Hello, everyone. I'm AKM Safar Shaheen from Catalyst IT Australia. Some of you, obviously, have seen some of the demo I have did yesterday about Cushion Bank. So with 4.0, Cushion Bank gets some groundbreaking changes. And as a part of those changes, we already have a plugin built by Catalyst IT which can be a very powerful integration tool to actually make your Cushion Bank a very powerful collaborative space for your teachers or managers or whoever have access to your Cushion Bank or using Cushion Bank. So just a quick overview. Catalyst IT is actually spread around the world. We have 750k users in our platform, more than 750k users in our platform. And yeah, so we are operating for more than 25 years. So if you want to talk about anything, please come to our booth. One of the biggest things we thrive inside organization is actually problem solving and hard work and also some sort of innovation. And that's how this plugin we realized after building the Cushion Bank, we realized we already have a plugin we built. We can just start utilizing it and maybe tweak a little bit and add more features to it without making a huge amount of changes or making a huge plugin. So what is Event Trigger? So Event Trigger is a plugin which will allow you to trigger certain actions using the Moodle's Events API and how it's actually collaborating with Cushion because Cushion has creation, deletion, things like comments, usage, and stuff like that. So those events are already logged inside Moodle. So the moment you create a Cushion, it's logged in Moodle because there is already a Cushion created event. So the main concept of this plugin with Cushion Bank will be observing those events and doing some actions according to those. But that's not all Event Trigger has to offer. There are a couple of workflow steps you can follow. So one is lookup, another is filter, and finally, when you have the lookup and filter ready, those steps, you can straight away get into the action of what you want to do with your workflow steps. I'll be giving you a quick demo to explain it better. But let me tell you a little bit about lookups. So for example, every event comes with some certain information. So for example, when a Cushion is created, it comes with a Cushion ID, which is the object ID. And there is a time created. There is a user who created the Cushion, who updated the Cushion, and also a user who owns the Cushions. And these changes came as a part of the groundbreaking 4.0 changes. So lookup feature or lookup step will actually help you to grab one specific identifier. For example, you grab the owner of the Cushion who actually created the Cushion. And then you can grab the editor who actually created a version of the Cushion. And you can actually trigger a notification to the owner or the creator of the Cushion saying there is a new version of your Cushion being created. Filter, filter will allow you to control where you want to trigger your notification email or your action. So for example, you might have 100 courses inside your model. You might want to trigger it for one specific course or you might want to trigger it for specific users or you might want to trigger it for according to your business requirement. So filter will allow you to achieve that using specific, filterable conditions inside your workflow step so that things can actually filter before actioning those specific event. And then finally, you have action which is really powerful. You can put external, internal, and you can even utilize Moodle's internal web service function or methods to actually trigger specific actions. So now a little bit of live demo. I'm going to show you just to give you a better idea. So as I already said, this is a very powerful tool. And the demo I'm doing is very simple. It's not very robust or advanced. But you can pretty much go to an infinite space where you can pretty much keep adding filters and actions and lookups according to your preference. So for example, I have a very simple workflow added here which is called Question Version Created. What it will do is whenever a version is created, it will look up for the user who first created the question and it will notify the creator of the question that there is a new version available for your question or someone created a new version. Would you like to have a look at it? So here, there are just two simple steps I created. The first one is a lookup which actually looks up who is the owner of the question and then just grabs the data of that specific user and then notifies the question author saying there is a new version. Would you like to have a look at it? So if I just go to a simple question and you can see the seven versions of that question, I'll just edit it and just create a new version very quickly. This is a dev tool, so I just came here. It gave me a very simple information saying the question with ID 19 has a new version with the user with ID 3. So you can actually go another step further if you want. You can look up for user ID 3 and rather than having ID 3 here, you can specify the email or name of the user if you want to do. And also, you can customize whatever email you want to send. So for example, I have set it up in a way. It goes through the history plugin. So the moment you click that, it will take you to the breakdown of the version. And of course, you will see the latest version created by me. So this is a very simple implementation of a very powerful plugin. But as I said, it's an infinite possibility so you can keep going according to your preference. So this is just the beginning of this powerful integration. And it can go way beyond what we can do at the moment or what we can do in the future. So how I see it, what can come next. So of course, we have the comment plugin, which allows you to collaborate between your users. So one teacher can create a question, another teacher can come in, look at it, preview it, evaluate it, and comment on your question. So whenever a comment is added to your question or a version of your specific question, you should get notified that there is a new comment. So this is the next thing can come next very easily, just a better integration with question comments when it triggers notifications or emails when a new comment is added to your question. And then I have showed you how Lookup works. So at the moment, it does course Lookup, user Lookup, cohort Lookups and stuff like that. We can go one step further and do a question Lookup, which can allow us to do a lot more with different versions. So for example, if you have a new version created, you want to have some external actions to be done. So we can do question Lookup very easily, add it to the plugin, and it can look up, it can grab the question ID, it can grab all the information what's the version number of it, what's the entry number of it, so it can just trigger anything you want. And also we can obviously have a very, very, very good space to have some deeper integration with question users and status because questions have status at the moment. So what if someone goes in and makes your ready question draft, you might need to do something or you might want to do something, get notified or do some actions according to your preference for your question bank. So this plugin is just a beginning of a powerful collaboration tool for your question bank where question bank is getting bigger and bigger, 4.0 is getting more robust in 4.1. So many things can happen inside your question bank without you realizing what's happening. But this tool will help you to take control of an understanding of what is actually happening to your question bank. This plugin is actually released in modal plugins repository. If you want to try or contribute to the plugin, have a look. If you have any features in your mind, talk to us. It's in GitHub repository. It's very easy. You can just create an issue and just we can have a look for you or we can have a chat about that. That's pretty much it. Thank you very much for listening. If you have any questions, please let me know. Does anybody have any questions? Oh, yes. Hello. Just wanted to ask if this plugin can also be used with other activities because there are some activities in Moodle where teachers don't get notifications when students did something. 200%. So as you said, it can be used anywhere in Moodle. It's like, for example, when you say in courses, you might want to trigger notification for enrollment as well. That's a very common use case. There is already an example added to the GitHub repository for that. You just can import it. So one of the amazing thing is it actually allows you to import workflows. So for example, if I go here, you can see you can create or you can even import your workflows. So even if you create something, you can actually contribute to our repository. We will add it as an example. And we have some basic examples added. And I have my plan to add some basic examples to be added as a part of the question bank so people can actually import it. But anytime if you can think of anything complex, you create it more than welcome to contribute to the actual repository, which will help everyone. Hello. Hi. I have a question about the user lookup. Can it also be the student that we can look up? It actually can, yes. So for example, if a student completes a course, the event is triggered that, OK, that specific user ID completed a course. So you can actually look up for that specific user ID. So it doesn't matter if it's a student. It doesn't matter if it's someone. As long as Moodle's events API logs that user ID, you are good to use it. Unfortunately, it's not working, but that's why I'm asking. We have another one over here. Thank you. My question is about the permission. So how is the permission controlled when there is a question? Let's say one instructor wants to share the question with the entire community or they don't want them. As I say, the permission control can be very easily handled by filter. So there are user roles filter as well. There is specific string identifier filter as well. So for example, if I go to this, I can very quickly show you an example. So if I click Filter, and if I say string comparison, so you can see there are many, many type of comparison you can do. So you can filter through which course. As I said previously, maybe you have 100 different courses, or maybe you have 100 different roles. You don't want everyone to get a part of that. And it also depends on whatever event you're walking on. So if that event you're using lets you know the role of the user, you can actually filter through that role using a filter step. So it's quite easy to actually do that. And even if you don't have those information in your events, you can always come to contribute. And that's very easy. Just add an identifier to that event, and that will start working with this plugin. So all this plugin works is just a starting point to grab a small data, and it will grab the rest of the data for you.


Work-life balance is going to be one of those controversial topics, not because it's impossible, but you just have to be realistic. We're in the military. I'm not going to sit here and tell you it's going to be easy because it's not. We're going to be out here grinding. We have to train. We're training for war, the special forces. But with that being said, if you want a strong work-life balance, you have to plan for it. That's self-actualization right there. You have to know what you want.  You have to plan for that. You want free time. You have to plan for that. You have to be better at this job and continue to improve. You also have to plan for that. So what does that look like? It's more than just saying it. You need to get down with the counselors that NSW provides you.  And then you have to work that in to where you want your career to go. And then once you actually have that five-meter target or that short-term goal and your long-term goal, you can start working toward that. But I can tell you right now, if you don't have a goal and you're just going to come in here and think it's just going to fall in your lap, you're going to be in for a root awakening.


I don't know about that. I think I posted on Angel. Yeah? Why can we save them on a bar as a slender rod instead of a slender rod? Well, what are you going to use for the dimensions that make up my problem list? Well, that's why you use slender rod, because it's the case where the cross-sectional dimensions are much, much less than the length, which is kind of the definition of slender. So it's integrated essentially as a line function rather than as a volume. So you can reintegrate it, I guess. Do you want me to? All right, the last little piece we have is impulse momentum for rigid bodies. Now, as we've been finding for all these things, we added rigid bodies to it. The most of the particle equations, or at least the translation equations, apply it. So we had a lot of the things that led to transitional impulse momentum then, of course, continue with the rigid body momentum. It's just generally applied to the center of gravity. So just to remind us what we had there, time rate of change of the momentum is due to an imbalance of forces, and that as well as the acceleration due to gravity. Pulling things around a little bit. Oh, yeah. Rearranged a little bit and then integrate of the sum of the forces and integrate on the other side, assuming mass is constant. And that was our impulse momentum equation for either particles or rigid bodies in pure translation. This was the impulse side and is the area under the FT curve. If it's constant, that just integrates right out, and it becomes very simple. And then this side was the change in momentum. Change, that's no different for rigid body, general planar rigid body motion. We generally apply that itself to the center of mass. We also now have to take into account that it is a rigid body, so we have to add the angular momentum component. Our book uses H, is that right? It's sort of the rotational equivalent of the linear momentum we had there. Or the time rate of change of that equals where this is i, g there, the moment of inertia with respect to the center of gravity. Well, we also know that i alpha equals the sum of whatever moments there are that are being applied. So we can take basically the same steps we took there with that other one, arrange things a little bit, put in our definition of acceleration. We can arrange again, do a little integration. We have the impulse momentum for rigid bodies in full form when we use the two of the equations to get area of the sum of the moments, the sum of the moments time curve if we happen to have that. If it's constant, then it just integrates out. And it's straight forward as these kind of integrals can be. And of course, this is the change in angular moment. Whatever particular problem we have, one or both of those can apply. We typically use planar problems. So this is generally not a vector form. But the general idea is don't change. And for our planar problems, this can actually be done in two dimensions. Jake? That's not alpha? Here? No, because we took alpha, made it into d omega dt. Then we integrate, assuming a constant moment of inertia, then the integral d omega becomes delta omega. You guys, heck, you guys could come up with that just about. We've been through the linear impulse momentum enough times that you probably could have done that. So we'll look at a problem. Imagine we've got a small motor starting up from rest of an applied torque that's going to that Christmas or at Easter, I guess, a little better. It's going to start up a larger gear to which it's attached. So this is a non-slip condition there. Some of the details, so we'll, and this is the gear on it, not the whole motor itself, just the gear on it. That's all we're rotating starting up. A radius of gyration of 80 millimeters on a radius of 100, a gear of 6 millimeters. That's trying to turn a gear that has a mass of 10 radius of gyration, radius of 250, and the whole system initially at rest. It takes the motor to come up to volumes often well solved with the impulse momentum equation. There's the motor gear. It's trying to turn the big gear because of that, there's going to be a force here from the big gear. That's the big gear pushing back on the little gear as the little gear pushes on the big gear trying to bring it up to speed. Then with this moment, the torque from the motor being applied in that direction, it's going to see a very same force opposite direction trying to bring it up to speed. Pretty much every season, time it takes the motor to come up to speed. So that'll be the integral moments being applied to it for whatever time as the, let's label that, the little 1B as per reference, that's what that business was. And then let's see, that'll involve what unknowns? What parts do we not know going into that? Some of the moments will involve what two pieces? That's the sum of the moments. Moment applied plus the force times its own radius. So the force will be unknown in that because the moments are radius are known. You're looking for the time. So we have, in just this left side, we have the two unknowns of the force. It'll be delta T if we take everything to be constant. What's unknown on the right side? Maybe not immediately known, but uncalculable from just that equation itself. We don't immediately have the moment of inertia, but we do have the radius of gyration and the mass. Omega two, we're looking for, omega one is zero. Okay, so there's two unknowns. One equation, because this is planar rotational motion. So this is only one equation. Don't we have omega two is not correct? Sorry? Yeah, I don't, omega two is not listed as an unknown. You have two unknowns. Omega two, it's not remembered in the proper form, but it's essentially known. We don't wanna mess with every single little thing that's unknown when we calculate it directly. So what's your second equation then? You have to do the very same thing on the other here. Just making sure that a piece is right. There's only one moment on that. It involves however the same force, so you're not introducing a new unknown. And this is the same delta T, or even rest. Same speed, omega two, but the reason we use different gears is so we can have it one speed on one and another speed on another with no slip contact. So you should have all the pieces there, wrap it up a little bit. Some things as you go along, if I were you, make sure that you're using the same moments of inertia, the same omega twos, everything else is pretty much set. Watch your units. End of the term for you, even though there might be days left. You don't know what units you're trying to trick you in. You gotta change it to a second first. Mine's not even that bad with the distortion on the camera. And then look at this one, that's a beauty, that one is. You have no slip on the second one. If there's 600, first one's pretty bad with the distortion on the camera. So why don't you get a read? You get a few of these. Who'll read you? You got a pencil.  And an eraser. You want to call it a chalk? It's got that mustard yellow. No way, no way. You call it serrano's one time. What? End of serrano's note to code, oh you call it a serrano's note. You know what I mean? It's a birth date. Oh it's probably a people's date. You see white with more kind of paper, that's why it's a little cringey here. Can we help you? Just as I was drawing. I think you're being exaggerated. I think I better sell it on eBay. It's a logo. Don't you have a logo? Finger gesture that kind of represents your life. It's not quite a logo. Are the moments going to be the same? The errors of others are going to be the same. Which moments? These? You mean that's zero? If that's zero, then this is zero. Be careful. It's just a fair tale of those portions that you call an opposite. Both occur at the same point in the tangent of the two circles.  I'm showing off the carol. We got something? Probably a lot less writing. Let's see, Alex, what have we got? I don't, because it doesn't belong there. I see that. What? Fix that. We'll be happy to do it. It's actually a no-slip condition. It's the point that this point has the same velocity as this point does. So we're setting the velocity of that, equal the velocity of that, and then we can solve for omega. What do we call it? Omega a. What? Question? For this second one, the first one has an omega zone. What's the solution? We're going to be able to do it at the same time. Yeah, we're going to be able to do it at the same time. Yeah. If all this content will come out of this integration, it'll actually be a delta T. Oh, delta T. Yeah. Oh, you got it? Yeah. We'll do the first one first, because I have some board space here. Well, let's see, what do we need? We need I, G, or B, I guess I called it. It's going to be K, KGB. How cool is that? Of the small gear. Delta need omega two, which is the 600 RPM. Three in pieces, we need it for that one. All right, so some of the moments, well, this will integrate to some of the monuments, since omega one is zero. All right, the moments are, well, we'll pick up positive direction, just to make sure. So we have M in the positive direction, minus the unknown F, and it's the delta T. That was disc B. Oh, snap. Nope. That's the whole point of having gears of different sizes. You have one turning one speed, and another turning another speed. You can think about it. If this goes around once, this one's only going to go around part way, not even half. That's the last two pieces we need then for, let's see, this is for B, for A then, the equation becomes, for the time. The time to get the motor, the small gear, to reach 600 RPM. And that influences the RPM of the big gear. The moments, positive that way, this makes a negative F, as the positive direction is minus that. Is that what most of you have up to that point? Here you have the product F delta T, and here you have the same product F delta T, so it might be easy to solve for that and just stick it in there. And then that leaves only one delta T off of that. You can solve for it. That's the answer? Well, we're not following for that trick.  I didn't just say the answer. She said the answer in my agreement. What was the answer? I couldn't do that to her. That worked. Jake, what do you get? For my friends, I said differently, different entirely. Try solving this for F delta T, just as a way to make the solution a little bit easier, because you also need F delta T up here, that'll take out one of the delta T's you have on both of those. Doesn't matter. We should still get the same answer. The directions are arbitrary. If you picked positive for this direction, then these two negative signs cancel, or you don't have those two negative signs whereas I have them, and they cancel delta T together, you get 40.2 on the A equation. Just stick that in here. You've got to be less than the little gear. The little gear is going to spin faster than the bigger gear. What is R, B, and R? The radius, the radius of B and the radius of A. This is saying that the contact point on A has got to have the same velocity as the contact point on B, no slope condition. If you leave F delta T together, then you can just stick them in here, solve for delta T directly. Just as an algebra step to save you some trouble, but you can still solve it either way. So did you get it? Do you know? Is that right? Something in algebra or not? You got it? 0.87. Probably algebra. Is everybody okay with the physics that went into setting up the equations? The rest is algebra. Delta T should be 0.871. You can find the force from that if it was asked. Which one? It comes out to be about 46.2 newtons. You guys are ready to forget out of class? Do me, even you. Yeah? The two-parter. We'll do that again, Bob. All right. Take that to be a 20-pound disc with a radius of a quart to it of four foot pounds. Okay, that's W. It's weight is 20 pounds. 20-pound disc, the axle for the disc. And notice from the drawing that the axle doesn't go right to the center. So the disc wobbles. Just to make it earn and get out of class. Yeah, see, that's exactly the way everybody grew it. For the most part. That's got a wobble. There's pretty much at the center, however, the gear is elliptical. The disc is elliptical. All right, so. Two things you need to find. Actually, three things. See if you take the forces out of the axle and you need X to go on out of the way. Start from rest. Find the speed after start-ups, two seconds. Remember anybody else who used it? Keep going, Bob. It's like you drew it. Are you serious about that? Everybody else took it seriously. Look at their drawings. You took it seriously. You're looking at it all wobbly. Yeah, I know where that thing's gonna go. Well, I couldn't be serious about it because you need to know how off-center it was and the major and minor axes and all kinds of other stuff. For a lie on all of your resources, ask your office mate and start moving out from there. It's a multiple momentum equation. How could that not work? It's a multiple momentum equation. A view. Even if I get to the end, I'll get you a long pencil. Okay, that was huge. That's even on a pencil. And then you see the small, look at that, that's what we're gonna take you out. Not only through this week, well, it's gonna get you through finals week. You've got all this stuff. And one pencil, that's what we're gonna have there. Column, how do you do one? You supply it. Those are vectors. Relative, velocity, realm of acceleration, equation of vector equations. How's that in the equation? You're gonna need it, huh? There you go. Accelerate anywhere. Look, I'm, get out of cause questions. You can't just say out your answers out loud. I'll make you sit here and do nothing. I'll make you sit here and do nothing. You try what answer you think it is.  Don't do it then. They've shown that people who do not accelerate live longer. Yeah.  Acceleration kills money. That's a velocity. Let's go see how Frank's doing with his freestyle units. Yes, Frank, see how those units help? Yeah. Not on the mass, wasn't it? Yeah. Yeah. You put your units in. Probably always work when you're on the unit in them. What are you doing? Acceleration, that's a velocity. That would be, that would be alpha, yeah. Sure, alpha equal to delta made over delta. That'd be alpha. Yeah. That'd be alpha. That'd be alpha, right? No, I mean, I just mean for this. Okay, well, let's figure that out. Okay, all right, here's what we're gonna do. Let's see, we're almost at 20 minutes left. So, first, if you want to get out 20 minutes, if you want me to just give you the answer with 20 minutes left, we've got each paying $20. If one minute goes by, it's $1 less. So anytime you're ready, you just buy your way out of here. I think that's a great idea. Because that's not a get out of class three question. No, I'm seeing all kinds of numbers. I haven't seen it in a long time. No? Jake, whatever you think, you don't know. No, I don't. I hope to do the acceleration at a point where to find the normal acceleration. But since it's speeding up, I don't know where you find that. No, that's a triple acceleration between, I feel like going down a dead route. Jake, maybe it's dying, but not dead yet. So you need to go farther until it dies. Something you've done many times and then you just do it again. Where the box is the book and the answer's in there. It's thinking outside of the box. That's not 30 yet. There's also a normal force in the pen. Which cancel out the weight. Oh man, it was cancel the weight. Jeez. There it is. It's not zero. It's not zero. Because otherwise it would float. You wouldn't even need that in there. You wear free body diagram help? Well, not. In your best experience of this journey. For 8,000. Free body diagram help? I love free body diagrams. I agree. Where's your limit help? You got this. Yeah. You did? Yeah. A lot of acceleration. You're good. It's real high. It's air resistance. Oh, sorry. Grappational. It's dual. Sit it out. You sure you don't want to do that dollar a minute thing? I do it. No, you got it right. You took the sneaky route. You're checking size. That's what you're doing wrong. Good. Yeah. I said, well there's a free body diagram. So start there. Start with the basics. It's got both the weight and the key that force up the rope. I want to have a force up for that, I guess. How do you do that? It's around this time, so you can use your units. Yo, Chris. You know what I'm saying? Huh? What about my car? Yeah, my car. Well, it wasn't where I left it. That's what I mean. But I didn't place it in. I don't know where I left it from in there. I'm not listening. All right. Now I'm listening. Let me help you with it. I'll do it on the free body diagram for you. Let's see what that looks like. All right, here's the test. Let's see. You got it. You got that there. And then we're looking for forces on the pin and we got the weight of the disc, right? Is that the free body diagram for it? Something like that? What's the force in the x direction? Okay, good. You're half done when you need to come up with the force in the y direction, but you don't want to. Oh my God. It's almost there. For some of the forces, if it's not accelerating, we're already at a pin. For some of the forces, it should be there on the 30. Yeah, you bet some of the forces should be there on the 30. That's not what we're trying to find. The weight didn't fit right in. You can't shout answers out yet. Show them down in the paper. You got an answer. The thing, I wrote it down like 30 minutes ago. Well, I didn't know what that was. There you go. You can't shout answers out. What? There we go. We all knew that in the first five seconds. Why didn't you give it to me? I thought we did. You just got yelled it out. We just wanted normal forces, 30 pounds and some of the forces is zero. Really? I don't know, I'm just shouting it out. I'm gonna give it to you. I'm gonna give it to you today. Why don't you shout it out? Well, you didn't shout it. You don't shout it. I have to give you that. You got me on a technicality by not shouting it. Some of the forces, 20 down. I mean, 20 plus 10 down. Gotta have 20 plus 10 up. The one I heard for sure, I mean, you might have said it to each other and then said, no, it can't be that. And went on to take a side. I know. You got trust in the equation. The force of some is zero, trust it. You get a little overdue. That's what you're gonna tell me. It's gonna be on this. We need to do some of the forces equal zero. Well, let's see. What do I like to have here? How did acceleration problem? Because I just saw that you liked those. But not a terribly complex one because I want to leave room for you to make it incredibly complex. A relative velocity or instantaneous center one. We usually can solve those either way. And then a general motion problem. Could either be impulse momentum, work energy, or just sum of the forces equals MA and the sum of the torques equals I alpha. So probably three problems. And somewhere there, you're gonna have the sum of the forces. Guarantee of that, huh? General motion. So that could be either sum of the forces equals MA, sum of the torques equals I is alpha. Or work energy or impulse momentum.


We're asking for a human rights, equal rights and justice for Palestinians in a way that we should be ashamed because we introduced this resolution during the holiest week of the Jewish calendar. Happy Rosh Hashanah and Yom Kippur occupation for Palestine and the Palestinians. The ethnic cleansing taking place today on the neighborhood of Sheikh Jarrah is not part of the Jewish faith. That's right. We tell designers across the United States who are this resolution, this is not the Jewish faith. That's right. The Jewish faith tells us if they need to stand up with them, with the people under aggression and to stop violence, they lived it for peace and justice for the Palestinians and the Israelis. Whatever they're going to change the language, we're not going to accept it. That's right. The right of boycott, divestment and sanction is part of our first amendment and just being back to continue business with Israel. That's right. And for men, stick with us, stand with us. Whatever the resolution, we are victorious, independent, every day, someday. And thank you very much. Ashley, over here. And you can speak. They generally let people speak for one to two minutes. Two? Two. So they'll let you speak for one to two minutes and you can see Ashley over here if you want to sign up for that. So now it's my pleasure to introduce another amazing person that I love so much. And her name is Papi. As Jews, we are urging the city council to vote yes for this resolution. That's right. Seek an end to the Israeli occupation of the West Bank. LaGaza established an international law that was used for organization's call-out discrimination. Israel, a wreck's wall population. As for Montju, justice throughout the world, in refugee camps or as refugees through the consent agenda, item 4.28, communication, a. Cohen, BDS opposition with the action to waive the reading, accept the communication and place it on file. 4.29, communication, Megan Tuttle, COVID-19 response, response leader regarding update on city COVID-19 response activities, summer 2021 with the action to waive the reading, accept the communication and place it on file. Add to the consent agenda, item 4.30, communication, E10 sobel regarding BDS resolution with the action to waive the reading, accept the communication and place it on file. Add to the consent agenda, item 4.31, communication and marriage repeater over regarding programs to city council to vote yes to place it on file. Add to the consent agenda, item 4.32, communication, mark that out of all regarding BDS resolution with the action to waive the reading, accept the communication and place it on file. Add to the consent agenda, item 4.3, BDS resolution with the action to waive the reading, accept the communication and place it on file. Add to the consent agenda, item 4.34, communication, Tony Redington regarding better the city council to identify the point on for action to waive the reading except the communication in place on five. Add to the consent agenda, I have a 4.35 communication from Ron Rockman regarding the resolution calling for justice and peace will end to Kyle Simon-Israel with the action with waive the reading except the communication in place on five. Add to the consent agenda, I have a 4.26 communication Michael O'Rourke regarding council meeting resolution and the action to waive the reading except the communication in place on five. Thank you, we have a motion in the agenda for the second. Second by Council Hall. Any further discussion or agenda? Hearing none, let's go to vote. All those in favor of adopting the agenda, please say aye. All right, any opposed? I encourage the members of the committee to bring this item number two, which is the public forum for decision making. We have quite a few silence in the public forum for the decision making. If you are interested in signing up, there is a very able to do so in the corner there where the forums are available and then the C-Cork field here. If you are interested in seeking, if you have two hours of your per call on the decision, we'll be able to teach per seeker. We will go, we'll go in order that I have them here. I say, we ask that people please maintain the form of the chamber so please allow seeker to say their views. We're not going to rock seeker. Please do not react to what seeker just said. We need to be able to, in order to hear the votes of the policy committee, we do an official review of the agenda itself. It's really important I will say.


I think it's time to get started and let me welcome everybody and thank you for joining us. I'm Cliff Lynch, the director of CNI, and you've found your way to one of the project briefings for our Spring 2020 virtual member meeting. I want to note that this is one of a small number of additional project briefings which we added after we made the decision to move to a virtual meeting and we called for and selected a small group of additional project briefings that were specifically addressing aspects of the current crisis. We'll have two talks today, one by Lisa Hinchliffe and the other by Christine Wolfeisenberg. After we hear from the two of them, we will take questions. There's a Q&A button at the bottom of your screen and feel free to queue up questions at any point as they occur to you during the presentation. Diane Goldenberg Hart from CNI will pop back up at the end of the session and will moderate the Q&A. With that, I'm really looking forward to hearing about this. We were joking just before we started that back in the old days you don't spin up a large-scale project like this in zero time typically and welcome to the new normal. I'm also really fascinated to hear this because I've had a relatively close-up view of some of the attempt to understand this response specifically within the ARL community which is actually a very small and very special community within a much broader universe of academic libraries. I'm really interested to hear what our speakers have learned about the map of that broader response. With that, thank you all for joining us. A very special thanks to Lisa and Christine for being willing to not only spin up a project like this in no time but to report on it in almost no time as well. Over to you Lisa. Great and thank you Cliff and thanks to everyone who's joining us here today. It's unusual as Cliff said that we would be spinning up a project much less be presenting on it but I think this is the CNI way right that what we value especially about CNI is is our cutting edge often view of these things so we're cutting edge for sure these days. The presentation today is about our project which is academic library response to COVID-19 and we're particularly going to be focusing on this whole idea of designing and managing real-time data collection and dissemination. Through this project we have been using the hashtag COVID library and so we'd welcome for you to include that hash if you are tweeting about this session because you will then become part of the Twitter scraping project that is also going on related to this work. Christine is going to be advancing the slide so I want to also share with you in case you are a multitasker the portal for this project is at this convenient URL of tinyurl.com slash COVID library where you can see the breadth and range of activities that we have underway that we'll be reporting on here today. So just a quick overview of this project it is a real-time view into the evolving strategies that U.S. academic libraries deployed in spring of 2020 which really at this point means in March or April of 2020 and by real-time I want to emphasize that we were collecting responses continuously and still continue to do so via the survey but not only we were collecting the data in real-time we were disseminating it in real-time and so as soon as the first library submitted data there was a data dashboard where people could begin to see what the results are. So in addition to this real-time collection on libraries we've also been collecting data on the status of classes and the status of residents and at this point we believe we have the largest data set as well on the status of institutions as far as classes and residential facilities in addition to library policies and services. We've also done some immediate analysis so there's disseminating the data on dashboards there's immediate analysis and then we'll talk about our long-term analysis as well. So we're going to review how did we get to this how do we manage this because you know Christine's in New Jersey and I'm in Illinois all the ways we've communicated the results and what we've learned. The impact of this project is best that we can assess so far and where we see potentially taking it for next steps. So survey development and deployment this was a 10-hour development process from idea to collecting our first data so this is the tweet that started it all as we say which was Christine asking if anyone was collecting how academic libraries were responding. Christine had been working with Brian Alexander on a Google doc spreadsheet that was attempting to capture what institutions were doing as far as classes and I think I have no doubt that's what made her thinking but we are also starting to see already within 24 hours of institutions shutting down that libraries were starting to say what are you doing what are you doing does anyone know right this is immediately what we want is information from our community of practice to inform our strategies. So Christine and I got on the phone about 20 minutes later and we started work so Christine next slide we got on the phone and I said we could do this and this is the fun part of the story where Christine said yeah I think we're going to have this you know in the field maybe by early next week and I said we have to do this today it has to be out tonight and you know this decision to deploy rapidly has some really important implications for this kind of project but it was clear to me as a practitioner in academic libraries that five days later was going to be five days too late and so we needed to really get going on this but also if we were going to collect data we learned some lessons from other projects that were already spinning up and honestly some of them that were crashing so Brian Alexander's Google doc usually Google docs are great for crowdsourcing content not great when thousands of people are trying to use it at once and an immediate point in time. So here's some of the design strategies we had in thinking about what kind of survey data we would be doing keeping it short and focused people needed to be able to fill out this survey quickly everyone was incredibly busy I think it's even hard to remember quite how intense and urgent everything felt on March 11 12 and 13th. We also knew we wanted to embed unique identifiers so that data would be collected in a way where we can analyze it and we all know that if you ask people to put in their institution name it's amazing how many different versions of its name institutions have. Fortunately in the United States we have the iPads and ID for every institution and librarians are great about metadata so we could ask them please go get your iPads ID put that in and so we could have a unique identifier in each response set. We knew we wanted fixed answer questions for immediate analysis so if you really want to disseminate the data back to the field you need to do it in a way that can be visualized because once you get over 10 responses qualitative analysis is no longer on the fly possible in a way that's going to be really helpful. We did however give the option of other repeatedly throughout the survey and of course those while then available in text form were not immediately analyzed onto the analyzed onto the charts. We also realized that we wanted to allow retaking because it was already the case that a decision that was being made on Tuesday a new decision was being made on Wednesday and that was part what the stressing Brian's spreadsheet and some of the other pieces is because they didn't have a way to account for the fact that things were changing. So we accounted for this by saying you can take the survey as many times as you want and that's turned out to be really valuable because it's why we can actually keep the survey open and we're going to be able to track libraries reopening with the same survey instrument because we allowed for the retaking and then as I said we wanted to disseminate results immediately. So how did we get there? We had kind of two steps in our process which was conceptualization and library community input and feedback. So in the process of designing the survey conveniently I was supposed to be traveling that day to a conference and so rather than being on airplanes and in airports I was consulting with Christine and developing the survey while she would go to meetings and then between her meetings we would get back on the phone and confirm that we were ready to take the next step. So obviously we have general knowledge of core user services and key issues. I work in an academic library. I've worked in one for more than 25 years. Christine leads up the Ithaca SNR surveys work. We know a lot about what goes on in academic libraries but people have asked us well why didn't you cover public libraries and special libraries and partially it's because the issues are differently but partially it's also that question of expertise and we knew what to ask this particular community and we knew that this community wanted to hear from other people in that academic library community. We did a very rapid literature review where I consulted the literature on library response to crises and disruptions. Fortunately or not it's actually relatively small literature and the other thing I quickly realized is that most of that literature is talking about how you are disrupted in place and you relocate your library so you have a fire so then you move the library to the student union or you have a flood and you only have certain service points open. That is not what we were doing in a pandemic. Everything was closing so there was no changing the library to another place and so that impacted our design as well and then we drafted basic survey questions based on partially the great Ithaca SNR surveys that are out there so we already knew some of the ways to format these questions. Later that afternoon then we actually did two rounds of feedback from the user community. We first put out a Google doc with our questions and the responses with the opportunity for people to be able to comment on it and we asked them to do self-paced cognitive walk-throughs where they would go through it and see if they could answer it. They could annotate and write us comments in the margins and then we also asked them to direct message us back on Twitter is how we were doing most of this work and then once we programmed it into Qualtrics which is our platform that we're using we solicited some pre-testers and we tried we were going to have like two hours of pre-testing. I tweeted it out and within 20 minutes we had twice as many pre-testers as we needed so I just also think that that tells us the degree to which the community was really hungry for this because they they really helped us do this rapid design process. So at this point you might be saying how did you actually pull this together so let's talk a little bit about managing it collaboratively and what that took. Key practices here holding regular check-ins. Christine and I were checking in with each other almost continuously especially the first week of running this. We we also had the great fortune that Ithaca SNR was able to spin up a guest account for me on their Slack instance and so I currently I'm slacking along with Christine and her colleagues in a special area there so that we could use the same practices that the Ithaca SNR always uses and could plug me into those but we also have Twitter and phones. Yeah we've done a lot of different communication mechanisms. We really had to also be explicit about committing to decisions so in the you'd always need to do this when you're developing a project but we had to really do it fast when you're doing this in 10 hours of development of have we decided this and are we ready to move on and being both committing to the decision but then also moving on from it and not revisiting it. Acting independently became therefore possible because we were so in touch with where we were thinking what we were thinking what we committed to that if we through the process got a media interview request or somebody seeking information in many cases we were either able to consult immediately or we knew and could be confident that we could act independently of each other in a way that would be in concert with us. We also thought it was really important that throughout this you'll hear that we incorporated other perspectives so we got the two sets of feedback from the community we had in every case where we wrote an analysis we were fortunate to have Christine's colleagues at Ithaca SNR provide essentially a quasi peer review for us like does this make sense can you understand this can you comment on it and help us strengthen our analysis and then we also just really had to seek the support of each other and others Ithaca SNR obviously but we also had a large group of people on Twitter that helped amplify the call for people to submit responses and so our willingness to say to other people we need your help was a really important part of this as well. Great thanks Lisa so I think I'm gonna gonna take it over from here for a little while to talk a little bit about both how we communicated the results and and actually what the results were we've been kind of talking talking about the process we'll see what some of the some of the outputs were we'll talk a little bit about how we've you know tracked the impact and then we'll talk about next steps and then we'll open for for Q&A so um as as Lisa mentioned you know getting getting the data out there in in real time was was one of the most important principles of of this of this project and in a in a minute or two I will provide examples of each of these that I'll just talk through really quickly so we started out initially with just one real-time data dashboard which I'll I'll show you in a minute which had results broken out by here are the institutions that were entering the responses for a first time and here are the institutions that are entering updates started out with just one and I'll say what happened to that in a second we published written analyses 24 hours after results were collected after the next 48 hours after that and then the 10 day changes that we were able to log from initial entry to an update and again to just emphasize really what Lisa said earlier it was you know really important that we weren't overriding the data when an institution gave us an update we're going to be able to do even more in-depth analysis later on to see how things changed over time not just in the aggregate but within individual institutions and how long it takes to move from step one to step two to step three approximately we also as as Lisa mentioned we were frequently tweeting out key findings key graphs linking it all to the COVID library hashtag spoke with with a number of media contacts the Chronicle library journal inside higher ed I think I think those are the three the main three and then as I mentioned what started out as one data dashboard grew quite a bit as you'll see in a second so there were a number of individual questions that were tweeted out and organizations that came to us asking you know what is this part of the sector look like or I wonder what's going on with the libraries that have closed or just the libraries that are actually still open and so each time if it was um you know worth if it was worth pulling together that dashboard we not only did it for that individual person but we also then made it available at this tiny URL so that everyone can now can now use it so we're going to go to the the tiny URL now um so it's tiny URL.com slash COVID library hopefully pretty pretty easy to to remember here so just to to walk through the the webpage a little bit here um some basically information about about the survey itself obviously a link out to the survey so that people can continue to fill it out or fill it out perhaps for the for the first time so this is how how folks can do that and as Lisa mentioned it starts out with you know please go look up your iPads code please look up your iPads name and um you know there's some some cleaning of the data that needs to happen later on but by and large uh this has worked actually pretty pretty phenomenally and so the survey the survey goes from from there we also in addition to just the the link to the survey itself we have all of these dashboards and results that we've been been talking about here so the first the first dashboard um of all libraries as as the surveys are submitted which is the case for all of these they're all automatically updated in in real time is here uh we'll see what the current the current total is um let me minimize my zoom my zoom view uh we're up to about 847 uh institutions represented in the in the dashboard that's what we're seeing in the first row here um 590 times there's been an update logged for for some of the institutions that have participated in the survey and this is going to be an outlier that I'll throw out but some institutions have come back half a dozen times to log updates like every time there is some little change in policy or service model they'll come back and that's that's fantastic I think more so on average we're seeing more like one or two updates um but yeah if it'll be so fantastic we've done done some analysis already of the changes over time but that will be a really really robust part of the data set to dig into more and so here we have we have responses to to all of the questions that were in the survey with the exception of at the end of the survey we had a kind of a contact section where someone could leave their name their email address really was only for us to be able to follow up to ask them to log an update but not really for for public for public view so we've got mostly closed closed-ended responses as Lisa mentioned we also have um we have some open-ended uh responses here so we asked a question for example about you know what's the status of your of your policy on employees working remotely we have a follow-up question about how that policy affects different employee groups we also have an open-ended question asking folks to link out to websites where they might have information for library users on policies and procedures and so this is all all available here and this represents all of the institutions um in the data set and then of course we have a number of dashboards that are for parts of the parts of the data set so we have libraries at non-residential institutions which for our purposes is meant to be kind of a proxy for community colleges it's not a perfect one-to-one match but but quite close actually we have dashboards for for ARL institutions in the U.S. Hottie Trust academic library members in the U.S. and then a number of other other dashboards that are based on the status of libraries being open or closed in terms of their buildings and then a subset of that for ARL institutions as well. I'll just highlight a couple of other things on on this page so Lisa and I were were frequently for a while there tweeting out data graphs and one thing that's really I this is kind of an aside but one thing that was really interesting and and challenging at times was to be able to put out a tweet that was adequately capturing exactly what that graph meant and so that that was a really interesting challenge I'll explain why in a in a second so here's here's one of those those tweets about what the status of library buildings looked like over over time and so this you know I want to want to say one thing here which is the importance of why we needed to launch the survey when we did if we had as I suggested waited in a couple of days you know we would have missed this whole point of time when the the majority of responses were that libraries were open usual hours and so you can see how it trends kind of from that being the the predominant state to some kind of middle state where some are open some are open modified hours some are closed all together and then it trending towards towards entirely being being closed and one of the things that was interesting about you know tweeting out graphs like this where you don't have a whole long narrative explanation is that for example here the the dates that are here are actually when responses were logged and not necessarily when the action was taken from the from the library so from a from a communications perspective that was that was really really an interesting thing to to try to address there's a lot of other stuff to dig into here all kinds of tweets we have our media coverage as that as that occurred other tweets that we sent along the way and then other other library data collection efforts so from public libraries in the u.s. law libraries rare book libraries aero specifically and then those outside of the u.s. so canada the uk australia and and europe if you have something that you're working on that would fit into this kind of category we are probably not as frequently as we as we once were but we are still updating this there's a dash four that we added just earlier this week or over over the weekend it is it is something that is still still evolving as the survey evolves as we continue to get additional additional requests so i'm going to head back to back to our slides here i think you actually went over the fact that there is a category there with all the links to the analysis that we wrote oh sure yeah so this this links out to all of the blog posts that we wrote along along the way the first 24 hours the next 48 hours the first 10 days of responses and then the the backstory which is kind of kind of a version of what this talk has been has been built out of about what we what we've learned about working collaboratively together um yeah so i'm going to head back to to the slides here so i've showed you the different kinds of kinds of outputs how we've organized the information but what i haven't really talked about actually is is what we what we found in the results and so i'll go over some of the high level findings as you'll hear in a second there still is so much more to to dig into um so the the first is just that the campus practices and policies really waterfalled to the library which is that um it wasn't always the case that an institution decided to move instruction online and at the same time the libraries decided to close their buildings and that all services went went remote as well and so there was often a period of time where there was a little bit of a lag in between the first action the second action um it also wasn't that all of the you know if it was a multi library multi location library system it wasn't that all of the changes happened at once there was a certain sequencing of of events that happened um so as you as you saw in the the visualization that we that we tweeted out um libraries moved from being open to partially open to closed actually quite quite rapidly um there's a really quick pivot to um digital reference digital instruction um obviously there for for many institutions this was already a part of the service model that just needed to be made a little bit more large scale more robust um probably needed to to change in some ways but there was at least some some basis for it and so those those really quickly um spun up into into into services in that format and then by necessity the the remote work policies changed um so the the share of um of libraries that made changes to who could could work remotely and how that could be done changed very very quickly which which makes sense most institutions uh once library the library building was closed reported no or very limited access to print resources we know that there still are some libraries that are that are open in some kind of a limited fashion but by and large um that um that became limited very very quickly and we didn't see any major changes really or very many to um to tech lending practices and and Lisa and I have talked and it's it's entirely possible for example that this was a case where the um where the IT office or department took over and started lending lending out equipment um you know if the physical library was closed and not circulating anything um it doesn't seem that seem that um tech resources were were being lent so in terms of of tracking impact so Lisa and I have a very fortunate we're very fortunate to have a very long google doc running um of all of the uh the things that we could capture about how impactful this project was and so we haven't you know systematically tracked or analyzed this in any way but um these kinds of testimonials really uh you know kept kept us going in the first week or two when I think this was probably most of what we were doing in our in our free time and uh you know really heard from people about the ways that they were using the results for um for both advocacy so so trying to move their library and in most cases towards closing physical locations and um and also for for planning purposes right so we we can't claim that uh the results in the survey represent best practices but they they are the practices that leaders you know across the country were were implementing at a certain point in time so they can at least be used as um a benchmark or or a set of set of guiding practices against which one can can compare and then last we're just going to talk about some some next steps and future plans so I'll start out here and then and then hand things over to you Lisa so I've got this big question at the top here how long to collect uh the the data for is the the biggest the biggest question um honestly and and we've been giving the kind of the same kind of line for a while now which is as long as it's useful and so it still seems to be useful that we're we're collecting these data um as Lisa said the great thing about the the instrument is that we are asking for the current status of policies and services at a moment in time and so we could it's entirely possible for us to continue using this instrument we might want to add in a couple of additional questions but we could continue using this into the fall as institutions start to to open back up or or change their um their services within the library at least so um you know probably still to be to be determined on how long to collect but we you know it's still it's still open we'll have the URL back up for you in a second if you haven't yet logged a response um so that's that's something we're still uh you know we still see see value in that um so after after some period of time of data collection there's there's still a number of additional steps that we that we can take here um as Lisa mentioned we tried to tried to keep the the responses as closed-ended in terms of the options as possible so we could feed it back out um in a live live format um but there are many many open-ended responses as you saw in the dashboard um not only in those two questions at the end but also in um all kinds of other responses throughout the survey that for many of them probably need to be actually recoded to an existing category and perhaps have just a little bit more detail than what we were asking for we also can be pulling in all kinds of additional data and honestly this list we have two two parts listed here this list could probably go on go on forever so we will want to pull in additional data from from iPads on the sector of the institutions probably geographical region um a number a number of other other variables certainly that will want to pull in to be able to actually um disaggregate and stratify by different different parts of the sector we'll also want to um to gather supplemental data so a timeline of statements from library associations or or perhaps from states that issued issued mandates related to their library and to see how how the decisions lined up against that and the kind of effect that that took place Lisa do you want to talk about the last the last couple here sure so in addition I mentioned at the beginning that if you tweet with hashtag COVID library you end up in a Twitter scraped uh uh tweet set um this is not something that Christine nor I had the ability to um do at the beginning of this project nor in the middle of this project if we feel we could learn how to do tweet scraping but it turns out there's a number of people who do this as a matter of course and it is an amazing Twitter library community so um a number of people just added the COVID library hashtag into their Twitter scraping thing so out there are some data sets that we'll be able to to draw upon and a couple of people also um it grabbed every tweet that was either to or from me or Christine for 10 days so we can look at the dialogue that the community was having with us as the PIs on this project during those early days because I I know people were giving us advice and asking us to do things I honestly it's a little bit like any kind of stress moment I could not I could not bring those details out of my head right now so I'm looking forward to actually going back and reading that dialogue um so that's going to be important too for contextualizing the data about sort of an on the ground what was going on at least in that conversation um we we do want to look systematically about how the survey results were utilized while we have these anecdotal responses to us on Twitter or through Facebook messaging or any other number of emails we feel that there's an opportunity here to learn about the ways people use real time data in decision making so hopefully we are not going to need real time data in a pandemic ever again um I feel like I have developed a very niche expertise that I also hope is never necessary but there are things we could learn from this about what kind of data is useful in real time um you know did we make a mistake by giving people the option to say other should we have just only given closed-ended responses and then made the questions optional if you couldn't answer like did that create confusion or was it helpful so I have some questions about that but I do think would be helpful in other kinds of real time decision making processes um and then I think we also can extract some implications for future crisis response in sort of an organizational response to crisis although we don't typically have global crises happening we do know there are times when for example in cases of large natural disasters where entire cities are wiped out that you're not going to be able to do a pop-up library or in the cases of a war or some sort of other destruction and so there are implications here I think for organizational crisis response um including one that we don't have on a slide here but that I personally am very interested in that early on we saw libraries reporting whoever was filling up the survey was reporting that one of the strategies that was being used was regular communication with the staff now I will admit that I was a little surprised at that not being a a more utilized strategy right even early on I thought surely I mean it seems easy right regularly communicate with the staff but what's interesting is as libraries started to report closing that strategy stopped drop started dropping in the percentage of people responding that they were using that strategy I feel that probably they were getting more emails and the like but somehow psychologically it didn't feel like regular communication and so this is a me with a hypothesis or a research question here of what is regular communication like what does that mean when we say regularly communicate I mean we often hear people say I wish there was better communication what does that look like and what does that particularly look like in crises um and we this is like a very fascinating sort of very small piece in here of people saying that there was a strategy being used that then wasn't being used and yet our observation is objectively more communication or more messaging was happening so you have more messaging anecdotally but you have this other sort of trend in the data that says people were not feeling it I guess and so we really all right I've gone on too long about that but I'm just fascinated by the hat and I and I think that has implications for even just regular operations when we say we have regular communications do people feel that that's what's happening so there's so many things that are here I think the other thing if I could just say one of the the amazing things about this survey that I I take some pride in I guess I would say with Christina as well this survey you know it's not uncommon to field a survey and have a bunch of people write to you and say they don't understand the questions or I think we got three queries about what did a question mean so um part of it's because it's short and simple and these were very focused but I think it's also that testing process that we did um but it's really stood up to um to users taking it in a way and then people seeming to really understand the results so as Christine said sometimes when we tweeted out those like that particular tweet and chart she showed I think we spent about an hour getting that tweet right to accurate not misleading um in 280 characters plus an image so all right I think our next slide say questions and comments so oh and ps please continue filling out the survey um great yeah so I think we'll leave our contact information up here in case folks have to have to be somewhere else but um definitely happy to stick around for another you know I think we've got some some time for for questions for a little while and I think there are some so I'll let um Diane maybe okay question definitely some questions and great plug there at the end Lisa keep filling out that survey folks and um and thank you to Lisa and Christine for that great talk fascinating really to hear about your process all the things you discovered and uncovered along the way and undoubtedly will continue to do so as you dig into the data that you've collected and are continuing to collect just amazing work um so with that I will go straight to some of our comments and I think it's interesting that really what what is on people's mind is you know where do we go from here and so um the first two comments slash questions relate to that it's I'll read them both back to back because I think they relate so Boas writes uh first of all this was very useful uh thank you um and very useful as we are considering how to approach the situation in the coming weeks and when we hope to begin to reverse the situation I assume that you will develop a new set of criteria such as libraries that opened and had to close again and for what extent of time it'll be wonderful to have a way to have an accurate read of when such actions occurred and who is responsible for answering the survey and he notes we had several people possibly answering on our behalf also maybe some ways to reflect on challenges such as changes to staffing or the library resourcing also I'm particularly curious about the ways by which libraries will address their approach to the wider community outside the campus and perhaps related to that future looking is a comment from Rebecca who writes this is amazing work I think it will continue to be incredibly useful especially as things start opening up slowly and cautiously to see how libraries are making that transition back and what new policies are in place to protect people staff and visitors and regular of course is very subjective so a lot to think about there I hope it was okay that I that I bundled those but I think they're related yeah so I think one of the things that because we designed the survey for retaking so um libraries can take the same survey reporting on these same factors and their answers will just change from so for example um my campus went from the libraries are open as regular to we have limited but we're still open like some library locations have closed but not all two we're completely closed um what I understand as our campus intends to do if you will a soft reopen so then I would expect that we'll have a soft reopen in the library so we'll go back to some are open but not all before we ever go back to all are open and so what will change then which I think is what is the new set of criteria it's really the new set of like the kinds of data people will be interested in us reporting out so when we do say like a three month analysis of you know first response middle response to end response we'll probably see some sort of swing so it's more in the analysis um so again it's the instrument itself is actually robust enough to handle reopening interesting and I guess the the other thing that I'll add yes it was entirely possible for multiple people from the same institution to be to be reporting one thing that's um again really nice about the data not being overwritten is that when no changes occurred between multiple steps we can kind of uh you know not not ignore them but we can consider you know the first state and the last state of the of the library recognizing that things may have been um you know entered by by different individuals um as far as the um changes to staffing and resourcing I think actually would be kind of inappropriate for a survey like this that's the kind of thing that I imagine we would need to to go to um you know someone in a leadership position to do so so at at the Gassner we're going to be fielding a um a survey of library directors uh later this summer and to the fall to get at some of those those issues that um probably those those individuals would be the only one position to to answer um from it from a certain from a certain kind of perspective about um what what ended up being changed and I'll I'll just say you know anecdotally from from conversations that we've been having I think I think there's still still a lot of uncertainties so to have anyone you know speculate now about what that's going to look like even though you know of course of course there is speculating going on and and um you know responsibly there's all kinds of modeling going on right now I think there's just still um there's still so much work to do and um you know see how what enrollment looks like in the fall what state funding looks like in the fall all of all of that so if I can say um I'm gonna share something about something just put out by Christine's organization today but I put a URL into the chat um Kimberly Lutz and Roger Schoenfeld apparently I learned from the summary um have been running some roundtables with library directors at four-year institutions um and this is a more qualitative uh summary look at what those discussions sort of say as far as what library leaders are facing um which I think it's a little bit more to the kinds of things that Rebecca was asking about the and kind of reinforces Christine's comment that um the kinds of questions we might have for individuals of how are you thinking about these things are not the kinds of things we would collect on a survey about an organization or institution um if I may add because I've been asked a couple times like how did you get IRB so fast for your survey one thing that's very important is to recognize that the survey Christine and I did was about institutions and so it is not human subjects research when you start asking people if we if I were involved in a project where I started asking library directors how they are personally thinking about strategy that would be considered human subjects research at my institution and so it would need an IRB I mean of course Ithaca is not an university so the the particular parameters there are different but as a faculty member um that's something I would have to be really attentive to so um we didn't have a whole lot of things that we would have asked on our survey that were personal because we weren't asking about the person who was filling it out we just wanted to know about the library as an organization or an institution sure very important distinction thanks for for bringing that up Lisa very important okay so we've um so Rebecca says uh very helpful thanks and Boaz also happy he's very happy to hear that there is going to be this additional survey um so I just want to bring to everyone's attention that we do have the capacity with this tool to unmute attendees if you would like to make a comment live or ask a question live just raise your hand and I can turn on your microphone we're happy to do that and we have more time for questions if you want to um type them into the Q&A box I'd be happy to read them aloud and Lisa and Christine can share their answers with us and it looks like we have somebody who would like to speak it looks like it looks like it's Boaz so Boaz um I'm going to unmute you okay you can go ahead and talk now Boaz go ahead hi I'm Lisa and Christine this is Boaz I'm the university librarian here in Lehigh very exciting and thank you for the presentation I definitely used the data and as I said you know I'm kind of looking forward to learn more about the next steps so one idea maybe and that relates to what I think Lisa you were saying about real-time data is to think how do we mobilize the information in a timely manner so like for example if we knew that there is a crisis happening in a certain area of the world then we could mobilize library resources and expertise to deal with that crisis so for example if there is a regime change and you know we need to capture internet activities in a certain area maybe there is a way for us to mobilize our community to address that there are already pockets of such activities but I don't think they're coordinated in such a way that really bring all of us to that type of action so I wondered what you think about it I mean you're right hopefully pandemics like that are not going to happen quite often but there will be other things that we can drive the community to do thank you so I would just say that there is so I happen to have a colleague here at the University of Illinois in the library Lila Mustafa Hussein Mustafa who has actually one of her areas of expertise is cultural heritage protection recovery etc in conflict zones and so there is actually a pretty good community of people that in particularly in areas of the worlds that are having you know militarized conflict that that look at these issues pretty seriously I think we have seen also cases like in Puerto Rico again one of my colleagues who's now moved to another institution but Miriam with Puerto Rico you know there was an immediate response from the preservation community because the primary issue that they were dealing with there was the fact that their collections were wet in a very humid tropical environment and so how are they going to you know capture preserve clean so I guess one thing I would say that I think is borne out in our in the fact that people were looking for this data is that as a community we tend to turn to each other as a community and we use existing networks which I think in part goes to Cliff's opening comment about having you know an eye on this from the ARL perspective but what about these other communities which is is in part why you see that we now have that non-residential dashboard because that was from the achieving the dream which is a community college organization wanting to understand better what was happening with community colleges we have the Hathi Trust members for that same reason because there was a desire so if there were a liberal arts college consortium that wanted a dashboard that they have a membership list they just need to get in touch with Christine and I and we have a way of getting you a spreadsheet where you mark off your members and then we by which I mean Christine codes in your iPads numbers and then we push up a dashboard for you so we just need some sort of organization that's interested in sort of a membership based approach to that so we can do that as well. That's great that really interesting thank you Boaz for bringing that up and I see now that you had written that in the chat I apologize for not having read that aloud interesting. It's Cliff I'm I don't see anything else queued right away so let me ask a question and I'm not I'm not real sure that you can shed a lot of light on this but I'd love any light you could shed on this. As you probably know we have in the preceding couple of weeks done a series of roundtables on research continuity looking at how research was kind of shut down and the extent to which it was shut down and how people are thinking about bringing it back. Now that's a bigger institutional issue than libraries in the sense that things like physical labs are implicated in here field work but it's actually easy to forget the substantial role that libraries play in research continuity in many disciplines and some of those disciplines aren't fully satisfied by electronic resources that we have available. So in trying to understand that we asked we asked some questions about how the libraries were supporting that and how they did it at various stages of the process. One of the things we learned was that there are a lot of different definitions of closed. They all basically you know have in common closed to the public but there are some libraries that are closed but what that actually means is they have a skeleton staff that comes in as necessary to do a little digitization or page a few books for faculty and you know graduate PhD students in their last throes of getting their thesis out. So it's actually kind of hard to interpret closed and particularly what you did where you're trying to really be able to aggregate responses makes it hard to capture that nuance but as you went through this data collection process and all the communications with people did you pick up a sense of what closed means to different institutions and could you share what you learned about that a little bit. So I think Christine hopefully has seen the message I sent her asking if she would please bring up because we actually asked more than one question about things being closed cliff for this very reason and so if we go to the tiny URL website and then look at the survey results I particularly um yeah so all libraries let's do all libraries as submitted libraries so yeah that one Christine. So the first one um that I would have us look at is that we asked about general public access to facilities separate from campus access facilities but then specifically we asked about access to print materials which was q8. Right so here's you know this the status of the library being open to the to the general public as opposed to us just asking um about what the what you know the status of the library building being being open or not um you said q11 Lisa uh q um no keep going the one that says the print collection oh yeah sorry q sorry q14 so this is one where we also realize I mean really when we say closed and we're talking about access to the collection we really we don't necessarily mean is the building open even because the building could be open and you don't have access to the physical collection that's even possible so if we arrow down so we can see the actual responses on this one not the chart you can see that we we had people indicate like partially as like could you also get them via delivery but you could come on site but it was all staff mediated um it's all staff mediated but you can't come into the building it's at a different pickup site or it's only via delivery or the final being all access to print materials have been discontinued so we really tried to push it this a little bit with this question um and so not just assuming that if the building closed you don't have access to the print collection and vice versa that even if the building's open you would automatically have access to the print collection now in the kind of live dashboards we have here cliff you're only going to see this data you know in each question answered but obviously behind the scenes we have the ability to cross tab the status of say is the building open with what's happening with the collections access um and of course we can look at this very same response specifically for ARL libraries we can look at it specifically for hadi trust libraries um and so you are absolutely correct that open and closed are actually a lot of different things and we don't have everything I think you're asking about here like can you get it scanned or what have you but we have we have more than is the building open or closed yeah and I guess I'll I'll maybe add two things I mean I think as you know uh Clef you mentioned you know closed specifically Lisa you mentioned open like I think a lot of people are talking now obviously about the the fall and and being open for the fall and what that means and that carries a lot of different definitions as well about you know the what the future of the the institutions are going to look like I maybe will also just um you know selfishly give a little plug to something else that we're that we're working on that Lisa actually ended up providing really good good feedback on as a kind of a tester for the development of it is um so my team is is working on rolling out we just announced um yeah yesterday today is Thursday um we just announced yesterday the availability of a of a faculty survey that we're offering at institutions um we know that a lot of institutions have um probably at this point um you know touch base with their students to see how they're doing um probably less emphasis on on faculty and Cliff to your point about what's going on on the research end I don't know that I've seen any instruments really that are that are covering that so we have we have a new instrument that's that's available now um focusing on institutional communications uh faculty as as instructors and faculty as as researchers we know obviously that a lot of research that was intended to be conducted this this semester uh was um you know paused or cut off we we felt that at at Ithaca SNR there were a number of studies that we we had to suspend or or delay um until the fall or perhaps indefinitely at this point so um definitely definitely important to get the you know the faculty perspective on on what the the impact of all of this has been not just on on their teaching but on their their research responsibilities as well we did hear at the round tables a report from one institution I can't identify the institution that had done some surveying of their faculty basically asking um how how severely has your research been disrupted um and tried to look at the results by uh discipline um and we really could do with a lot more of that at scale I think yeah and to understand exactly what was disrupted right if you if you already had your data collected prior to this period of time what kind of analysis could you do at home do you have the right program on your on your device and if you didn't have data collected already uh you know depending on the type of research probably not much that you could could do this semester unless it was related to to the pandemic yeah I mean one thing well one thing that's really clear though from their responses and other anecdotal stuff is that it's exceedingly um uneven by discipline of course um you know there are there are some disciplines where it's all about lab access um some it really is anyway um we we should have report a report on that out sometime in may um great if I can add one other thing you will notice that for example 67 of the first responses here in 61 of the updated responses people chose other and then they specified so there's actually quite a bit of open-ended text here and I wouldn't be surprised Cliff so if you're really interested you can go to this page and actually if Christine arrows down you can see that you can actually download it says download legacy csv that's a call tricks naming thing it just means you'll get a the csa csv file of the responses where you will see people put in things like oh we're scanning on demand or something um this is a case where probably for analysis you would want this coded back up into the to a category we had but people were wanting to share more than what we had in the category so there might be some things there that you would be interested in especially on the updated responses I suspect fascinating thank you so much for pointing that out um I uh that that really helps a lot thank you yeah thank you that was really interesting um and I just want to remind everyone that we're still here chatting with you if any attendees who are still there we're slightly beyond the end of the webinar time but if you're still here and you'd like to chat with Christine or Lisa please raise your hand and I can turn on your microphone but I think what I'll do now is again thank you Lisa and Christine for coming to see an eye to talk about this really compelling work which we'll be watching very closely and thanks to all of our attendees


David Tucker, District Officer, Redcliffe Police District. What happened this afternoon? Basically, just shortly before one o'clock this afternoon, there was an incident at Deception Bay where a police car on ordinary patrols was actually rammed from behind. As a result of that, the police car called up for ambulance assistance because one of the officers was actually injured and that officer has been taken to hospital with some suspected back injuries. Subsequent to that, police have actually attended a Dalton Street address at Redcliffe and on attending the Dalton Street address, police have actually approached the dwelling. As they've approached the dwelling, a vehicle at the dwelling has actually come out of the dwelling and has actually collected three police officers. Those police officers was actually hit in the leg area and hit the ground rather heavily. He's currently in hospital, being checked over with a neck brace on his neck. Another officer was actually dragged by the vehicle and a third officer received some injuries when part of the fence at the residence was actually destroyed. The vehicle on coming out has actually hit another vehicle and the driver of that vehicle has been checked over by the Queensland Ambulance Service. A power pole was hit, another police car was hit, a police officer in that car, that vehicle was stationary. He's received some minor injuries as well and has been taken to hospital. The offending vehicle is then driven into a power pole and as a result two persons, one male and one female, have been taken into custody. Are these officers lucky to be alive? Look, it was an extremely dangerous situation that they found themselves faced with. Obviously, I would have preferred that none of my officers were injured. It's very sad that we're in this situation where we again have police officers that have been injured in the line of duty. It's something, I guess, that is part of our job. I don't accept that it's something that's inevitable but it's something that worries each and every member of the police family every single day. Was it so dangerous that they couldn't have been killed? Well, yeah, very potentially. Obviously, even with the injuries have been dragged, you can understand how close they were to this particular vehicle. The matter is being fully investigated at this point in time. Staff from Ethical Standards Command as well as the North Coast Regional Office are here at the moment and are participating in the overall investigation. That investigation will take quite some time as to the exact circumstances of what's actually occurred here today. Just to confirm those numbers. Is it before that who have been injured and one in hospital? I think you mentioned more in hospital. There's actually five officers in total. One from the Deception Bay incident and four officers from this particular incident making a total of five with varying injuries. And two of them in hospital? They've all been taken to hospital at this point in time to be checked over as to whether they'll be staying in hospital. It's too early at this point in time. So can we describe the injuries as minor or serious? I'm not in a position at this point in time to actually give a definitive as to what the injuries are. The update that I had that it was about an hour ago was that they were still being checked over by medical staff. And what sort of speeds are we looking at? The car that's gone into the pole, is it just a little dent or is it completely wrecked? There's quite significant damage to the vehicle as to what speeds involved. That's part of the overall investigation as well. And as I say it's going to be quite some time before we actually sort that out. We've got a forensic crash unit here as well that are part of the overall investigation. That's correct Jess. Do we have a road or a street name to that one? Phillip Parade at Deception Bay. Okay come to a house here on Dalton Street to investigate where the car was backed onto the four offices? Three offices and one in the car, another one in the car stationary police vehicle. And then the car continued out when it hit the electric pole? Correct Jess. And a civilian was also hit? I believe that there was a civilian in one of the vehicles and that received some injury so he was checked over by the QAS but I don't have any update as to what the status is with that person. That's correct Jess. So no charges? No charges at this point in time. As I say it's part of the overall investigation as to what has actually occurred. Obviously it's quite a complex issue at this point in time. The incident occurred at one o'clock, we're up to about 24 now. It'll be a number of hours by the time that this investigation is concluded. Did they reverse out of the driveway at high speed? Again that'll be part of the overall investigation. But it was quickly or? Again I wasn't there so I can't describe it. Are these people known to police? Again that's part of the investigation as to whether they're actually known to police and as to what the circumstances were. And are they the only two involved aside from everyone else who's run into? Are they the only two involved in the crimes I think? Yes. And approximately how many cars damaged? I've got no idea at this point in time. There's a couple of police cars that have actually been damaged but as to the extent of that damage I'm unsure. There's a lot of police here, are you treating this as a major incident? We're investigating it thoroughly. And I guess that's important that we actually do investigate it thoroughly and that's part of the reason why Ethical Standards Commander here to actually overview the whole of the situation. And in particular because of the fact that police officers have been injured. Do we have any indication of when this truth will be open? No, not at this point in time. Thank you.