Yeah They're kind of I think it's being from Korea, that's what they're hating on Yeah, I'll have to see I'll post the link in the in the scroll box. I Mean in the I'll post the troll box link in GitHub is what I meant. All right. Cool. All right. We can start guys Yeah, okay, let's check this out. All right first agenda item. Thank you everybody The subtleties we're gonna work out Let me just see here is Arkady on Hmm. I don't see this. Okay, in that case we can we'll just keep going for now. This is the 649 Metropolis difficulty bomb delay and issue ins reduction. I think that Afri was going to redo that. Let me see what his updates were Yeah, I see that okay It looks like he just did put in the changes that we talked about last time which is to Reduce the difficulty bomb as Vitalik had said there's still some There's still a little bit of discussion on that, but I think we're generally set it was Specifically this comment. I'll put it in chat So what this is trying to do is this is trying to replace 186 Which was going to Where is that? Oh, yeah reduce f issuance before proof of stake. So I think all this did is combine it. Yeah So yeah, this looks good to me. Does anyone have any comments on this Which specific comment was this was this the one I wrote or is this a different one The one I pasted was the one you wrote that I believe Afri included in here, but I'm double-checking right now Okay, yeah, and I guess the main question is was there anybody Here is the link to the file. I don't think that This has any difference for Okay, yeah the block uncle and nephew reward rates was Three trillion of block number is greater than or equal to metro fork of Of three three Three f actually so the new uncle reward is eight minus K times new block reward divided by eight Mm-hmm, and the new nephew reward is new block reward divided by 32. This looks the same Yeah, I like I mean like the simplest way to define it would be just like a across the board 40% reduction in all All of the balance changes in the block finalization function but I Think I think everyone understands well What the spec is Okay, sounds good. So any other comments the need to happen on that feel free to go ahead and do that Okay, which one away aiming for with this one. Oh this one is something 649 Mm-hmm Yep, I say that one more time Martin. I think I missed it Which one of the forks the first or the second? Yeah, that's a good question I think it was the first is what we talked about. I mean Yes, it has to go into the first because like there's it's if we wait until the seconds to do the delay the issue at the issuance reduction and the Block in the Ice Age delay then blocks are just going to be way too slow. Okay, cool So for the next item unless it was there any other comments on that it looks good to me But that's something that can be quickly That can be kind of finalized next meeting if need be but I don't think we've changed anything about it in the last few meetings Do we have an update on the projected block times? I can do that right now Meanwhile Hudson is this is this finalized one 649 Yeah, I wouldn't say so because Afri just made changes on it like three days ago but I mean it's For that for the purposes of this call I was looking for anybody who has skimmed it because it's a real short EIP and found any problems with it But I wouldn't declare it finalized To the extent that we declare EIP is finalized. I think it's Go ahead with that Sorry, so I got so here are the results for block time increases on August 25th We can expect an increase to about 25 seconds then on September 24th, we can expect an increase to 32 seconds and on Halloween so October 31st we can expect an increase to 41 seconds Okay, cool. Let's see so there any concerns around those numbers being given whenever I did kind of a really unofficial Reddit thread about the block time everyone was kind of saying After 30 sec or after 40 seconds, it would be a little bit tough But right now there's no there's not many daps in production that require sub 40 second block time Yeah, so one thing we could do is try as an initial like to see if we can get metropolis in by September 24th, which would be 4.3 mil um Though i'm not sure if that's like over optimistic over optimistic not optimistic Uh, yeah, I think that we'll have to get to the point where we talk about testing and which EIPs are going in Right because I think there was some confusion Yeah, so let's go ahead now that we know the block times. Let's re-approach that once we get to the item on where the testing is Okay Hudson, uh, just um Could you could you make sure that that EIP winds up on the first page of ethereum EPs for either accepted or under consideration? Absolutely. I think there's a pull request from I thought there was a pull request from um afri to add that so i'll double check that And if not then me me or kasey, you'll change it Yeah, it's good to have those collected Definitely Okay So the next item should we defer EIP 96 uh kasey you can go ahead with that on the agenda page There's a link. I'll paste it into chat as well Uh that is talking about Uh EIP 96 and why we should defer kasey wrote up a thing Yeah, just looking at the progress made on different ones. It seems like 96, uh legs behind a little bit um I don't need to repeat everything I uh wrote in the comment But uh didn't want to hear what other people thought Um, and I definitely would be okay with delaying 96 if it meant we could get matril we could get um by zane tm out faster Yeah, I'm looking through this my question is does this um affect any of the other EIPs that would be going in or can it Does it stand on its own? It's totally stand alone Okay, then yeah, I think that as far as you know getting the difficulty block Uh delay change in there. I think that that Could be more important Yeah, it sort of depends on whether it's um More difficult to call the change out of the uh Code bases that already have it which I think is um mainly c++ and parity Um versus it's not so much a matter of pulling it all we have to do is just like a rename Change the word Istanbul to the word. I'm constantin opal and then set the constantin opal for a blocking number to like 50 trillion Okay I see what you did there All right, um calling it constantin opal instead of Istanbul is a rather political move Hello, uh, I think in case of this cap, there are some pending issues there and and I would say it's quite a lot of unanswered comments about the About the change it's into some details. I also put a Put a comment in the in the agenda just after Casey Listing some of of points that Are coming from my side, but I've seen there are some your issues issues as well Not clearly answered. I think so I would say the pace on on this one. It's not ideal So I would also go For delaying this to the next hard fork Okay. Yeah. Um, is anyone else in agreement on that? I've thumbed it up. Yeah, so good Okay That's pretty much everybody. So I think that that's good that we delay that So unfortunately, we don't have any parity folks here Yeah, exactly. I mean And we'll we'll say for the moment. This is okay, and I'll double check with Arkady because I think I'm gonna be talking to Rob soon um, specifically So Next item and I'm actually actively updating this um but Let's go to the one that Tim posted. I'm gonna it's a Recent comment. I'll post in the chat and in Gitter So this is it. It's basically asking about um, the big int mod exp eip 198 um, the requirements for the Benchmarks on that so Tim you can go ahead Yeah, hey, what's going on everyone? Um, so yeah, it looks like, uh Here uh, you're up here just commented on that and uh, I said it was mostly finished And that he was going to maybe add some some other requirements later But yeah, I'm not sure what uh, you guys wanted or needed in regards to, um, that specific issue So for for the mod exp, I think the There was a discussion if If short inputs were penalized unfairly And I think that's been settled and it's settled on what formula to use For the mod exp what is not really settled and that goes for mod exp and the rest Are the specific costs But as far as I know the formulas are agreed upon Cool. Cool. Yeah, um Yeah, let me know if anybody needs any any more benchmarks or whatever Yeah, thanks Tim. It's been helping a lot. I've noticed on the testing channel So that's great. And um, and does that pretty much wrap up that point? Yeah, more or less. I'm gonna try to set up like uh, some kind of framework or check out holyman's, uh Testing framework. But yeah, that's it. Thanks. Great. Just a quick Uh, quick mention regarding one of the pre-composed mod exp Um, yesterday I was working on emerging all the pre-compiles into geth and I double checked With the other implantations just out of curiosity And I saw that parity is still using the old the original gas calculation I tried to reach arcady. I couldn't so if anyone here speaks with parity people Please ping them that the gas calculations change. Yeah, but bitter We discussed this in our core devs channel a couple of weeks ago and I got thumbs up from um, I think Robert Robert and On parity team so this I mean it should be aware, but of course it's good to make some extra wear Okay Any other comments on that? Okay, great Um, so it looks like The last point for section a for subtleties or questions to work out is Um, let me I'm gonna ask is eip 86 The only thing going into constants and opal, which is the hard fork part two. So it sounds like now Exactly and then nothing else. Um, so the only thing is we talked last meeting Um, considering the bitwise shifting eip 215 Um, which is the one that um, alexberg's ozzy AXIC brought up the link to that's going to be an item three of the agenda Um, that was shifting to replace eip 145 So is that something to still be considered? Of enough importance to consider putting it into constants and opal since that was brought up I'd say it's worth considering, but I don't think it's uh, That useful so what it says spends discussion time on it until Um, basically the every metropolis has um settled or on the roads are being settled Okay, um alex, do you have any comment on that? So the the first half was breaking up what you you said had some Oh, I was saying that um, I was asking, you know, which ones are going into hard fork part two constants and opal and For that one you said, um, you made a comment recently that Eip 215 bitwise shifting was considered as part of that and since I believe that's your eip What's your perspective on putting it into? um metropolis at all Well, of course, I would be happy, but it's uh, it's really up to the people implement, you know, the different clients And the client I could handle is the javascript and perhaps the c++ um I would be happy to work on those two, but then other clients. It's not really up to me Um, but I would be happy to to have it sooner than later, of course Um, I guess it's not such a high priority at the moment And compared to the other work in progress Understood. Yeah, I would agree there and um, I do I do think it's pretty cool Uh anybody else um on the line have an opinion up or down about this? Okay, yeah for the moment. I think that we don't want to put any more on our plate. It's kind of the The feeling I've been getting from other people. So we'll just um Keep this um off of the metropolis schedule for now So let's see. Um, if there's no other questions on that, um Let's go ahead and do updates on Let's do the actually instead of updates to testing. Let's do updates from the client teams first Um, Geth, is there any updates on your end worth mentioning? Um, yeah, sure So philix has been working with the c++ team on test generations We are as far as I know all the tests that have been generated are currently imported into our repo So we have all the wrappers. I think for all of them and uh, we also, uh Uh, finished more or less polishing all the pre-compiles and basically just Ready for merge. So whenever markin or philix thumbs it up. It can be added and um the last batch of Polishes that we need are the opcode EIPs In theory, they are done in practice. I just need to polish it up and merge so, um Uh being one of the few issues that I do have is that for example, we've merged in already way a few weeks ago Two EIPs one of them was the difficulty adjustment, which obviously needs a rework due to the ice age And the other one was the removal of the intermediate state route, which now Was obsolete So it from my perspective, it would be nice to have a list of EIPs that We are finalizing so that We have an idea of where we're standing because it's a bit annoying that That we have to weed out previous EIPs that were At least previously thought finalized um So we can look through the github.com slash ethereum slash EIP is a repo I'll just link that again So if you look through the ones that are in there now Number 96 should probably be put into deferred because we've moved it to constantan opal Then 98 should probably be just removed entirely because 658 supersedes it um Then 100 is still um Fully intended to be happening Then 140 is um it's gonna happen 196 is going to happen 197 is going to happen 198 is going to happen to 11 is going to happen to 14 and 214 is going to happen and we also needs to add in to that 669 At least that's my understanding Yeah, it's a 649 slash 669 Yeah Okay, that sounds great Yeah, and we can update that list after this meeting Cool, so that was geth. Um, do we have anyone here who can speak for parody? Um, Matthew English. Are you with a client team or consensus or? Uh, with consensus, okay, perfect just making sure I thought you might be worth parody Uh, no, no, actually I've been working with geth Sweet. Oh, welcome um So let's see who let's let's see parody. I think last time we checked they said they had everything Implemented as far as test passing. Does anyone have um Has anyone seen them comment about how many tests were passing versus failing recently? Martin, I know you've been talking to Arkady some Yeah, I've been quite out of the loop for the last two weeks. Uh So I don't I don't know The hive tests show a lot of failures and currently I don't think they're running. I need to look into To that On the morning a few days Sorry Oh, no problem at all Okay, so the next one would be c++ ethereum Which I think would be christian air pal. Yeah Yeah, I can I can start here. Uh, I think There were there were no functional changes in terms of eip implementation Dimitri and to issue is our hard working on Tweaking the the the test Test suite and bringing more tests to a piece So that was the the main the main point of Following hard folks implementations I don't know if your issue wants to add something to this Now we are working on We are working on a random test generation. And the case is studying Court coverage approach from different clients what I want to do is fast testing tools that could Run a random test On every client and I badly need support from get or go I mean from other clients I need a comment that I could use to execute this randomly generated state test At least one client. Yeah, I think we've come quite far both on on get parity and cpp empire ethereum and Yeah, I think it's just one Thing that needs to add to parity and that's a receiver command. So we'll just have to bug them a bit more about that So I think the way to proceed here is to First Dimitri provides a sample file And maybe Dimitri can also create issues on each client people The file is the same as a state test and just a state test, but it's randomly generated. It has some random VM If you have finished implementation or not in order to know that it's it's convenient to have a fixed One file Yeah, any test from the state tests folder on repository. I just I need a comment from like get That I could provide this pass to a test file Maybe it's to the input and then get could run this In particular one file with one test and then I see Yeah, I think you can already create an issue them because Yeah, I mean the command should take this argument and does this My idea would be to to have put up a server which does 24 seven fast testing on all clients which can be fast and then The outputs from that would be consensus failures Where you could download what the command the traces and the commands needed to Genesis and the code needed to Actually run the evm and reproduce the issue That's kind of what I'm hoping to put together Martin same as Casey Yes Isn't our isn't the evm utility in go ethereum suitable for this task? Exactly. Yes. That's what I've Been trying to achieve with the evm utility and the same with the party evm bin Which I think it's thomas has been done most Most of the work on that one Casey said the evm utility doesn't calculate the post state hash No, it doesn't But what you can do it Gives you the internals for your job code and that's kind of enough for to do equivalence testing It also needs to uh a few tweaks to calculate and Pre-pay the gas and and charge for the intrinsic gas of a transaction Because when when the state tests run All that stuff is already done, but with the evm command Currently that's not it doesn't do that Yeah Yeah, so maybe some additional tweaking is needed Let's have a chat next early next week about how how we need to tweak the clients and the evm bins to get what we want Okay, any other comments on that it sounds like um a separate meeting is being set up Cool. Um, lastly, okay yellow paper, um, yoichi, I'm guessing there's not really much update um Still, um, there's a pending task of separating metropolis into Isn't him and constant enough that has not been done Here some coordination with giving is necessary. I think Okay Sounds good. Let's see Um, the last the next one is python pythap the talak Um, I did run the uh tests for metropolis and they were they all seem to be passing The there was one exception that has to do with code size and I believe So we still need to confirm whether or not the code size is a 24 000 bytes or 24 500 and 76 Um, so that was one thing that we need to confirm And so I both so I'm pretty sure that it is 24 exactly 24 000 is uh Oh, I believe most clients implemented the other number the other one Yeah Okay, so this is importance. Can we quickly check right now to see what client what number is implemented in particularly in gap and parity Uh, yeah, uh, can someone we can tell you if you look at looking up the hive Or if there is uh Is it so what's the name of the blockchain test and then you know, I can look up the hive result for that I mean the simplest thing is to just go through the source code. Um Yeah The maximum code size Yeah, can someone go through parodies, uh, who's most familiar with it? Or if the hive test work for a quick look that that could do it to everyone else here's from geth mostly The geth code size max code size is 24 k 576 Okay, um, just to clarify does that would a contract of size exactly 24 576 be accepted? Let me check it Yes, okay. Yeah, let's check parity to then the max code size is accepted Cool, is there anyone in the call looking at parity or Parities also 24 576 And is 24 576 exact accepted For cp a theorem it's uh 600 all in hex Maybe so that's um, yeah, so that's four five seven six and convert on the fly. So That that is two four five seven six. Um Okay, so this is important because the eip that introduced this change number 170 actually said, um, That the max is that the maximum code size is two three nine nine nine and somehow we ended up Um diverging in the eip. I'm also you can you check what the yellow paper says um, so First I did this 24k And after a while some tests failed and I asked around and the people told me no no no Don't look at the first comment in the eip. Just look at something below That's the right number. Okay. I don't remember who told me but I followed that. So I'm sure it's the nice hex number Okay, um, let's see parity max code size Um, okay, right. Let me check through that link Um, and then okay, so that gives you max code size and now I want to search through How the number max code size Actually gets used Um Wait, hold on I'm not seeing this. Okay. So can we can you search for the line of code in the parity clients where backscode size actually gets called? or I'm trying to do this and I can only find the json files Same here. Yeah, well, they put it in a variable with underscores instead of coming It's nice underscored thing That it becomes create data lemon right Okay Um, if or data line is greater than okay. Yeah in parity it accepts exact size um If you look at east core slash as um src Yeah, put the link there in the chat There we go. It's a line 311 of this file too. Um, okay No, that's okay. Good that we've cleared that up. Um, the other thing I wanted to confirm is are we confirming like in the In the skype channel, um, I yeah, I I had suggested the change that we the change um retroactive from the uh from genesis that if you try to create a contract At the point ends the contracts code or non says non-empty Then contracts creation fails immediately. So before initialization even starts and My reasoning for this is that number one. This is ultimately The basically the only right thing to do once ea p86 gets implemented and number two is that it's uh The only way to trigger any of this um before constant noble is basically to do an address collision And there's plenty of worse things that you can do with address collisions anyway Is there any is there any Thing that is pressing that we do this now instead of um, there's nothing pressing I guess so we could if we wanted to we could just weave this issue into a constant in opal but basically there is one test which is failing and It would be nice to Agree on what what should happen in that test I mean if this does mean just not thinking about this until constant noble and that's fine too because as I said The chance this will turn into a consensus failure is microscopic So for example, I know for a fact that the when it turns out that c plus plus is implementation of this Like we should I figured out the c plus plus implementation of this was bugged so If someone can create an address collision then they'll create a consensus failure Yeah, this change will make the implementations a little bit easier because Just because address collisions can now overwrite codes The journaling system needs to keep track of All the codes so that all the codes can be recovered But that's only necessary for address collisions And if this proposed change Comes in we can make the journaling system already easier Yeah, I guess it's a good change. I mean because if it's already a consensus issue It's just good if we define it how it should The definition in the yellow paper now is address collisions not considered and When a contract when a contract is deployed When a contract is created it starts with the empty code so address collision overrides a contract And do we today have tests already which So yes, we do Yeah, so it's just a something that needs to be implemented and the test will succeed So sram slash tests already have this test So basically there are two ways. I mean yes, did the no the default way would be just believe the yellow paper and Try to get it right in shape of pcp sram and test cases and Other clients implement this for this virtually never happen in case The other way is vitalex proposal Yeah, I would personally go with the vitalex proposal here It seems safer and more aligned with systems like git and others When you never accept The same hash to be downloaded Okay, vitalex to that cover that topic All right, so what's the this decision for the moment? Is there one? I'm not sure there is one. Um, if anything So if I hear no oppositions, I will go ahead changing the cpp sram To change the test suites with this respect Uh, does it record if if we're going to to to disallow Overwriting uh existing contract does it Does it need a EIP for this to be specified? correctly or um, give just some tests and Force everyone to to be compliant with the test Yeah, so my current my opinion is that the probability that any of this is going to be Any of this is going to be an issue at all like even in the presence of attackers before constantan opal is very small And so I would personally view it as being kind of similar to um, eip 170 where we had Um implemented the code chain of the maximum code size limit and implemented it retroactively um Or at least we may have it let's it retroactively I forget So, I you know, I'd be happy to write any or write up any idea for this if you're quickly if We want to do that for procedural reasons Uh, that's probably good because there's no one from the parody team here and we're missing a few other client teams like java. So Yeah, thanks Vitalik Let's see. So did that cover that? Um, I think it was Vitalik who brought up that point initially Okay, great. And we were in the middle of seeing where pythap was so pythap Um, you were just saying you were figuring out that main point Oh, you're cutting out and I think we should be Um, can you hear me now? Yep, I can hear you now Okay, with those two points addressed we should be fine on the state tests But I do want to call attention to the facts that the block tests the the block specific eip is so specifically 98 and 100 and 669 No, haven't been implemented in pyatherium yet. And basically I'm just waiting for tests for those to exist Is the pyatherium client running blockchain tests? Yes, again Okay Okay, um, do tests exist for you for any of those? Um, actually no the pyatherium I forget no the pyatherium clients can run blockchain tests But it has not been passing them for a while And part of the reason why is basically confusion on what block schedules are supposed to apply to what sets of block tests, but I mean We can take that offline and figure and uh, Figure that out. Uh, do the blockchain test currently implements the block block specific eip is The Transaction Okay, and specifically the version that replaces the transaction at receipt with a single byte for success or failure, right? Yes Okay, um, what about 90? Uh, okay, so that covers 98 and um 100 the um unclean's um, uh A difficulty change Is the difficulty in the blockchain tests should be already computed with the new Formula and I had to repeal some tests when I changed it. No when somebody changed the difficulty formula Um, so there are there are tests involving uncles. So there should be Okay, so and is um Eip is 669 am augmented in cpp aetherium now Yes Okay, in that case uh, okay, then I'll we'll take this discussion offline and we'll figure and figure out how to Oh, and I'll run pytheon through all the blockchain tests and try and talk talk through any of the ones that Yes, I'm interested. This is a priority if there's a test missing Okay, um sounds good to me In that case, I'm I'm I'm satisfied Okay, great any other teams in here? Um Um Tim, are you mostly doing uh, geth and geth and parody testing or are you with a client team? Uh, it's a good question. I uh bouncing all over the place between geth parody and uh, I was planning on looking at the c++ cementation possible Pythap or whatever else Yeah, cool. Well, hey, thanks for thanks for helping out and uh So you're not on the aetherium j team then I'll try to get one of them involved To see where they're at not that they're a client that has to be Up to them metro necessarily, but I think that's what they were potentially aiming for Um See, I don't mind looking at my there that's for java. Yeah aetherium j they're they're getting back up and going again for metro Um compatibility is my understanding Okay. Yeah, keep me in the loop on that cool All right, uh, so that since that's all the clients, um, I think with throughout this we've been talking about testing But demetri martiner yoichi or anyone else is there any other uh testing updates? We should be aware of and is there any type of percentage or uh quantitative measure about how close we are to being done We have a split into them tests with metropolis field to bizantine and constant genobyl And um, there were some updates to blockchain tests nothing that often new features but And just cosmetic updates and the vitality of said that you Don't know the schedule of a blocks and blockchain tests. It's now has a network field that's specifying which rules to use when computing the test and There are transition blockchain tests specifically to test them transition from one group to another And the block five and we could add the okay. Um, is there any uh documents like that? It's written out that describes how all of these uh rules work They're pretty speaks for themselves like a transition block five from this Okay, I mean I recommend like having that kind of explicit document written out As I said, we can go through this later I pasted a link from from our internal test suite which initializes Might be a hint might might help you Yeah, and also hive tests are generated from the state test. They are also in a test repository and develop Please check always check that you're on latest develop branch from the test repository and You could see on a blockchain test. There is a folder general state test which actually a blockchain test representing them And this are the tests that hives should pass on all clients So, uh, Dmitri, I'm curious. Um earlier. There was something called transition that would transition that five eight seven fourteen and two hundred I sent the link there Is that deprecated It's uh, it's a link that uh Peter sent better source of truth Uh a link right now I said in the in the chat Google hangout chat Yeah, it's it's it's a link to the go source code Yeah, yeah, I said one about that Rules for transition and yeah, this is deprecated now. All right. So I'll update that wait wait wait. There was one single test in a transition Use it. I have to check Okay, so if I understood you right Dmitri you said all tests are written, right? Yes, that's deprecated um Tests are never written Yeah, I get you I get you To solve that problem. I I want to run a random test generation like fast test and is the one that Casey's country working It's his own approach and my approach to generating a random positive code And run that's random scenarios of hope code combinations on Other clients and see maybe I found something Yeah, Casey was telling me about the first testing. It's really really awesome looking So if anyone hasn't talked to Casey about that or seen it talk to Casey. It's really really cool Yeah, okay, Casey's using some tool that covers all of the possible scenarios or code coverage and Then he did this for one single client the if you Will be able to trans this test on other clients and maybe you could find some issues We are working now on coverage with the fast and random test Okay, great the the the art of buzz testing. There's actually a whole subreddit about buzz testing by the way Oh, wow um back to Hudson's question if we have Measurement or both progress how many tests are fading? How many are succeeding? um when the online hive Statistics works it will be that measurement um currently It's weird because in it's a lens rush tests metropolis tests have disappeared Now there are only Byzantium tests and the Constantinople tests but in the online hive interface we Just see the metropolis test yet. So The measurement is not up to date so Yeah, but when this starts working we can you know follow the numbers Hopefully decreasing. Yeah Hive hasn't been updated to these new networks These new rules names. That's why we're not seeing any Byzantium tests on hive But it's already helping a lot Okay, that sounds great. Um, so that kind of goes over testing. So We're back kind of to when the testing and release should happen and Vitalik Can you remind me when the block what the block time when it hits like 35 seconds? Did you say? Um, hold on. Let me look through that Thing again, um Okay, so September 24th is when it goes up to 32 seconds. That's right And hello and halloween is when it goes up to 41 Okay um, is it feasible To get this in by end of september. So that would mean by Later this month starting testing uh for I've heard numbers being thrown around for a amount of time to test and I think that we hit a sweet Spot on four to five weeks, right? Yeah And so I think right now the major progress we've had with this meeting is that it seems like there are client we've Established that can work like we're established a full specification of all the eip is and it does not seem like we are arguing over eip protocol anymore And that we have clients that have implemented them and it seems like we may already have tests for all of them So the next stage at this point seems like getting to the point where all the clients are passing all the tests and we're comfortable The test cover just complete enough In terms of tests, there are two things to catch up 96 should move to constant noble And this hasn't been done in the tests yet. So this has to be done. Um, this Is age delaying Is not implemented. So this has to be implemented in gpp and the tests Yeah, I would feel good and I just want to see everyone's opinion on this if we can get some Approximate dates that we think we would be able to launch testing today Just because the next core dev meeting is august 25th And then the one after that is september 8th and then we're getting into some higher block time territories so I don't know For instance, like Which teams have the resources to make sure this is done by then martin. What was your opinion? But wow, I was going to say that I mean testing is happening All the time, but I think that we should perhaps start weekly calls People who are doing testing and are writing tests and doing these things To really Get that ball get all the tasks done That needs to be done I'll Testing phase could also mean Activating it on the the test that on on ropston Yeah, and actually with that would ropston be the network we use and is it stable enough? Well, that's the only network that the whole client speaks. So I guess Yeah, unless we just spin up a whole new one. But yeah, I think I feel like the easier thing is to just do ropston Well, it makes sense to activate it independently on on coban and rinkabee as well um Yeah, peter, what would you think about updating rinkabee with uh with this type of thing? Basically that's just modifying a configuration. So it's For me, it's all the same. Okay, cool All right, um Anyone want to be brave enough and throw out a time we should be doing all this or should we wait till next time to declare a time? I keep getting worried when we push it back, but if i'm the only one then i'm cool waiting What if we Meaningful targets So let's say that uh, let's try to wrap up and try to pass all the tests by the next core dev meeting Okay, yeah, that would be okay So if we're doing that if we're wrapping up and have the test done by the all core dev meeting then we could feasibly Then like Something like the last week of august start the testing period, right? for a test net Or first week of september Yeah, oh first week. Well, basically last week of august august first week of september kind of period Yeah, the talak. Did you I thought you were about to say something I didn't see No, just kind of say that sounds fine to me Okay, so right now we're going to shoot for testing the start Somewhere between the last week of august and the first full week of september um, and then testing would occur for um Do we say what was the number four weeks? Or actually can it be shorter than that? Or I I mean I feel like we had this discussion in multiple core dev meetings ago, but there's like some There's not like basically the more weeks of testing doesn't necessarily provide that much value as you go up a number of weeks past a certain week Do we have any features which are Already entirely finished everywhere and could be launched already Or do you want to launch everything at the same time? I think everything at the same time just like how it would be on live nets. Usually how we do it, right? yeah Well, there isn't really a better way unless we want to simulate three small forks yeah I think that we should just do a everything on test and at the same time everything on live net at the same time just because We're already breaking up the hard fork to put things on a second part of it Or a second mini hard fork. I guess we can think of it as so Breaking it up for the actual launching of the features further doesn't make sense to me But i'm not actually implementing these features. So i'm i'm totally happy to hear anybody who thinks differently I think that's an easy way to launch one feature but not launch the other one. So it's it will be just messy okay Okay, so yeah, we'll shoot for end of Uh, yeah last week of august first week of september and then Four weeks from them. So we'll basically be getting it done by Um, let's see one two three If we do four weeks of testing it would be first week of october if we do three weeks of testing it'll be um the last week of september Of course depending on when we actually, you know launch it on ropston Oh, also I'm guessing it's better to like Just just as we're deciding dates and stuff It looks like it's better like during the week to launch these things right because that's like work week instead of a weekend Yes Okay, cool I'm I'm with that too Oh man, my birthday is on september 24th. We could it's a sunday though. So let's not launch it then It's about to say I could get a birthday present, but Yeah, that'd be a that'd be a stressful birthday present. Let's not do it that day um Well, we use the current target for the for the 41 second mark how some nice candy and ghosts on it Yeah We're also in debcom and cancun them. I don't know Oh, yeah, we are I feel like I feel like multiple teams and multiple people would have heart attacks if we did the fork during cancun Uh, so yeah, let's not do that. Okay, cool. So we have we have dates at least for testing done last week of August first week of september time period um So, yeah, um, I have something on here for gas prices and opcodes for pre compiles Martin, um, I think we've been going over updates as we've been talking But is there anything any updates you want to describe or anything any needs you have? No, I haven't been able to spend any time on this. Um, but what I can say that it appears to me that the new opcodes Uh Compared or the new pre compiled compared to the old ones. It seems like the ones are Too cheap and the new ones are a bit too defensive to Too expensive And should be made a bit cheaper and perhaps the other ones. Yeah, they're not in sync And it looks like Tim and Matthew had been messing around with running some of those on different clients so we could probably Um, um get their support a little bit more if needed. Um, I think yeah, I think I've been seeing that in the testing channel at least Uh, so feel free to to to ask for help. Um, as you've already been doing Yeah, I'm back in working full-time now. So I'll I'll talk with Arkady and the other guys for the benchmark you reach and Tim and we'll try to Sweet Decide or something Okay, cool. Um, uh, we already talked about bitwise shifting. Is there anybody else who has any other topics that aren't covered on the agenda in this call? Nothing. Okay, I'm gonna post something funny. I found in the troll box Basically someone kept seeing Greg's picture and making up like different scenarios about Greg being this wealthy wizard with birds in his beard. So you can you can read through that if you want Cool, bro Well, see you've got to be kidding. Yeah, apparently you own likes 80% of ethereum and like everyone what he was like, I want to keep hearing that guy talk I want to keep hearing that guy talk and it was like All this all this stuff. So yeah, just just gonna end on a comedic note there All right, cool. There's wisdom, Greg Yeah, do you have any wisdom to share Greg before we go? What I don't have any wisdom at all Okay, so that that guy if I had any wisdom, I wouldn't be living in a beat-up mobile home in the middle of nowhere Okay, cool. Well, thanks everybody I would have bought some eth a year ago. God, yeah Okay, thanks everybody. Have a good day. We'll see you in two weeks Okay, bye. Bye. Bye. Bye


Well the Watermark Arts Center in Bemidji is celebrating one year in its new building. Reporter Cheryl Moore has a look at how they are marking the anniversary and this week's in focus. Things have gone much faster than we thought. I can't believe we're already at our one year anniversary. It feels like just yesterday that officials were cutting ribbon and walking into the Watermark Arts Center for the very first time. If one word was used to describe the past 365 days, it would be busy. We've had so much more opportunities in our new space so there's been a lot of activity and sometimes we're scrambling to keep up. There's so much going on with the four galleries showing work, with the educational opportunities and activities associated with a lot of the exhibits, field trips. Visitor numbers have gone up for the Watermark since moving from their old space at the Carnegie Library. They've also been able to provide new creative opportunities for the community that weren't possible before. The increased number of exhibits has been a great opportunity, something that we couldn't do in the smaller space so there's a lot broader scope of work including VSU Collections which has been a wonderful add to the programming as well as our Mekinon Gallery which is dedicated to Native American art. Over the past year, more than 20 exhibits and countless artists have been featured at the Watermark Arts Center. Coming up they hope to continue more of the same. We have things coming up every weekend in December including our anniversary party on the 9th. For next year we'll be doing more things in the green space in our pollinator garden and rain gardens that are outside so we're hoping to have some more outdoor activities so that'll be new. The Watermark is now calling year one a success. Our executive director says what she's loved the most is seeing others enjoying the work. My favorite part would be seeing the people come into the space and looking at the work and really enjoying the exhibits, seeing the excitement. So many people have been so surprised about this space, what it was going to be, what it is. Tickets for the one year celebration can be bought at the Watermark Arts Center or Sunday at the door. Reporting in Manjoo with this week's InFocus, Shromor, Lakeland News. If you enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland PBS.


All right, guys. So welcome to our workshop. We're going to go ahead and get started. My name is William Ortiz. I'm the instruction librarian and I'll let the other presenters introduce themselves. I'm Brent singleton. I am the coordinator for reference services. And I'm Eric, I'm the university archivist here in special collections of the file library. All right. Thank you. So the way this will work is I'll present then Eric then Brent and then we'll take questions at the end. So let me go ahead and get started with my part. So what I'll be talking about is critical information literacy. I'm going to give sort of an overview snapshot on what it is why it's important. How does it work and how to use it in your curriculum. Just as an aside, I'm currently battling a really bad cold. So I'll try to get through this as coherently and concisely as possible. Okay, so again, my name is William Ortiz. I'm the instruction librarian. And today we're going to talk about in my portion of presentation what is critical information literacy. How is it different and unique from information literacy. Why does it matter to us and our students, and then I'll point you to a bunch of really good resources you can take advantage of right now as faculty. So here's a little textbook definition of it. So critical information literacy is sort of looks at the socio political dimensions of information, and looks at the systems of power that shape the creation distribution and reception of that information. So the way I like to think of it is sort of looking at the information landscape, you know, what makes one this information more valuable than this information what allows me to access this information and doesn't allow me to access this information what structures of power exists to allow for that access or to act as a barrier. Okay. And so, let's talk a little bit about theory just to give you a little bit of background. I love talking about theory. So, critical pedagogy critical information literacy kind of comes from critical pedagogy which was termed. I kind of found it or not founded but made popular by Paulo Ferry, and his landmark work, pedagogy of the oppressed. And what that does is it sort of gives a critique of banking education so kind of going against this sort of I give you facts I give the students facts for them to take in and store. It calls for active learning. It calls for sort of getting rid of this hierarchy of the teacher up here on the soapbox and student down here and calls for us to kind of come together on the same level for us to be co learners and more facilitators with our students. So that is sort of culturally responsive. Critical information literacy is inherently very social justice oriented, because it talks a lot about, you know, the power structures that sort of make it inequitable that make access to information inequitable. I think that self is sort of culturally responsive because a lot of critical information literacy lesson plans revolve around sort of topics ideas, cultures that have been historically marginalized. So I've seen a lot of really good lesson plans for example one of them. So if you all were to find these lesson plans afterwards. One of them calls for sort of looking at hip hop songs as primary resources to, you know, events that they're covering or events that are about a lot of them look at sort of major events in the news sort of like the crisis at the border or a couple years ago that George Floyd murders looking at the information cycle of, you know, from news to to history. So that's sort of like that so really a responsive to our students culture, and then this critical information literacy lends itself well to a high impact practice, specifically the service learning and community based learning, because it really encourages students to go out there into the world and ask a question that's relevant to them and their lives. So you see this quote from Ellenberg, who's considered one of the grandfathers of critical information literacy. It empowers students to ask questions, ask and answer questions that matter to them in the world around them. So, how is it different than traditional information literacy so I talked a little bit about this before but information literacy is very procedural is sort of a set of skills. For example, how do I locate this information what tools do I use to find this information. How do I evaluate if this information, you know serves my purpose how do I use this information. For example, in terms of citation, how do I, you know, communicate in scholarly fashion. So those are very sort of procedural skills, but critical information literacy goes a little bit above that and it looks at. How do I need those skills in the first place what systems exist for me to need to learn these skills to interact with the scholarly world. So, what's the process that goes into the creation of information, you know how did this information, rather than deciding this information let me ask how was this information created. How was authority constructed, who has authority we look at, you know, why does one source have authority over the other, do I have authority and certain things. And then we look at something really interesting the creator social location, or point of view and the information source. So, you know, we try to be as instructors and as librarians we try to be as a neutral as we can, but nothing is completely unbiased right. So, you know, these are life experiences and that informs how we intake information and how we produce information, you know, whether we want it to or not. That's inherently as part, part of us and the education process. So this kind of also goes back to critical pedagogy. And that calls for us to not reject that but sort of to embrace that and to put that into the forefront. So our identity as individuals. So for example, I'm a Hispanic first generation male and that has influenced how I've taken in information, and that influences how I produce information. So, it's good to sort of be aware of all that, you know, not this information, but what creates all that information. So more examples, information literacy when what I do use JSTOR or when what I use Wikipedia, you know, they both have their uses but knowing, you know, which one along the information or the research process which one where do they fit in that process. And again, databases, you know, information literacy tells me, okay, which database should I use if I'm writing an education paper maybe I should look at Eric. And then another big part of information literacy is how to search so Boolean operators how do I construct a effective search when I'm looking for these databases so that's information literacy. But when we get into critical information literacy we start to look at the value of information you know why is this information valued over other information. Why is this journal more prestigious than other journals, and then talking about open access, you know, the social justice component of open access is to try to get information to be open and free. But is it really free does open access really solve everything or is that just another piece of the puzzle, you know, a quote here. Information wants to be free but a lot of it isn't there's a lot of barriers explicit and implicit barriers to a lot of information. So, why does all this matter to our students. I think it's important for us to remember or to keep in mind who we are as an institution, who we serve and who we are as individuals so we are a Hispanic serving institution our students are approximately 70 70% Hispanic students and a large 80% of that are first generation students so that's, you know, a specific kind of learning community that we serve. And then we have to ask what's important or relevant to our students, you know, in the literature, historically first generation students don't really see themselves in the institution. They don't see their culture. They don't feel a sense of belonging. And this kind of ties back to our strategic planning, you know, go 1.1 is to sort of foster that sense of belonging. So it's important critical information literacy is important to us and to our students, because it really covers a lot of this it really brings their identity to the forefront. It lets students ask why, you know, a lot of students feel like they don't see themselves in higher education they don't see themselves represented. And I recently gave a tour to a group of project rebound students and I asked them you know what are the barriers to the library, and they say it's just it's overwhelming they don't know where to begin you know it's this big foreign thing that they never really had any prior information you know in their lives and their K through 12 education you know nothing really taught them the skills or you know how to integrate or how to use this institution of higher learning. So there's that it lets students ask why, why didn't I ever learn growing up this information you know what sort of what barriers were there that kept this information from me. So it empower students to really it brings this to the forefront and lets them ask you know why is there this disparity. So here are a couple of prompts and I'll show you this came from our on our library web page we have this page called the critical information literacy lab. And we have a lot of good resources so I'll go over that in a little bit, but here are a couple prompts so certain SLO student learning outcome for you versus fee based information so some prompts you can ask what are the pros and cons of charging for information on the deep web. What are different types of resources you'll find on the open web versus the deep web, and then for this one popular versus scholarly resources. When might be, when is it a good idea to use popular rather than scholarly resource, and then what does it mean to be an author who's an author in your community in your family, in which areas are you an authority. So really good conversations good prompts to to get them started to thinking about that. And so for the rest of these five minutes that I have I want to go over a lot of good resources that that could be useful to you. So, CIL prompts and best practices. So, let me go back here. So, this is the webpage that I was talking about. We have five learning outcomes for critical information literacy, and each one has its own page of discussion prompts and class activities that you can take and modify to use in your classes. So for example, these are good discussion prompts to have. What are some, you know, the ones that I went over already. Here are some class activities, you know they use. They present you with an article and give you a prompt and directions for your students to use. If we want to go look at popular versus scholarly resources, we have a set of discussion prompts. William, the websites aren't displaying. Oh, it's just showing your PowerPoint. Okay. Thank you. Let me stop sharing. Let me try to share that. Can you see it now? Yeah. Okay, cool. All right, so let me go back to that. So, again, this is the first learning outcome discussion prompts class activities.  More discussion prompts and more class activities. So these are good, good resources for you to use. Let's see the other cool thing we have here are other lesson plan ideas from other faculty. So we have a collection of lesson plans that incorporate critical information literacy. This one from Music 1800. So we have our critical information literacy learning outcomes and then definition of the assignment. We have them in different disciplines, CAL, admin, communications. Let's look at this one. So all of these are here for you to use. And I'll go ahead and make sure you guys all have access to this at the end of our presentation. So this is a good resource. The other thing I want to point out is the library ambassador program. So what that is is I train peer mentors to become sort of experts in the library and have them go out to present to first year classes. So they go over basic resources of the library, but I also encourage them to talk about their own experience with the library and their own research experience with the library. Students can kind of get, you know, a different take on it. Like we as faculty can tell them, you know, how great research is or our experience in research, but it kind of has a different effect if they hear it from their their peers. So this goes back to sort of critical information literacy and challenging that hierarchical component of the faculty up here and the student down here. And it really brings, you know, it lets the student take charge of their their learning by hearing from from their peers. And one last thing. We will be hosting an inclusive citation workshop. So inclusive citation is a part of critical information literacy. I've heard faculty talk about, you know, looking at my bibliography and my course materials.  So this workshop will look at how to sort of diversify our our bibliography or our course materials and how to do it in a way that, you know, lets us find a light on our diverse scholars and our different disciplines. So we will be having that workshop in fall. So look out for that. And then, lastly, I kind of wanted to go over in the minute or two that I have left a sample lesson that I created, and I can make this available to you at the end if you would like it. So I was looking at Wikipedia access critical critical information literacy look at Wikipedia. So we talk about, you know, things being on Wikipedia that it's a free platform that it's all, you know, anyone with internet can access it, but can they access it. So here are a couple learning outcomes that I talk about. So define critical information literacy, and then the factors that perceive that shape authority and marginalized different groups. So the main point of this lesson was looking at global internet access, like we say it's free on the internet, but who really has internet access, and what kind of internet access do they have. And then in terms of Wikipedia, who publishes that. So whose voices are heard and whose voices aren't heard. So majority of edits come from, you know, the United States and Europe. But then what about the rest of the world. And most of the content on Wikipedia is in English.  So now this is a lesson plan that I created and I'd be happy to share with you and help you modify it, depending on your, your needs. And that about wraps up my section. So I'll go ahead and hand it over to Eric. All right, let me just share my screen. All right, on the slide shown. Okay, everyone. Cool. All right, so yeah, so good afternoon. Good afternoon, everyone. My name is Eric. And I'm the university archivist here at CSUSB. Today I'm going to cover a few examples of how archival resources can be integrated into student projects. And for each of these examples, I'm going to detail the student objectives, the structure of an in person class visit to special collection in the university archives and the final assignment that students will complete. There are many other project possibilities beyond what I'll present here today that can support a variety of different disciplines and student learning outcomes. The examples I'll share are going to focus in on history and art and design, but project can be developed to support courses in pretty much any field so English communication studies and others. So if this presentation sparks an idea that you have for a student project, definitely feel free to reach out to me and we can discuss what some of the possibilities are. Before getting started here today though, I do want to take a quick moment to acknowledge the teacharchives.org website. This is a really great resource that provides educators and archivists with guidance on archives based learning, which is designed to bring students who are unfamiliar with primary source research out of the classroom and into the archives. All of the example projects that I'll be discussing today were modeled after the exercises presented on the teacharchives.org website, and then localized to leverage the specific archival resources that are available to faculty and students here at CSUSB through our special collections. So our first example today is designed for an undergraduate history course, and it will have students examine historical maps and guidebooks, all which are available in special collections to learn more about points of interest in California during the 20th century. For this project, students will locate pertinent historical information about a point of interest in California using the maps and guidebooks and compile information gathered from archival research to craft a short descriptive entry on a California point of interest. This project requires one one hour visit to special collections where students will meet with the archivist and also view the materials. The archivist will provide students with a brief five minute introduction to special collections, explaining why these materials are here and why they cannot be checked out like other library materials. The archivist is all will also explain the general guidelines for accessing handling and using archival materials on site in the special collections reading room. After this students will then move on to independent research for 40 minutes where they will get hands on time with archival resources. Students will look through the various maps and guidebooks, select a point of interest to learn more about, and then gather information and compile notes for the descriptive entry they will be asked to write. The students are provided with a few prompts here just to get them started. So things like what is your point where is your point of interest located describe this area the best you can. Who is the primary audience for this point of interest. Is it adults, is it children, tourists, another group, and is there an entrance fee, or is it free to enter students will also be asked to take a photo of the map or guidebook they select for use in their final assignment. During the last 15 minutes of this visit, the professor archivist will lead students in a brief discussion where they will reflect on their experience handling original materials and also describe what they learned from them. For the final assignment students will use the notes they took during their visit to write a 250 to 300 word narrative description of the point of interest. This will be written for the web and published as a blog style post to the course website, accompanied by the photo of the map or guidebook taken by the student during their class visit. This next example, it's also developed for an undergraduate history course. Here students are given access to multiple primary source items about San Bernardino to better understand a specific aspect of San Bernardino history. So the students will closely inspect and analyze the primary source items about San Bernardino, post questions of the primary source and locate answers in a secondary source, and then demonstrate working knowledge of a specific aspect of San Bernardino history. There will be two class visits to special collections for this project lasting about 45 minutes each. On the first visit the archivist will again provide a brief introduction to special collections, just like what they did in the first example, and this will last about the same about five minutes. This will be followed by a 10 minute group walkthrough where the archivist will introduce students to a variety of primary sources about San Bernardino, including things such as promotional publications, event programs, annual reports and other items. The archivist will help student understand the different formats, what information each source can provide, and how to use each type of item. Students will then be given 30 minutes of independent research time to examine the items, select one they will focus on for their assignment, and then begin analyzing it based on the guidance from their professor. During the week between the first and the second visit special collections students will conduct additional background research about a subject related to the primary source item they chose using secondary sources. On the second visit students will be provided with a quick refresher on using special collections, and will then continue to analyze their primary source, incorporating the additional research they conducted in between visits. The last 10 minutes of the second site visit will be allocated for wrap up, where the students will share a brief description of their primary source item, and an interesting observation about it, along with something they learned from their secondary source research that informs their understanding of the selected primary source. The final assignment for this project is a three to four page research paper that integrates analysis of their chosen primary source with the outside research that they conducted. In our last example for today, this one is going to be intended for undergraduate for an undergraduate art and design course. So here students will examine photographic prints, 10 types and stereographs, again all available in special collections to analyze the technological development and changing social meaning of photography over time. Students here will identify and distinguish various photographic formats that have been used over time and articulate a working knowledge of the technical and historical developments that have influenced photography, and that will continue to change into the future. There will be one visit to special collections lasting about 50 minutes, again beginning with an introduction to special collections by the archivists. However, this time that'll last about 10 minutes, because there will be a brief discussion on how to properly handle photographic materials, since there are some special handling requirements for these types of items. During the next 25 minutes, students will work in pairs to examine the three different photographic formats, including the prints, 10 types and stereographs. As part of this process, students will also complete a handout where they will first where they will first write a short description of each photograph as an artifact. Then they will describe the image that's depicted. And finally, they'll comment on how the physical process of making the photograph may have influenced the image and the photographer have how it may have influenced the image that the photographer was able to create. During the last 15 minutes, students will reconvene for an informal class discussion where they'll share their individual observations with the group. After the visit, students will write up a 200 to 300 word comparison of the photographic formats that they examined in person with the digital photograph that they've taken themselves that explores how the format changes the experience of both taking and viewing photographs. So now that I've covered some of the project examples, let's take a look at the archival resources available in our special collection the university archives here at CSUSB that can be integrated into student projects. So here at CSUSB we use the archive space platform to host our archival collection finding aids, or guides that detail the collections topical coverage, as well as the format types that it includes. Archive space can be accessed from the main special collections website. So let's go ahead and take a look at that. So here's the main special collections and archives website. From here we would just click the explore our archival collections button. And this is going to take you to the main page of archive space. So here there's a search box where you can essentially search for different formats or different topical areas. So for example, if you're interested in citrus, we go and type in citrus, we limit the search to our collections, and then hit search. So as you can see we have two collections that are related to citrus. So we have one that contains citrus labels and another one on the national orange show here in San Bernardino. So if we were interested in let's say a format type so photographs for example we could type in photographs. Again, we would limit to collections search. You can see we have 11 collections of either photographic collections. So for example, you know the Charles Clayton how is entirely photographs as a steal. But there are some other collections that just contain photographs for example the Latino baseball history project. It has artifacts memorabilia but it also has photographs of Mexican American baseball in Southern California. You can also browse through our collections if you don't know exactly what you're looking for. So up here in the collections tab you would go ahead and click that this lists all of the archival collections that have been processed and are available for use. And so these are all of the finding aids listed. Let's just go ahead and take a look at the first one. So this collection of California maps and guidebooks was actually used in the first example I went over. And this finding in here just it has a brief summary of what the collection contains the dates that it covers so it contains maps and guidebooks all the way back to 1889 up until 2009. And how large the collection is so the collections about 20 boxes, and then it goes down here to just explain how the collection was arranged so it was arranged by maps and guidebooks alphabetically. If you look on the side here, we can actually click through and look at some individual items. So if we're interested in guidebooks, let's say from San Diego, we'd click cities and counties as to Z. And if you click it, this is an individual item so San Diego California greeters guide to the travel that was published back in 1921. So if you're looking for individual items that's how you're going to find them here. Another thing that you can do in archive space, you can actually, you know, search collections by subjects. So for example, let's say we were interested in all collections related to the Inland Empire. So here to the subjects tab, we click Inland Empire California. We have 12 collections that have some type of relation to the Inland Empire, whether it was collected by someone from the Inland Empire, or it documents things that essentially the history of our area. So that's if you're interested in a specific, you know, topic or geographic area. We can look here for different formats. So for example, if you're interested in postcards, for example, you could click the postcards subject. We've got two collections so one collection of postcards and then our collection on the Tournament of Roses also contains some postcards related to that agency. The last thing I wanted to cover today is just to show you how you can actually request materials directly through archive space. So if you were to go into a collection, so if we go into the Tournament of Roses and let's say I want to view a postcard, I would go and I could say okay I'm interested in this 1935 souvenir rose tournament of Pasadena from here. Let me just cry you would there's a request button so you go ahead and click request, you'd fill in your information submit the request and then within about 24 to 48 hours on average, you can be using these materials in our reading room. Sometimes it may be a little bit longer. If you need it rushed and need to see things same day sometimes we can accommodate that as well. But this would be the way to request materials through special collections. So with that, my portion is done and I will turn it over to Brent. Go ahead and share my screen here. All right, so my portion is going to be a little bit more nuts and bolts about library stuff in general. Let me just read off something real quick so I don't want to mess it up. The online portion of the file library has hundreds of thousands of ebooks, tens of thousands of periodicals including scholarly journals, nearly 100,000 streaming videos, millions of pages of archival and primary source materials, as well as data sets for demographic business and scientific research, and much more. And all of these are located in about 300 discovery and content databases that we subscribe to. I always want to stress that that's not all we have. We still have hundreds of thousands of books and bound periodicals for your students or yourselves to access. So don't forget those things and these things can be put on reserve textbooks or other reading list materials can be put on reserve. And I'll talk about how you can contact a live brand to help you out with these kind of things in a moment. I want to piggyback on what Eric was showing. Of course, our archives are heavily focused on the local Inland Empire region or Southern California, a little slightly broader. But oftentimes there's courses that don't cover those materials and, you know, but somebody still might want to do some archival stuff or use primary resources. So I'm going to go ahead and click here on our choose a database link that gets you access to those 300 databases we were talking about. They are broken down by discipline here. So just for example, we've acquired a lot of ethnic studies databases in the last year and a half. And if I click on that, you'll see the list. They're mostly primary resource. So you'll see here that they have things like historical newspapers, diaries, speech, speeches, treaties, maps, oral histories, all kinds of things that you can use the same assignment that Eric had set up there, but possibly for topics that are outside of the local access. So you can talk about, you know, right up to 300 word description of the object you found and how you found it and what you think about it. So basically using the same structure that Eric was showing, but for a broader archival context. In this case, I clicked on ethnic studies and there's tons and tons of databases here, but we also have them under gender studies, sexuality studies, and other places as well where there's some of these sort of primary historic archives that we've subscribed to. Okay. Another thing that's cool. Let me back up one level here. You can replicate the archival research process. I know Eric's samples, the sort of the items were sort of sort of handed to the students in a sense because they're only there for an hour and they don't have really time to look up these things. But if a professor wants to really show the research process of how you would go to an archive and what it would look like. Eric I'm sure it could handle that portion too, but also if you were doing a topic that was outside of the local area, there are ways to replicate the archival research process and through some of our databases. So for example, if I click on gender and sexuality studies, we have this archive of sexuality and gender. It's a primary resource database and then we also have the women's studies archive. I'm going to go ahead and click on that. This is presented by a platform, a company called Gail, and a lot of their archives allow you to do something really cool. So when you're in the database and you click on collections, you can see what the content is. Now these are archival collections taken from different institutions.  These are going to be pulled from a lot of different areas. So for instance, the Alicia Escalante paper, she was a Chicana activist. Let's say we were interested in exploring something about her. We could click on this link. You can automatically search within that collection, you know, and look for things that, you know, of interest, but to actually show the archival process, we could drop down here a little bit and click on like a particular series. So let's say we're interested in correspondence letters that she wrote or that she had received. We can click on that series and you just see right off the bat, you see this box and folder arrangement. That's a traditional archival arrangement. So this, the way this particular paper, the paper set was scanned in exactly as they found them on the shelf in that archive. So box two, folder one and started scanning. And we can see right off the bat, we can actually see the actual folder that these things resided in. Okay. And then if we go to the next page, you could see the first letter in this case from the White House.  So it's just like you were sitting in the, in the archive looking at this stuff, even the envelope that it was sent in. The backside of the envelope that it was sent in. So it's really a way you could replicate what it's like to be in a physical archive going to a box, looking at a folder and looking at every item. And as it was originally within the physical archive, but you're just doing it digitally. So it's kind of a cool way to show students how to use archives. If that's important to you. So I'm going to jump back and go to another way. Now I'm going to talk generally about kinds of assignments, things you can think about doing. This is the tip of the iceberg and these are just kind of ideas that I brainstormed. We have a lot of historical newspapers. So if I go under newspapers local and regional, you'll see that we have the digital San Bernardino son back to the 19th century. The Los Angeles Sentinel, which is the black newspaper of Los Angeles going back to 1934 Los Angeles Times going back to the 19th century. So you can combine databases. So we also have a link. It's if you go to the national newspapers link, you'll see one for the New York Times. So take a topic that would be likely covered in those three newspapers and have students compare how the coverage is done at a national level with a major mainstream newspaper at the local level with for mainstream newspaper and at that local level from an ethnic perspective. So for instance, if you were looking at, let's say the aftermath of the Rodney King verdict on April 29 1992. You can have them look at April 30 1992 in the New York Times, LA Times and LA Sentinel and then have them do a comparison of how were these, how was the topic treated? You know, what was the level of empathy coming from a national level, a local level, and then from the actual community where a lot of these events were occurring. So, and this could be for history. It could be for calm studies. It could be for political science. You could be for expository writing. This is not limited to just history. So a lot of people think these historical newspaper databases are exclusive to one discipline, but they could be used in any number of ways if you're creative about it. And that's the point here is to sort of try to look at these databases from a different angle and how you might be able to make use of them. And I will at the end show you how to get in contact with librarians through your particular department. So you can kind of discuss some of these ideas and brainstorm amongst yourself and that librarian to see if you can't find some databases that match up to some points you're trying to make in this class for your project that you're going to assign. So let me go back again to the list of database subjects or subject databases. And now it's another way of making it outside the box a little bit. We have some underutilized resources that, you know, if people knew about them, they would probably use. So for instance, let's say you wanted to do some mapping of demographic data. You might go to our statistical data subject set and then go to social explorer. It does exactly that. There's a ton and ton of different data sets in here that you could map. So we can click here on explore. And let's say you had you're asking your students to pick, you know, either your, your ethnic background, immigration history, or some interesting one that you like from a recent immigrant history. And go ahead and let's map that data. So if I go here, I'm going to change this to 2021 because it gives me more options. Sometimes older stuff that gives you more options when you're mapping. And then you go down to Asian and Hispanic groups. So let's say you had a student that said, well, you know, my, my parents immigrated from Guatemala. So that's the group I want to work with. You can click on that and you can go here and go to Central America, select Guatemalan. And then go to the map. Well, initially it maps at the state level, which isn't very interesting, right? So but we can break this down into like zip code. And now I can see the, the Guatemalan population by zip code, people of Guatemalan heritage. So you're seeing that there's a quite a bit of like, like you'd expect over here, you know, near downtown LA, there's a big pocket where 25% nearly of the population is of Guatemalan extraction. Right next door to that zip code a little bit less, but still quite significant. You can come over to the inland empire and start kind of see how the breakdown is here. And then you can also zoom out and start looking nationally. Where are their pockets of Guatemalan immigrants? Well, you can see by color, the darker the color, the more folks there are within that particular zip code. So in Nebraska, there's a particular zip code where 17% of the population is of Guatemalan descent.  But in Nebraska, it's, you know, the total population is going to be less, but there's a significant portion in particular zip codes. And you can see that by mapping this. You go to the East Coast, there's a huge concentration of Guatemalan immigrant immigrants in Delaware for one particular reason or another. And you can see that some of these zip codes have up to, you know, a third of the populations of Guatemalan descent. So it's a very interesting way you can start to map certain things. And there's a lot of stuff in here. You can pick, this goes back 200 years. So you can pick, you know, a topic from 1810. And let's say we want to map, you know, slavery in the 1810, it's going to give us, and we want to know the population, the enslaved population in 1810 and it can break that down like that too. So this is not just historical, it's not just, you know, contemporary demographic, you can use it for both of those types of things and much more. And this, and it's not just ethnic stuff. There's poverty. There's gender stuff. There's health stuff related in these data sets. So it's a really cool underused resource. So I hope folks would find a way to use it. Similarly, if I go over here to the business topic. So most people, okay, it's business. I'm not interested. But there are some hardcore business usage of these databases. So if I go under industry data from business and go to like IBIS world. So yeah, it's a marketing slash industry database. But if you were to have a, you know, even an expository writing class or anything, you know, sociology class and you said, tell your, you know, to have your students pick in an industry that they've worked in or are currently working in or are interested in working in and, you know, find out some particular facts about it. So somebody who worked at Starbucks might click on this link. Somebody who's worked at McDonald's might clicked on this link. You can also search up here. These are just ones that are trending right now. Click on fast foods. And yes, it gives me a lot of business related data. But if you're interested in looking at these things at a finer level, you can start to see certain things like, okay, well, they make almost $400 billion a year in revenue. Only about a quarter of that is in wages. If you look at like a university, it's going to be like 80, 90% of wages are the total usage of the budget. Here it's only a quarter. You can see the profit margin was 4.3% over the last five years, but wages only went up 2.1% or 2.7%. So you could start to say, oh, you know, there's some social implications here. And there's a lot of other categories of things you can look at here.  There's more regulation of that particular industry. So just a little things you can pick out of here that aren't, they are business database, business statistics, but you can use them creatively in other kinds of disciplines. Okay. Back to the front page of the library. There are some databases we've used. We've created assignments around with particular departments or particular courses. So if I go here under library guides, and then go drop down to psychology. We used to do about 20 sessions teaching for a psych 311. Now it's psych 3, 3, 1, 1, 1. They changed the numbering. And this was when we created because we were doing those 20 classes and we thought this one really is calling out for some other means of doing this kind of teaching. And so what we've created is in partnership with the psychology department is the students would watch these sort of information literacy, critical information literacy videos. And, and figure out how to do APA citation by clicking on some of these links, then they do a pre lab assignment. So to kind of see where they're at. And then they can move over to the lab. And they watch some more videos. Now these videos are specific to the course, how you would do the lab. And they're pretty extensive. This is one's 24 minutes. Another one's 40 minutes. And it talks about how you go to psych info, do searches, look at articles, evaluate those article articles. And then they would click on this lab report. And fill out that form, which is basically dissecting an article, figuring out, you know, what, what the citation is, what, what the parts of the citation are, what the abstract is saying this article is about. Is it, is it going to be useful for your particular assignment, that kind of thing. So that was kind of a cool one we created with the department. We've also created them for particular databases for particular departments like chemistry. So it's not all social science and humanities. We do stuff with the sciences as well. So for Kim 5800 we actually teach a course for them an instruction course that tells them how to use ACS, which is how you find American chemical society database, how you find stuff dealing with chemistry. But we've also set up this library guide that supports that so that they're able to refer back to it when they need it. After they've watched the session and they're actually trying to complete the assignment, which also has some components where you're, you know, you're dissecting, you know, a record within ACS and trying to figure it out. So there's different ways of doing it. You can do it a lib guide only you can do a lib guide in conjunction with an instruction session or we can create a whole lab type scenario where we offer that kind of thing to a whole department or even just a series of forces. Okay. So those are the things I wanted to cover. And so one last actually I'm sorry one last thing I wanted to show is this link for services for faculty. If you click on there, you'll see a link to the instruction request which you can also request lib guides and this sort of Williams area, and then also the critical information literacy lab that he was talking about. But also I wanted to show two things one when you put an item link to an item. This resource here tells you how to so all those databases I showed you if you wanted to link to a particular ebook or particular database or particular chapter or article. This is the page that will tell you how to do that and it gives you very important information about stable URLs proxy server prefixes that you need to have in your link in order for it to work properly. Lastly, I want to show you where you can get help from a librarian liaison. So on the same list of resources here you can click on live librarian liaison and see who that librarian is for your department. And you can get to know this person you can email them call them set up a consult over here under library appointments you can set up a 30 minute consult with them. And then you can brainstorm these kind of ideas oh I had this assignment idea what do you think what databases might work for that or you know what kinds of resources does the library have. Okay, that's what I wanted to show you all. Are there any questions for any of us at this point on share here. All right, so thank you Brent I'll go ahead and stop the recording and then we'll go ahead and take questions. Yes, I have a question for William.


Nicolas Maduro ordered his army to prepare for war with Britain. President of Venezuela, Nicolas Maduro, has declared that the presence of the British military ship HMS Trent in Guyana violates the spirit of the agreement between Guyana and Venezuela reports EFE. Maduro stated that the positioning of the British vessel near Guyana is a practically military threat from London. In response, he ordered the activation of joint defence actions of the national armed forces near the Esquibo coast. In response, the military leadership in eastern Venezuela announced that 5,600 servicemen were ready for the operation. At the same time, the Venezuelan Ministry of Foreign Affairs stated that the country preserves all actions within the framework of the constitution and international law to protect its maritime and territorial integrity. President Nicolas Maduro of Venezuela recalled this year the long-standing territorial conflict with Guyana. Venezuela claims almost 70% of the territory of the neighbouring country, which is rich in oil and other valuable resources. Venezuela claims that this territory was ceded to it after gaining independence from Spain while Guyana considers it to have been part of British Guyana, which later became independent Guyana. In early December, Maduro held a referendum in Venezuela on the annexation of Guyana. Just a few days after the referendum, Maduro announced the annexation of the Guyanese territory and presented a new map of the country on television, including the disputed region. In mid-December, Maduro announced that he had reached an agreement with the leader of Guyana to peacefully resolve the dispute and continue negotiations. Both sides stated that they would not use force.