. So it had to be in there. Another matrix for guide star, and this one was simply, this was about existing features of their website. And I was just asking, I was asking participants to give me suggestions how they could improve existing features such as their interface. But again, another example, but again, a key objective to the research it had to be in the report. EPA study again. And here's just another example, a large amount of information. And here I'm listing, you know, questions and issues associated with each of the EPA priorities, in this case, individual differences, behavior and attitude change. Again, but this was key. This is what EPA expected me to come back with this. So here it is. The last section before the appendix of the report is what I'm calling implications recommendations. Now, as I've already alluded to, well, first of all, it may not be implications and recommendations, it may be opportunities, it may be summary, it may be something else. It may just be recommendations that you haven't discussed anywhere else. But important to keep in mind that there is in qualitative research, there is no clear divide between everything you've talked about in your research findings. And then when you get to this last section of the report, because believe me, you've probably already talked about the implications and maybe recommendations in the findings, which is the body of the report.  Because indeed, you may have, and you probably have, and I'm sure you have, already talked about many of the implications as you've gone through the research findings. Here's just an example of something I did for an architectural design firm. Again, this is the Green Tariff Study. And I'm simply highlighting the key areas that they need to think about in developing the Green Tariff Program. And here is, again, this is EPA. In this case, this is not EPA priorities that I'm looking at, but that you're looking at. But the scientists, right, the behavior of social scientists came up with their own priorities. And that is what I talk about at the last section of the report. Okay. Right. Here are some resources, how am I doing on time? Okay. Here's a couple of resources. On the top is my blog, Research Design Review. I've put a link there with the tag reporting. And that will simply take you to all my articles. I've done a number of articles about reporting, qualitative reporting on my blog, including, you'll see, when you, if you do that, you'll also see that I have a, I did a year or so ago, a compilation of articles related to transparency and reporting that you might want to take a look at. On the left is our book. And the reason I put it there is because we talk about reporting in the book, and we talk about transparency. So if you wanted to learn more about that, that might be a good source. And I also put the APA, the Publication Manual, Seventh Edition, which us qualitatively we're so excited that they have finally, for the first time, have a section on reporting standards for qualitative research. Now, of course, they're talking about journal articles, but it's, it's well worth a read. I highly recommend it. Here's my contact information. I also have my office hours link there. If any of you would like to book up some office hours, I'd be happy to talk to you about any of this or any of the prior workshops we did or whatever it is you're working on. Speaking of which, do we have questions? And or I'd love to hear about any of your experiences in reporting qualitative research. Any, any things that you've done in your reporting that has worked, you think particularly well, or maybe not so well, I don't know. Hi, Margaret. This has been really, really useful. And I appreciate it. I was going to ask you about quotes, but you put that in. And I loved what you said about don't make the reader sift through your quotes, that that's your job. I hope you're okay with that, Nancy. I thought of you when I said that. It was good. It was wise words. And, you know, one of the things that we struggle with is, you know, those quotes are so rich, and you become very attached to them. Yeah. And it's hard to, it's, it really is. And it could be hard to make them short. And I know, you know, and this is just the writing, you make it seem very straightforward and clear, but it's really hard. It's hard. It's really tough. You really, and it's kind of consuming. Yeah. Yeah, I was just going to maybe when you're doing it with a group, it's even harder because you have a lot of negotiation. Right. Yes. So one of the things that I have learned is to, you know, set that out in the beginning. Okay, I'm going to write the first draft of the report as team lead, and then you all can weigh in and make sure that it makes sense and agrees with what, you know, it, it, it's correct or your perspective, you know, but, but it just, you can't be doing group writing or taking forever. Yes. Yes. I totally, I totally agree with that. And, and yes, it absolutely is time consuming. And it's, it's just, and, and, and here I'm going to say, oh, it's just about, you just have to block the time and, and believe me, I understand how hard that is. Yeah. Any other questions or anything you'd like to share? Margaret, I think you, you may have, in your presentation, you may have answered everyone's, or looking at two screens, answered everyone's questions. We'll just give everyone another minute in case there are, are some questions for you. Sure. Make it sound easy, like Nancy said. Yeah. Well, that's why there's office hours. Your, your, your years of experience and practice will come in handy. And I do just to pick up on that. I do want to encourage colleagues. I know several colleagues on this call have completed their project or practice brief and submitted the report and it's actually been published. And others are beginning that writing process. And I know we had some colleagues who were here on Tuesday for this workshop, are beginning their writing process. I know their feedback was that this has been very helpful. Great. Good. Any other last questions or comments from Margaret before we say goodbye? Well, with that, Margaret, thank you very much for offering this workshop and all of the workshops in the series that you did over, over the past many months. We really appreciate it and appreciate all of our colleagues for attending the workshops and being a part of these, these great discussions. Thank you very much. Thank you, everyone. Okay. Look forward to seeing you at future meetings for our teams. And stay tuned. We'll, we'll be in touch with them. Plans for an end of initiative celebration. So thank you all for coming. Thank you so much. Thanks everyone. Bye. Bye.