And welcome to liquid margins and this is annotation for all how social reading centers student belonging and just to know that we had. We were scheduled to have two guests today, but one of them a little more had a conflict at the last minute and so had to bow out. So apologies for that. We will try to get a lot on a future show. Our guest today is Lornell dunk Lee and Lornell is associate professor of English and African American studies at Harold Washington College which is part of city colleges of Chicago, and are always exceptional moderator is Jeremy Dean he's the VP of Education at hypothesis. And we also have a couple of our colleagues who will be in the chat and if you have specific questions about how hypothesis works or social annotation in general, that are not being addressed here, you can ask those and Becky George will answer you. And I might too. And with that, I'm going to stop sharing and turn it over to Jeremy. So again thank you all for coming here today. It's great to be here folks. Thanks for joining us. Lornell excited to have a conversation with you today and hear your story. We share a background as English professors. So maybe we can talk a little shop at some point, but I'd like to start just by getting to know you a little bit more. Can you just sort of introduce yourself and tell us where you teach and the school you teach at and the subject that you teach what courses. Sure, sure thing. My name is Lornell dunkley, and I'm an associate professor of English and African American studies at here at Washington College, which is one of the city colleges of Chicago so I work at the downtown campus. And so I work in an urban two year institution. I've been there for about 16 years as a full time faculty member. I teach courses in English 101 English 102 literature, such as introduction to literature, African American literature, and then because of my research interests in in African American literature. And two years ago certified to teach introduction to African American studies so I do teach a class in the social sciences department. That's great. Tell me a bit about English 101 at Harold Washington and the city colleges to Chicago is that a course that a lot of the students have to take. Yes it is it's a it's a gateway course it is required. I teach, well I have taught English 101 the traditional freshman composition course, but over the past few years I have taught English 101 dash 97 which is actually a six hour course where the first hour and 20 minutes is composition, and then the next hour and the same group of students, it focuses on grammar support reading and grammar support. So those students have me literally six hours a week, or three and three hours and 20 minutes twice a week. So that's the course that I'm currently teaching this class is usually roughly 2025 students. They're from diverse backgrounds, and as usual with a 16 week semester, there's a lot to cover, especially in terms of like their writing skills their reading skills also, but also making sure they get the necessary grammar support that they need to move beyond English 101 and to go on to English 102. So this particular course is really, I try to tailor it every semester to the needs of that class, especially the grammar support because it varies from semester to semester. Yeah. I wonder if this is an interesting point to sort of transition and hear your take on the subject of the conversation today which is student belonging. It's a term that you think about as a teacher, or as a scholar, but what does student belonging mean to and why is it important. And specifically maybe in the context of, you know, teaching at Harold Washington teaching in the city colleges of Chicago maybe teaching English 101. So student belonging. I usually I usually start the class with emphasizing that we, the class and I are a community of writers, and we're a community of readers. And I recognize that the students come from diverse backgrounds I have students from various countries in Europe, some from Africa. They're personally when they have does the first assignments of personal narrative so I usually get students who talk about immigrating from Mexico, or leaving their homeland to come to America to pursue the American dream. So we so because of that diverse background, there are diverse backgrounds. I initially try to include them as part of a community where community of learners were community of readers or community of writers. It's okay to share your experiences, your experiences are valuable and worthy of talking about because I always have a student who says to me, I have nothing to say. And I have to tell them will look within yourself, you have a lot to say use yourself and use your experiences as a starting point. And so, once we break down those barriers in terms of like, you are a part of this community that you are a part of this, this classroom, and then we can kind of move forward with on specific writing assignments. And the class size really helps with that smallness, because we really get to know each other and our backgrounds. Now it's a little different now because it's remote. But when it when I was in the classroom before coded, there was a strong sense of like, I can see you, we are, we have different strengths in different areas that we need to work on, but we can do it together. It's like a team work atmosphere. And you just mentioned the pandemic. Are you still working remotely now. Yes, yes, I am. And so your students, of course as they used to teach face to face or now remote has that exacerbated that sort of, you know, tensions around student belonging of making sense feel like they're part of a classroom and collegiate community. I think it's changed. At least that's my perception, because the kind of backtrack a little bit when everything changed to remote. I was on sabbatical. So I was reading about everyone's experiences mid semester I guess around this time two years ago, about the sudden change, and prior to that I had taught online courses. So I was already used to teaching online, but remote was a little different. So when I started teaching remote the summer of 2020, I believe it was 2020. I had to feel like I belong, because I felt like the outsider because I'm like well this is remote this is a little different I can't do what I did before I went on sabbatical, this time around. So every semester there was a sense of me trying to figure out what can I do to engage the students so that we all feel like we're connected, even though we're on the computer. And sometimes I can see their faces. Sometimes I can't. I can just I just know you by voice, or something is still that disconnect, but I, I always try to figure out what through the technology, how can we feel like we're still a part of this community. So I think it's gotten for me I think it's gotten better. I don't get that feeling of like there's oh I don't like remote learning from the students or there's a disconnect I feel like we're kind of used to it now. And, and we're still grappling with the technology there's still some technological issues in terms of students having access to technology or doing something on a phone. And I don't realize they're doing it on the phone so I have to find another way for them to access the material, but I think it's gotten better now. I think it's still we're still I still feel like I'm thinking that this and I still feel like I'm connected to them, even though there's still that sense of disconnect like we're on a computer and we could be anywhere. Yeah. Well, so tell me about how social annotation and about hypothesis of played a role in your course, both generally, like how you've used it, but also how it's, you know, helped or intersected with your attempts to help students feel like they belong and that they're part of a community. Well, every semester, I try to think of ways to make the class engaging so once I get through summer 2020 when I realize okay this is what remote learning is. I need to think of new ways to make the class interactive, because I also teach African American Studies course which could be prone to lecture I try not to do lecture that it, it has that slant to it. Whereas the writing courses that I teach I tell students the only way you can learn how to write is they actually write, and I need to see you write in, you know, and be there to help you. So, I think it was the fall of 2020 I went to a faculty development workshop at school, and one of my colleagues discussed how she use hypothesis in her class. As I saw hypothesis in action, the light bulb went off in terms of well this is an interesting way to get the class talking. Even though it's through the computer screen this is a very interesting way to get the class talking and engaged about whatever it is we're looking at. So, while I was watching the demo, I was thinking in the back of my mind, I could do this with a student paper, or maybe with a text because my sabbatical project was on open educational resources. And so, when I returned to the classroom, I started using open educational resources so that was a factor to well how can I bring this text into the class. In such a way that I can see that they're engaged, because I never want to make assumptions that they did the reading or they understand your reading so I wanted to see that they were engaged. I wanted to see in real time how they were engaging with the text. So, I started experimenting with it in fall of 2020 with just let me just try it. So, let's just do this in real time let's just see how they respond to this text. And, and I'll just give you an example of this. In my African American studies class. Once I learned how to pull pages from a PDF file like specific pages. They were reading a book called between the world and me by 10, 10 he she quotes, and we it was our final day of discussion. So I wanted to have a final day of discussing this book, where this man who's writing basically a letter to his son about what it means to be black in America. You know what does it mean to be constantly be seen as an outsider in American society that you are not perceived as a person you're perceived as a threat your life to be taken from you in any moment. So there was this one section in the book in the last part of the book, where this woman who's very successful talks about how despite her success as a doctor, her son was still killed by the police. And, and this class is very well it usually is racially diverse meaning it's I have Latinx students African American students I have Caucasian students. And this is a class that has no prerequisites so anyone can take it, but if it fills a diversity requirement. So I was curious to see like well let's do is I wanted to use this, this woman's commentary about even though she's very successful. She still feels like she's victimized by American society. I wanted to see how the students are reacted that as a final commentary about what this book means to them.  So we did that in real time I made sure the exit was very short. Because I realized that doing things on the computer takes a while. So I gave them 3040 minutes, and I watched them respond to the response after we talked about how to annotate. And I've used their discussion to talk about so after reading this book. How does this make you feel about your sense of place. How does this make you feel about how you see yourself in the world, because this one particular section as I mentioned before discusses how this woman wasn't sure if the police were going to catch the killers of her son. And as, as we know from the current day news that's happening all the time. The class was racially diverse so not everyone had the same experience, or to see things the same way. And I got some very interesting responses from that for them to think about like what does it mean to belong, or you think you belong, but these other forces, or situations or people in the real world are saying no you don't because you're different. There's something different about you, or there's something.  It's very meta to be reading about, you know, the problem of, or the experience of belonging or not belonging while also talking about the idea of student belonging is part of what helps students feel like they belong, something that sounded like you were doing there, which is, and you mentioned this in your sort of preface to your approach to teaching, ensuring that students personal experience is validated as, you know, part of, part of what what is what we're doing when we're in a college course, you know, we're thinking about human experience, and your experiences is akin to that it's not different it's not other. Do you have students share, you know, their personal experiences and annotation as a way to validate their, you know, life stories alongside of the stories you might read in a lit course. I do, I do. Usually when I do the annotations. I just basically I just tell them annotate, I don't really specify a link, depending on the assignment I might say we'll respond to two other people, or just annotate. And so, and I've learned or have seen that since I, if I leave the instructions this way. It becomes, I don't want to say becomes a free for all that I guess I do get some lengthy annotations. And I do, I can tell from the words that are used any annotations that some people become very upset by what they're reading, or they reply to each other because you know remote. You might have a few people who talk to you, or talk to each other on the computer was the same thing in their face to face classroom. But at least with the hypothesis I was able to get everyone to talk, even if people who were like me as a student the quiet student didn't say too much but was keeping up with what was going on. I could see how people were really engaging. And some people this shared their personal experiences some people who are not African American but I can relate to being in a community where this one community has nice homes and, you know, mode lawns and so on that this other community doesn't. Or I remember there was one part where a student, the in the same section, the Dr Jones from the excerpt was talking about how she was worried about her son, what her son was killed. But this whole thing about mothers worrying about their children with their children come back home to them alive. And I had a student talk about how she was pregnant at the time that that was something with her with another baby, that she was worried about the same thing happening to her children. So, and she wasn't even African American as the individuals were in the book. She was from another culture so I can see how they're connecting to this universal fear that, you know, this is a real thing. Yeah. You mentioned something in there learn all about about quieter students students that are maybe less likely to share maybe in a you know face to face environment and hypothesis of social annotation being something that helps students participate. Can you talk a little more about that and how that might relate to kind of developing some confidence and I don't know that quite students are necessarily feel like they don't belong I don't know that that's a fair statement but but does social annotation encourage that participation and kind of nurture a sense of belonging and I do have something to say here, or at least the way that you deploy the tool. Well, well, just reflecting on my own experiences as the quiet student in class. I felt like, well, maybe I didn't have anything to say, or depending on the situation in the class I didn't want to say something and come across as the representative spokesperson for a group of people. When I do the hypothesis, I just tell them up front, just react to the text I want you to connect to the text as much as you can, as much as it speaks to you, and that there's no right or wrong answer. And it particularly in this class or even my English one on one classes, I actually tell them, okay, I'm just, I'm not grading for grammar and content just for I want to see how you respond to the text. There's no right or wrong answer. And so everyone contributes even if I don't say like respond to two classmates, everyone has something to say, and it's always interesting to see like what parts of the text they do respond to. But at least it shows me that they're participating or like they're making an effort to participate. So if I never hear their voice or see them, I can see that will least you read it. You read this text and you had something to say, and your ideals are valid, especially if someone responds to it, or I might just respond to that quiet student that I know is quiet and say, well, those are good ideals or could you say more about this. Yeah, I feel like what I'm zeroing in on some sort of revelation here which is, you've talked a couple times about yourself, but also students like well I don't have anything to say. I don't have anything to contribute here and that's maybe a common experience right and something about certain courses certain, you know, educational context, maybe doesn't nurture that sense of belonging or that sense of I have something to say and there's something fundamental about social annotation. You tell students, part of your job here is to say something right that is that is the basic expectation here and my basics that you do have something to say. So it kind of flips that idea that like everybody has something to say. In fact, everybody may be required to say something in this in an annotation, and that's the fundamental assumption of the course and of the technology is that we all have something to say and that's that's why we're here it's not just to listen to the authors that we read not just to listen to the teacher, but also to share of ourselves. And that's kind of a fundamental aspect of when you take notes and you're taking notes that are shared is that we want to hear from you, you have something to say. Are there ever times though where you feel like students are reluctant to annotate or, or feel like they don't they still don't have something to say or that they, you know, because there is a kind of assumption that persists I guess in the context of annotation where students are still reluctant to share and feel like they don't have the skills or the experience to participate. I would say so far in the times I've used this. I have not detected that reluctance. Some students, they write more in the annotations and they actually verbalize in class, or for some it's kind of the same like as this person talks in class and is annotating a lot. It has a lot to say. I don't get any kind of reluctance to it. If there is, there might be the technological part of it like well how do you annotate. So when I introduce the whole concept of annotating a digital document. I demo it for them. Like I show them, okay, this is how you do it. This is how you highlight the text. I type a response to something. And then I showed them how to delete it. How to change it and how to reply. So that might be the only reluctance I might get like how do you do it. But then I type things to say like I'm trying to show you, this is how I'm connecting to the text how this text is speaking to me, or how, you know, what I'm relating to it. And when I give them instructions for annotating and it depends on the class and the assignment usually it's on. It's usually guided like an English 101 class it may be something like okay let's annotate this paper the student paper anonymous student paper. Look for the thesis look for the examples to counter arguments, or like if it's in the African American studies class and we're reading a historical document or someone's first hand account it might be. Well what would you do if you were in this situation as you read this, think about like, how does this text connect to you, your world experiences, what you're learning in this class, but then also think about it in terms of well. What would you do if you were in a similar situation. You know how would you respond so I kind of like pose certain questions or things going to think about what they're reading. And usually it just kind of take off with that. So if there's any reluctance it might be what how do you do this how do you annotate it like how do you highlight, and that's usually resolve in a minute or so. One way that I've thought about that I've been thinking about student belonging has to do with just the idea of being in college. You know, am I, am I college material, do I do I belong here, should I be doing something else instead I think a lot of students lose confidence in themselves as college students and feel like they don't belong and then, you know, sometimes drop out. And is that something that you experience that students sometimes feel like they don't belong, you know, that your college that they, you know, maybe aren't don't have the skills, or the potential future and that that's part of your work is to try to assure them of that and help them develop the skills to be successful in college and feel like they belong. I do encounter some students who present those concerns. Now this was before COVID and before I was exposed to social annotation. And if I had the student in class again I wonder how this would work, but I remember one student coming up to me after class, asking how do you read a textbook. This is when I was using a textbook. And I was I first I was, I was silent because I wasn't sure how to answer it because she literally meant like how do you read this textbook. And I showed her during office hours like well this is what you should be looking for in a textbook. We kind of did it together. And then she felt a little bit more confident with like okay I, you know I'm having trouble understanding this material, but I can kind of get through this. I wonder if I had hypothesis back then how that would have changed things a little bit because there's a technology issue like, do you have access to this. Well that's a much of technology but well like a computer or phone or something that's working because you always have that disconnect with remote.  There are resources here to help you, you can get through this. But if you let someone know that you need help. Those resources can help you just, you just, you just have to ask for it, and be willing to take a chance. And, and a lot of them feel comfortable like approaching me and saying well I didn't understand this word because that's actually one of the assignment. One of the things in the hypothesis assignment is, you know, identify anything you don't understand, and why you don't understand it like if there's a word you don't know, or if you're not sure how is a context and I can actually see in your annotations I had to look this up, because I wasn't sure, or sometimes I'm not sure how this relates to me. I'm not interested in this with a syllabus annotating a syllabus to understand why that syllabus is important to them to being in this class, but then to be successful. Some of them, why try to take personally but some of them were wondering well why is it, you know, why is late work penalized or why is plagiarism that serious or you know something to that effect and I would respond and say well, you know you, your ideals are supposed to be your success. So, when I tried it with the syllabus, they can see well this is why you're here. This is why this document is relevant to your success as a student, and why you need to follow it me and I read it, but why you need to, why you need to at least be aware of how this is going to contribute to your success. This is what's expected of you. I wanted to focus in on one thing that you said there, that student that said you know how do you read the textbook, and then you walked her through it in your office hours. Do you think that some of that same work is done of like, I don't know, whether it's through peers or through your own participation or just through the fact that students are, you know, literally using a tool to read that some of that same work kind of learning to read the text may not be a textbook and maybe these are resources that you're using now but like that that idea of kind of learning to read, learning to read at the college level is assisted by social annotation or hypothesis. I would, I would certainly think so. Because first of all I can see that they read it. And I can see it, especially if I do it in class I see it in real time. So they're annotating on the screen, and I'm looking at their annotations on another screen to see how I'm going to tailor the discussion afterwards. I'll give you an example. In the English one on one class, we were looking at a paper that had a thesis statement well we were looking, they were looking at a student paper. And one of the questions was where's where's the thesis statement, and they have the class pick one and the other class pick another part of the paper. So half of them got it right the other half got it wrong. And I saw that, and we I had them look at it on the screen, and actually had someone read it out loud to like okay let's read what's on the screen like how does this sound to you this is sound like a clear statement, or why did you pick this, you know so we kind of talked about their choices they made and we looked at the mechanics of it like where it was placed. How the build up led to this being the actual thesis statement versus it wasn't the actual thesis statement. And that's one of the student learning outcomes is that close critical reading of the text. So this has allowed me to kind of see it in action like yes you really did read it, or you must read it, or you have questions about it let's talk about these questions let's talk about why you had these questions about this text. So if I introduce it, if we do a social annotation exercise at the beginning of class that shapes the rest of it so I might have an ideal like what I want to do the last 50 minutes but it depends on what I see on the screen, and how they respond to the text and what they're pointing out to me so that I can kind of guide them, or see okay no this isn't a thesis, or this is not really a good example depends on what they're looking at, but it kind of. I can kind of. It's more or less here it is read it, and then let me see how you're reading it, and then we can go back and see what was missed or what you should have seen earlier. But we also before I even use social annotation in the class. I have a lot of knowledge of my African American studies class women in my English class English one on one we talk about what does it mean to read. So I actually asked them like what do you like to read. What do you read or how often do you read. Can you read on the computer screen, or do you prefer the book, because I'm using OER and we're going to be reading things on the screen. Just tell them just be honest you don't like to read that's fine just like I told them if you don't like to write. That's fine to just tell me that, at least I know where they're coming from. And then we talk about their reading experiences in general and then it's like well I'm going to introduce hypothesis to you. I'm going to show you how we're going to read these texts on a digital format and how to respond so that that's going to influence. You know how are you reading. Did you miss something, or should we go back and look at this again. And, and they kind of see I can see like I said I can see an action how they're meeting those SLOs. That's great. It strikes me that another aspect of cultivating belonging in a classroom that you clearly possess just as a, as a teacher, but maybe the hypothesis helps a little bit with is just the attention that you're giving to your attempt to understand where they're coming from you're wanting to understand where they're coming from you're responding to their responses to where they're coming from so that that's just a huge part I mean I imagine the students in your courses really do feel like they belong because you are really listening to them and changing how you teach and responding to teaching them and teaching the class in that way. I want to pause here and open it up for discussion. I've been super focused in on learn L story so I haven't followed the chat. But I do think there looks like there's some good conversation in there there may be some folks in in the chat who have their own experiences of trying to cultivate student belonging in courses so we'd love to hear from folks about the students but also to share their experiences at this point and if any of my colleagues have things they think would be worth surfacing from the chat I'll pause and it's like for Annie's on has unmuted her video to maybe share some questions. Yeah, and actually, Claire Donahue or Donna Hugh would like to be unmuted to ask a question. So, I think I'll do that. Hi, so my name is Claire. I have taught intro composition classes like English 101 102 before. I'm in a new role now where I am working for Harvard Smith school with their certificate programs, helping doctors kind of relearn skills, and one of the programs I'm on is a effective writing one and we're looking at potentially using hypothesis as a way to help them with their learning components. And I think one of my questions is, what do you think is going to be a beneficial way for me to utilize a tool like this for learners who might already have set habits for annotations and like reading habits but the instructors on these programs are trying to adjust it so that way they're kind of tweaking their behaviors and habits to be a little bit more effective. So I think that's my question of like integrating this type of program and trying to get anybody's experience with, I think, behavior modifications if that makes sense. Claire one point of clarification I wanted to give me this are you saying effective or affective like to be more. Oh sorry effective effective. Okay. So, I mean I think from from my perspective and learn I'll be interested if you have ideas here. The neat thing about social annotation is that you know people may have their own habits of note taking and an annotation that that may precede the introduction of a tool like hypothesis. One of the benefits of a tool like hypothesis and hypothesis assignments is that a teacher can be pretty structured in how they expect students to read and can can design assignments for certain reading practices. Say, and this is not a great example for you Claire, but if I was really, you know, trying to drill poetic analysis, you know, I might have students be looking for very specific poetic elements in a poem, diction, theme, illusion, meter, different aspects of poetry and say these are the things you're looking for here and sort of drill into them and and sort of guide the assignment with specific, you know, like I said reading strategies and so I think you can identify the reading strategies that you're trying to cultivate. You can design an assignment around that and one great tool for, for making this even more visible in a hypothesis exercises using hypothesis tags. So if there are five keys to effective annotation in the context in which your instructors are teaching and trying to nurture student reading habits, you can identify those and they can become tags and so students could really, you know, you met a cognitively calling out the work that's being done in those annotations and just become aware of you know you may have had previous reading strategies but these are the reading strategies were cultivating here, and it kind of just brings it to the foreground, so I hope that's helpful I don't know if you have anything else to add learn now. That's very similar to what I do depending on the course like this week in my intro to look class we're reading trauma. And the students were introduced to free tax pyramid, which is the, you know, the various parts of a play like the rising action the introduction, the crisis and so on so they're reading to one act plays, and each one act play has a hypothesis associated with it and I want them to apply that pyramid to those plays like where in the play is the exposition, where in the play is the rising action, where in the play is the resolution and so on. So, I want them to read, and the other question related to that was like how does that identification of those parts of the play influence your appreciation of the play. So I'm approaching this assignment in terms of like, how are you appreciating drama in general because it's meant to be performed. So they're reading it, but they're also applying this the structure to each play that they're reading. So I can see like you know you can find it in each part.  It's like, just connect to it. How are you responding to it in general? It's one of the neat things about the tool that it can be used in a wide variety of contexts, very specific things, but also just eliciting responses. It strikes to me with your response especially now that what Claire is asking is kind of like what people are always doing with social annotation where you're always teaching specific reading strategies and specific contexts. Students will be coming with either zero experience or some experience that might be not totally directly relevant like learning how to analyze a poem very specifically. You might have listened to lyrics in a song before and have some sense of like, you know, how to interpret meeting, but just to develop some structure around that as part of the work that you can do with social annotation. One question in the chat that I wanted to bring up and I don't know if I put words in your mouth at all in this, in this to this degree Larnel, but it's about asking students to share personal experience. Whether in annotations or another context and somebody in the chat asked, you know, are there any privacy concerns around asking students to speak about personal experience. Simon up back about 22 minutes ago. Are there any concerns about privacy when asking students to share the personal experiences on hypothesis. I would also just say are there any concerns about privacy when asking students to share the personal experiences. End of sentence. You know, whether it's in person face to face in class or in other contexts. So I'm not sure if Simon's question is related to like data privacy of having those student annotations within our system which I could speak to. But I'm also just curious from more of a pedagogical perspective. That sensitivity around students at being asked to share their experience. Is that a big part of what you're doing when you teach is asking students to talk about the personal experience and you ever worry about privacy in that regard. Well, when I when the hypothesis assignment is, you know, show me how you're connecting to the text, those personal experiences sort of come out.  They know that it's not leading the classroom, so to speak they know it's not leaving bright space they know it's not. I'm going to like share it on tiktok or something it just stays here. It's within our classroom discussion. And I do usually tell them if you don't feel comfortable sharing it. That's fine. I even do that with writing assignments I tell them well if this is really personal if you don't feel comfortable sharing it, then that's okay. You know, so they know that they kind of know like you, they need to know their comfort level about it. But so, but in general so far and I had any like significant concerns with privacy it's just within the classroom. Someone will post something someone will respond to it and say hey I had a similar experience or I know what you mean. And then, you know, I mean, depending on the assignment I may ask them to elaborate on it if they feel comfortable about it. But that's about that's no significant concerns. I'll just basically piggyback on that by saying that your, your stipulation that this doesn't leave the classroom and this doesn't leave bright spaces, you know how hypothesis functions in terms of data privacy as well like people who have access to this course in detail or whatever the course whatever LMS it is will have access to these annotations. But it's not. There's no sharing of those annotations we as a company don't have access to them, other people outside don't have access to them so we piggyback on the privacy guidelines of the school and of the LMS. We're officially a time but for any is there anything urgent from the chat to bring up here. There's a really good question from ethnol a hopefully pronounced their name right. They want to know, can you make some recommendations about redirecting students away from reading each other's annotations, and not the text to be annotated. I am finding that my students annotations can be derivative and thus enact a weakened kind of social reading what kinds of strategies. Do you have to get away from this kind of reading. It's interesting right now do you have, do you have that experience you feel like people are cribbing off each other or being derivative. Or is that even a problem, I'd say, right, because those students are are reading and writing but I do hear the concern that you want students to also be engaging with the text you don't want them to be just reading annotations and you want them to have ideas of their own. What are your thoughts learn now. So far, I have not seen that is a problem. I guess if if it's like approaching that it might be something like why agree with the like the author said, or it's something really short, where I can kind of tell this person's just annotating to say they annotate it. And you didn't really think about it, but from the ones I have seen there. They're usually all I can relate to this or I see what this writer means. It's usually very detailed. So someone will read their response, especially if it's an assignment where I say respond to two of your peers. It's just like the virtual conversation. I'm sorry, it's just like an in person conversation it's like you're piggybacking off of what someone else has said. So it's almost like we're in class, talking to each other. So I haven't seen that as a like major concern like, I'm just going to repeat what someone else says they tend to be. This is what this person really thinks. I almost, I want to go back to, for me, one of the salient sort of points of our discussion, which is this idea of like, you have something to say. Right. That's the point of us being here. That's the point of this tool. To some extent that's extra technical in the sense that it's not based on the tool it's about cultivating a sense in the classroom that like you have something to say. If you're being derivative or you just copy what other people saying, that's not the point. That's not the point of this tool. That's also not the point of the class. It's not the point of this conversation is like the whole point is that you have something to say. That's my headline for, for our conversation. And I might, if I was still in the classroom, put that up somewhere in the classroom like you have something to say, that's why we're here. This tool can help other things can help too. I want to give you the last word if there's anything about your experience with social annotation or your ideas about belonging that that you want to share. We're excited to talk about today that I failed as an interviewer to elicit. Any final thoughts. My I would say my experiences have been very positive. As I said I have used this in composition classes, literature courses, even a social science class. I experimented with it in the fall now this semester I use it pretty much in every class in some shape or form that every week every once in a while. The classes that are completely online the worldwide web courses, it sometimes replaces a discussion board, you know, to kind of break up the monotony of like poster answers to this question by Friday or Saturday and respond to appear. So it kind of replaces that too. And I would certainly do it again because I have found it to be a very effective way to engage students in the text. If anything, it's pushed me to think okay what, what can I do next semester. And I get them to read next semester to respond to that's relevant that could speak to them. They since I, they're, you know, they come from such diverse backgrounds and, and reading and writing experiences what can I do to to excite them about reading. You know, because when I asked them do you like to read and some half of them say no, or I just read. I'm not going to, at least this way it's like, well, maybe you can see how exciting reading is, you know how I can open up your mind to new experiences. And if it's a writing class, you know, this is how this is one way you can learn how to write by just reading. You know, so I feel like it kind of brings back this practice of just the enjoyment of reading back to see that it can be fun. It's tying in a technology which we're using now, and you can get something out of it. Great. Thank you so much. I want to connect with you outside of this because I have a background African American literature as well and did some research on Chicago authors specifically. So I'm going to hit you up to have to continue the conversation about annotation student belonging but also about some of the courses that you teach. And I just want to say to the audience and to others, I really am very excited to continue the conversation around student belonging and social annotation. I feel like it's really a critical issue in higher ed really in education more generally. I do think it's something that social annotation can help with. So I hope I look forward for any that maybe we can have some future episodes and we can have Lornell back to talk about belonging with some others who teach in different contexts and have different strategies. And I'm looking forward to that conversation continue. Thanks for your time today, Lornell. My pleasure.


Welcome everybody. Sorry we started a moment late there. We'll give everybody about a minute to come on and we'll start in about 50 seconds. We'll be starting in about 30 seconds. Welcome and thank you for joining us. Okay it's time to get started. Welcome everybody. I see we have a good house here and I welcome all of you to this session. You are participating in the CNI spring 2020 virtual meeting and this is the project briefing on the work to enhance the joint ESIP data one and USGS founded data management training clearinghouse that ESIP hosts. We will have a presentation today from Carl Benedict of the University of New Mexico and Nancy Hobel Heinrich of Knowledge Motifs. They are the co-pIs on this IMLS grant that we're going to hear about today. I'm Cliff Lynch and I'm the director of CNI. I'll just once again extend my welcome. Carl and Nancy will take questions at the end of the session and the chat is open. We'll take questions primarily through the Q&A tool. The button for that is on the bottom of your screen. You can queue up questions at any point and when we get to the question and answer period they will look at the queued questions and try and answer them. Diane Goldenberg Hart of CNI will be moderating the Q&A part and with that let me turn it over to Carl and disappear. Welcome Carl. Thank you and thank you for handling the logistics for moving the entire meeting online which is a non-trivial undertaking under the best of circumstances. As Cliff said I'm Carl Benedict. I direct our research data services program and IT programs at the University of New Mexico libraries and we're here today to provide an introduction to the data management training clearinghouse to the CNI community and share with you some of the capabilities that we've been developing some of the content that we have continued to bring into the clearinghouse and finish with an opportunity for members of the CNI community to join us in being able to enhance the content and contribute to this growing collection of materials related to data management training which of course is a key area of focus and interest across many institutions and especially of significant importance to our libraries and our academic institutions. So let me see if I can advance my slide here. So as I said we're gonna provide an update on our current clearinghouse but as an explicit part of this project and a specific intent of IMLS is to also increase the visibility and use of the materials in the clearinghouse especially in the library community and then also to recruit folks that are in this community to participate in the project moving forward in our various working groups and activities. So we're gonna start out with an introduction to the data management training clearinghouse. We're then going to go through a very brief demonstration of the search and resource submission process and then at the end have an opportunity to hopefully answer any questions you might have and provide an opportunity for you to express interest and provide some information about how we may be able to engage you in continuing the continuing process here and I'm getting a message here that my screen sharing is paused. Are you seeing my live screen or are you seeing my introductory screen still? We're seeing your intro screen I believe Carl. Okay let me there we go that is interesting but I think hopefully you're now seeing the presentation outline screen. Yes. Okay great so so far there's nothing very substantive on the slides anyway so you didn't miss anything. So as a background to our work with the data management training clearinghouse I wanted to start with a brief introduction to the work that actually started in 2015 and a collaboration between the US Geological Surveys Community for Data Integration, the Data One project and the Earth Science Information Partners or ESIP. Starting with the recognition that with the growing collection of research data management training materials across the internet there is an increasing need to be able to curate that collection and increase the discoverability and access to those materials while recognizing that those materials are continuing to be maintained across the internet by the original providers of those of the developers of that content. So with the project starting in 2015 the first content was actually added into the clearinghouse in 2016. Starting in July of 2018 we started an enhancement project for the data management training clearinghouse funded by IMLS and this three-year project had a number of key goals. The first is to continue to increase the quantity of the content that is in the system but to also diversify that content to be able to go beyond what had been the core content that had gone into the clearinghouse that was focused on earth sciences when there was a disciplinary focus. There is a large amount of content in the clearinghouse that does not have a specific disciplinary focus but for the content that does there is a strong center of gravity as you might expect from the original collaborators and contributors around earth science data. So one of our goals has been to diversify the content. The other areas of focus are to actually revisit the documentation model that was originally adopted by the clearinghouse and look for opportunities to expand and improve that model to further increase and improve the searching capabilities as the collection has grown. Search has become an increasingly important capability for the clearinghouse beyond the capabilities that had been previously more focused on being able to browse through the content. We also have an explicit assessment objective being able to both assess the content that is in the clearinghouse and develop mechanisms for being able to capture feedback from instructors using training materials but also learners that are working with those materials but also be able to assess more effectively the clearinghouse itself and its ability to serve its growing population of users. And then finally as I alluded to a moment ago broaden the outreach about the clearinghouse to more explicitly target the library community as it is the library community that is really stepping up and taking a key role in delivering training around research data management and other data management and analysis issues and increasing the visibility of use and use of the clearinghouse is a key component of the work that we're doing. So you can see here in the illustration the success that we've had so far where essentially the vertical line in the middle of the plot indicates the beginning of our IMLS project. Everything to the left was the content that was added to the clearinghouse prior to the beginning of our IMLS project. The plot on the right half of the graph shows the increase that we've made in the content. And it's here that I can also highlight that essentially the solid black area is the published resources. Currently just over 400 resources have been published. The dotted line and this will be a pattern for the other graphs that I will show as well indicates the number of items that we have added to the system that are currently under review. And this is highlighting one of our areas of need in terms of bringing additional folks to help us with the editorial and review process so we can help work through what is a substantial backlog in materials that have been identified but we need to get into the clearinghouse. When we talk about the diversity of the content in the clearinghouse there are a number of ways to measure that. One of them is in terms of the subject categories. And on the left here you can see in the colored solid plot you can see the distribution of the high level subject categories and the growth categories again both for the initiation of our IMLS funded work and then on the right half of the graph the growth in the subject areas since the IMLS funded work started. And you can see that while we've continued to increase across the board we've seen some particular growth in the social and behavioral sciences and arts and humanities as additional disciplinary areas where content is being added. The somewhat more busy graph in the upper right hand corner shows essentially subdiscipline, sub subject areas where the main plot is showing everything except for essentially the earth and planetary sciences, physical science and mathematics as they still dominate the collection. So we can see the growth of both published and added materials represented by the solid dashed lines in the system as well. Another dimension of content diversity is illustrated by the distinct keywords that we have in the lower left hand corner. We have the trend line in terms of the distinct keywords that have been added to the system since the IMLS project started. One of the key dynamics here is that we typically are adding the keywords at the tail end of the publication and review process which is why the plot is relatively flat and in this area here as we've been working through our review process and of course I managed to advance prematurely. But then you can also think about the diversity in terms of our target audiences and the growth and diversification of the wide array of target audiences that the Clearinghouse designed to be able to have content available for. And these are these figures that I've been showing here are available also through the link that is on this slide in terms of being able to actually download a handout that has the more detailed breakdowns of the frequencies that are showing up in these graphs. I mentioned also that we're working on enhancing the metadata model and using that to essentially contribute to enhance search capabilities. In the left-hand side of this table we have essentially the existing metadata elements that are the ones that you would commonly associate with online materials in terms of authors and organization, citation information, the types of contributors, some of the information relating to those trend lines I was just showing. Information about licenses associated with the content. And one of the key issues there is that the vast majority that with very few exceptions the focus is on content that is open access and nature. So it does not have restrictive terms associated with being able to use it. And also educational frameworks within which those training materials can be placed, whether it's data ones, data lifecycle, whether it's the USGS framework that they use for organizing the research and data lifecycle. We have a number of frameworks that are also available for essentially flagging content and enabling search aligned with those frameworks as a complement to some of these other capabilities. But as we look at extending the metadata model to further enhance search, we're looking at being able to extend our information about additional educational frameworks and making more robust our reference to those frameworks. Additional information about the resources themselves in terms of when they've been modified, increasing our capacity to be able to use and leverage persistent identifiers. And also with a strong focus on increasing documentation about accessibility features for those training materials. And we are now looking into the future in terms of fair components related to the metadata and how we can actually make the metadata model itself and its contents more accessible and fair for being able to share and build additional capabilities on top of the content of the clearing house. And this is our first round of work in enhancing the metadata model. And it's being built into the new version of the clearing house that is currently being developed. But we're going to be continuing to look for probably another round of enhancements with feedback from the community. I mentioned assessment as another activity area. And this is where we're applying Donald Kurt Patrick's four levels of assessment for training materials in particular. And this starts at the lowest level being immediate reaction to a training opportunity, then learning in as in terms of what skills have been developed and learned, ultimately changes in behavior. And then finally, results that are an outcome of that. The reality is in the context of the work that we're doing here, we're most effectively going to be able to focus on the reaction and learning tiers of this. But we're developing within a larger framework that will allow for future work to allow to address in a more longitudinal fashion, the behavior and results tiers as well. But this is all highlighting also the things that we need to do in terms of defining performance indicators, which translate into targeted behaviors, which translate into learning objectives, which ultimately give us a set of performance standards that we do need to roll into the assessment tools that we're even doing in the lower tiers. And that's providing sort of the raw material input into the assessment strategy that we're building. As a part of our outreach, we're basically taking all the opportunities we can as we are here for being able to do workshops, training sessions, hands on opportunities to work with the clearinghouse get feedback on the clearinghouse, be able to both perform this dual outreach and training opportunity, but also for engaging with the community to bring their insights back into the ongoing development of the clearinghouse as we go through essentially the second half of our three year award in producing an enhanced platform. Speaking of which, there was an unplanned opportunity, let's call it with the announced end of life for the Drupal 7 platform that the current clearinghouse is based upon. As the end of life was announced, basically for several months after the end of our three year project, which is not a good, good message when you're talking about developing capabilities that you want to sustain well beyond the life of the project. So what we've decided to do, and we have additional support from ESIP, and we also have some additional pro bono contributions that we're looking at from the Science Gateway Institute for essentially rebuilding the platform from the bottom up, moving from Drupal into a Python based system. And so far, we have actually built out the two of the three components of that new system in terms of the lower tier, and the blue boxes in the right hand corner of the slide, developing a new indexing system for the metadata, a middle tier, in terms of building a set of web services that allow for integration of new content in, updating content in the clearinghouse, but also being able to query content in the clearinghouse that will ultimately feed into the top tier of client applications, a new web interface for the clearinghouse. And with this, I hope to be able to hand it over to Nancy to demonstrate our browse and search capabilities as though we're having a technical issue at the beginning. Nancy, are you online and able to take over the screen share? I am. Can you hear me? Yes. Great progress. Okay, I did. I'm also starting my video. I don't know if anybody can see what can people see anything from the screen? Or is it still you as a presenter? No, I stopped sharing my screen. So now you can start the screen sharing. Okay, let's see what I got here. Okay, I'm going to switch to an online version. So can people see the front page of the clearinghouse? Oh, great, great. Okay, and then I've got slides too. And I think I can shift that move back to that other screen to continue the slides if need be. So yeah, so so again, thank you very much for having the opportunity to both Diane and to CNI and everybody who's here on the call to to share the clearinghouse with you. What I wanted to do with the last few minutes is to do two things that Carl mentioned. One is to give you a quick precy of preview, I guess I should say of the functionality of the clearinghouse in terms of mostly mostly search a little bit of browse, but also submission because as you can tell from from Carl's slides and graphs and so on that, you know, we would love to engage other people in making sure we close that gap between the what's published and what is yet in the queue to move out. So what I want to do here is just to start out with show you the clearinghouse and you probably if you've had an opportunity to see the link at the bottom of Carl's slide, you can certainly come here yourself if you'd like to. This is the home page. And as you can see there, that's three basic functionalities, the search of browse and submit are down at the bottom here and then also up at the top. So what we're going to do first is just go to browse. And this is a I mean, this is not rocket science. I think it's especially this crowd is very familiar with this kind of search portal. This the browse function gives you a sense of, you know, all of the resources that we've got in the clearinghouses, as Carl said, a little over 400 now for almost four 10, I think. So with these, this is what you can see is some very brief information about the resources that are in there. And then there's just one of the filters are facets is on the left side, the framework that Carl mentioned earlier. So that as I said, 410 is a lot of records to browse through. So that's why we are focusing more on the search capability. And to get to the search screen, you just hit that search button, you know, at the top, if you go from browse or or down below. And sorry, there are a couple ways of searching that are are pretty obvious, I think, but there are a couple of tips to it that that would be important to know. First of all, up at the top here, you can see this is where you would enter your search terms and hit the search button, your search will show show up down below. And then, you know, you'll get the search and the number of search results and the list of them below on the so that's one approach that you can take. Another approach is to kind of cut to the cut to the chase to some extent and look at some of the filters we've got or facets we've got. Framework is one we've got key words that is the control vocabulary that we we are adding to as we get resources in organizations show up that are either authors of content or contributors to content. And then the names of people who are again, either authors, creators or contributors to the content, publication date of the resource and the license information and the cost. So those are the key filters we chose at the beginning, we may well change that a little bit with our new interface as we've had some experience with it. But but that's basically what what what those filters are. So I want to just do a real quick example here of how you can use those different approaches together. If you're interested, for instance, in looking for information about identifiers, you would enter the search here and you would get 41 results, which as you look down through it, it looks like it's about identifying materials to be created, something about persistent identifiers, other kinds of information like that. If what you were interested in would be, for instance, persistent identifiers, you can look to the left here at the filter and see that you can you can click that that particular one and then and then refine the searches to just the ones that are talking about PIDs or persistent identifiers as a reviewer, as a submitter and a reviewer assigned that to that to that term. So so that I think is pretty straightforward. If you wanted to go backwards from that, you know, you would just hit clear all and go back that way. So again, pretty straightforward. The other thing you can do that that you can add on ad filters to that whole process as well. So if you wanted to, for instance, find in terms of the search we just did identifiers and then persistent identifiers and then ones that that really met the educational framework, that would be the fair framework, for instance, then you would reduce it to even to even fewer. So so that's a way to to refine. And the one thing that's important to know about searches that at this point it's a it's a full text search. So it's what's what's a search method mechanism is using is not only is the description and in a lot of a narrative text that's in the descriptions just to give you a quick example of what a record actually looks like. This is the brief record, but here's the full one. So all of this text is going to be searched in a full text. So, you know, if you're interested in something precise about data, given that it's all about research data, the suggestion is not to use the term data in your in your search, at least at that point. So that's one of the kind of a quick tip to use. So so that's basically that. And then just to go quickly through submit, what we have is the opportunity to just drop in a title or URL changing the access fee if necessary. Your name at the submitter and a contact email address so that we can come back to you if need be. That's the only required information. And then the other information, you know, are different screens to make it a little bit easier to look at. You can see on the left hand side what those are. And of course, I'm logged in with privileges as both a reviewer, submit a reviewer and editor. So you've got you're seeing things on my screen that you wouldn't see depending on the privileges you had. So I won't go through the rest of those. There are some tips and tricks, of course, to doing that kind of submission. But the important thing I think to know is that the privileges change based on, you know, what, as I say, what the privilege, what the role is, reviewer has more and reviewers and editors have more rights to change some of the control vocabularies and to do to look at delete records and that sort of thing. So the whole process is one that we are following. We've got a workflow process we're looking using GitHub for. And, you know, there are tutorials, it's a tutorial on this on the website. So if I can get back there or not, I guess I can to attempt to change screens so doesn't look like we have time. But to look at that, but it's possible to see what that workflow is and to get a better sense of what the possibilities are. So I think I'm going to leave it at that for now. I'm going to stop sharing because I think we've just got a minute or two left and I want to make sure there's time for some questions if possible. So I guess, Diane, you would change the screen and get back to Carl. I think if Carl turns on his microphone and starts talking, he will be highlighted and I can unmute him. Welcome everyone. My name is Diane Goldenberg Hart from CNI and I want to thank Carl and Nancy for that really great talk, fascinating tool. Carl, have you got more to add at this point before we move to questions? At this point, the last thing I wanted to highlight is the areas where we are seeking folks to join our Merry Little Band in working on this as we do have a number of working groups that are helping provide some input and guidance to our activities, whether it's our metadata working group helping us with our continuing assessment of our documentation model and the search built on top of that, our assessment working group helping us helping to guide our development of the assessment tools. Our editorial team, which is a really key need at this point, as we have over 400 published items, but we have over 680 items overall in the system, so if you do some quick math that highlights we have a bit of a backlog to work through and we do have an interest survey that is linked here and it will be linked on the bottom of the next slide as well as we move to being able to take any questions on, but we are really interested in being able to broaden the participation in whatever way possible from the rest of the community in moving this project forward. That's great. I love the slide. Thank you. Thank you. And the link for that survey, that interest survey, is right here at the bottom of the screen. Thanks. So I just pasted in the link for the interest survey that we have on your project briefing page. It ends in DMTC-interest and I see the one you have linked to ends in CNI 2020. Is that a different survey? Actually those both point to the same survey is just a different entry point into the same survey. Okay. Either of those will work. Okay. Terrific. Great. I also pointed to the clearing house in the chat screen there. Folks are interested in taking a look at that tool. I'm sure they will be in exploring it further. So that was really fabulous and interesting and what a terrific tool at a time when we need access to this kind of information. And I see we're already getting a few questions here. The first question is what are you using for org identifiers? I can take that one Carl if you want. Sure. At this point we don't have identifiers per se. We're getting the information from the landing pages often of the resource itself. We've got a someone searching to find these things and what you know she can find she puts into the organ into the form itself. And so it depends on what the organization provides in that kind of public venue. We're looking to you know to add that kind of specific identifier for both people the first instance orcas or other individual IDs and also organizational IDs and the next iteration. It's a little unclear what you know what would be a kind of a community most community supported ontology or registry I guess for organization. But if you have any ideas or suggestions please let us know. That'd be great. Okay great thank you. So soliciting ideas and suggestions please feel free to share them here in the chat or if you want to stick around and have a conversation with Nancy and Carl later I'd be happy to facilitate that as well. Moving on to our next question. Are the materials primarily submitted by American universities? American content only or international? English language only or other languages? And what is the vetting process for inclusion in the clearinghouse? Okay that's a good question. So we have most what we have is English language. We have a couple of primary languages in Spanish and French. Some are available in translations. We have not we're limited to some extent because the people who are working on it are more English speakers although our grad students speak sparsely. We haven't found much in sparsely yet but but you know we have the capability of adding that to the extent that we can within our content management system. So and also to the extent that again our reviewers and editors are able to really understand the translate. So that's something we really want to look into. We know there's a real interest in need in that and that's part of what we're looking at to some extent as well in the new iteration of the clearinghouse. So the other questions I think I forgot it was. What's the vetting process? Oh vetting process right. So so what what what we're doing it when people submit the the resources you know some of the people who are submitting know what we're looking for. There's a selection criteria that we've developed that's on that's what I was trying to show you with that other slide that I where I lost my mind for a second there in the presentation but that's also that's on the slide when they're made available and or it's on the clearing house itself under the help guide but there's a selection criteria that allows us to scope and the vetting process is done by the reviewers and the editors. So if something comes in that doesn't meet the selection criteria then you know it it may it may be it just not accepted. So we're you know part of the idea is that a we want to stay on research data management topics and research data skills topics that evolves a little bit over over time but also because it's a community maintained service really we you know we have to scope what we can do as well. Got it okay thank you and going back to the the identifiers question cliff just wait in in the chat box there with a suggestion that you consider the ROR IDs right yeah yeah so I just good idea like there yeah thank you one that's been on our shortlist yeah I bet yeah okay if we've got any more questions we can take another minute or so to take those in the meantime I just wanted to put in a quick plug for CNI's virtual meeting which is ongoing through the end of May and just pasting in here a direct link to the meeting schedule so you can see what other webinars are coming up we hope you'll be able to join us for more of these great offerings we are continuously adding to the lineup so check back often and at this point it looks like we do not have any more questions if you would like to stay on and chat with Carl or Nancy please feel free to raise your hand I'll move you into chat mode and or I should say I will turn on your microphone and with that I want to thank Carl and Nancy once again for coming to CNI and sharing with us your great work it's really fabulous thanks for your time thanks to our attendees for for joining us and we hope to see you back at CNI webinars very soon thank you thank you very much many Carl and Nancy and much applause indeed be well everyone I can hear it I can hear it it's coming in through the chat box for sure thank you take care everyone thank you


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If you want to check out all the photos of this Jeep in the upper right-hand party screen is a link right to our website. Click that and check us out. There comes with the 20 inch painted SRT rims. It has Michelin Pilot Sport AS3 tires. These are 295 45 ZR20s and they've got a lot of tread left on them. I would say probably about 80 to 90% of the tread left on those tires. Front fender is in excellent shape. It has the HID headlamps, the LED running lights and the projector lamp fog lamps. Front bumper is in excellent shape. So this front bumper and the front part of the hood and fenders is wrapped in that 3M clear tape. You can see the line right there which keeps your hood from getting rock chips and from bugs messing with the paint. So that's a nice feature that's on there. Passengers side fender is in excellent shape as well and the passenger side rim no major scuffs or scrapes. As you go down this side of the Jeep you can see just how clean the body is, how reflective and mirror-like that paint is. We take these HD videos so if you are far away or even if you're close by and just cannot make the trip down but you're still interested in purchasing the vehicle you can see the vehicle, hear the vehicle and have confidence in what you're looking at before you even get here so that when you do get here there's absolutely no surprises. You can make a smart buying decision from the comfort of your own home. That's why we offer the Summit Auto Fastpass option in the upper right hand per your screen. A link right to our website where you can apply for financing, get pre-approved, see a payment quote, even appraise a trade all from the comfort of your own home and when you get here all you got to do is drive the vehicle and love it. They're all set to go. Back tires have just as much tread as the front tires. You can see almost see those little wear knobs on there so lots of tread left on those tires and of course it does have the Brembo brakes all the way around. As we come around to the back of the vehicle it does have the receiver hitch, 4 pin, 7 pin wiring, backup parking sensors, the dual rear exhaust. Back gate is in really nice shape as well and it does have the flipper glass on it which I believe they stopped doing that in 2013. So it's kind of a neat option to have. Back gate is a power gate. There's the cover for that receiver hitch. It does say SRT on it and that is in nice shape. I didn't see any cracks on that. It comes with the factory subwoofer and you do get a spare tire and jack tools underneath there. Those seats do fold down for extra storage and to get this gate down you press the button. It will beep at you three times and then begin its descent. That back gate is in excellent shape as well. As you go down this side of the vehicle just as clean as that passenger side. No dents or dings on that rear quarter and for full disclosure this back rim is in nice shape as well. Down the rest of the side of the Jeep, very very nice condition. Has the entering-go system, the heated mirrors, built-in blind spot monitoring in the mirrors and directional signals on the side. As we hop inside the vehicle here you can see that it has the SRT black leather and suede seats. No rips or tears on them. It does have lumbar, power driver seat, factory floor mats, the bright racing pedals, auto headlamps. You get that cool carbon fiber dash and door trim, power windows, power locks, power mirrors and memory driver's seat. It also has the power tilt and telescopic steering wheel and these are audio controls on the back of the steering wheel. As you hop inside the vehicle here you can see that this one has 69,686 miles. You get the digital speedometer outside temp and compass display. Instrument cluster is very nice and clean. It comes with the flat bottom heated SRT steering wheel. You get cruise controls, adaptive cruise controls, Bluetooth and information center controls and then you have the paddle shifters at the thumb pads there. Very nice condition. The carbon fiber on the dash there. This one has a hard drive on it for 20.321 gigabits of space for pictures and songs. It also has the factory navigation system. This is also where your backup camera shows up. It is also a CD player and I believe when the cars stop you can play DVDs but don't quote me on that. I've never tried it. AM FM and Sirius XM radio capabilities.  Heated and cooled seat buttons. You got your stability control. Heated seat button. Heated steering wheel button. I'm sorry. Your hazard lights. That's for your plug-in and back and then you do get your parking sensors right there. Automatic transmission. You get the track sport auto snow tow modes for the four wheel drive system and the passenger side floor mat and seat are in excellent shape as well. No rips or tears on that. I don't think this Jeep's ever been smoked in. Smells very clean inside. You do get the power panoramic sunroof here. The front's power. The back is fixed. Home link buttons for your garage door security systems, lane systems, sunroof and shade controls, map lights and that's what you get there. We'll take a quick look at the back seats and then we'll check out under the hood. Back seats are just as clean as the front seats. No rips or tears back here.  These back seats are heated on the outboard side. Factory floor mats throughout.  And lastly you do get the child safety locks on the back doors. Bottoms of the doors all look really good. Didn't see any corrosion on them. And we'll take a quick look under the hood. I would personally like to thank you for checking out the video today and hopefully from this HD video you will have been able to tell just how clean this Jeep is all the way around inside. Now under the hood we have the 6.4 liter V8 Hemi motor. 470 horsepower. Engine bay is very clean. That is a true cowl induction hood with the SRT pad on the top there. This Jeep has been fully safety and inspected by our service shop. Has a fresh oil and filter change. All the fluids have been checked and topped off. The Jeep has been gone through mechanically 100% and is 100% ready to go. See more pictures of this Jeep or one of our other 450 new and used cars, trucks, SUVs, minivans, Wranglers, halftons, recorder tons, one-tons, you name it. We got to go to our website www.summitauto.com. Full pictures and descriptions of every single vehicle from two locations all at summitauto.com. And if you'd like to check out more HD videos you can go to youtube.com slash summitauto. Remember to like, subscribe and share on this video and all the videos that you see there. In fact in a second you will see a link to subscribe to our YouTube channel on your left. It links more Jeep Grand Cherokee videos like this one on your right. If you have not been to our website on the bottom link to this vehicle on our website click those check us out and we really look forward to helping you with this super clean 2012 Jeep Grand Cherokee SRT8 in brilliant black crystal pearl. Thanks again!


Hey, everyone. Welcome to figure fantasy. So we have here as a cell level 18 and showing you my lineup now guys Okay, so this stage has been one of the hardest so far for me in coming up with a balance lineup number one with AOE we control and With sustainability in terms of HP and Damage as well. So this is the most balanced team that I have had so Fortunate that I was gone. I'm really good with Milim and Rimaru. Then we have a new one here, which is Going to be Forgot her name Crossel, okay, so crossel is anchoring the middle. She is at Five star for me already. So she's anchoring the middle for this Defense and let's try this one out Okay, I've had a lot of variations for this team including having to have a second healer previously I did use Zerola previously as well But I found out that Zerola is really effective only in one lane, especially if there are a lot Behind or there are a lot lining up in that same lane. So I put in crossel and Really had a wonderful, you know, wonderful time in terms of clearing This stage I'll show you guys the gear that they have later so that you could more or less see What they have Equipped for me to clear this one So so far we're good with Wave one we're now with wave two So for those who you know for those who don't wish to see the equipment you can actually skip it in a while That's why I had to showcase this first so that I could ensure that all the equipment that I used is actually Going to be good for this run so also the switch from Mako to Rixia was actually very very nice They're they're very sustainable Rimuru is should be in the middle definitely Because of a we mill him as well and also for crossel. So the three of them should be in the middle For any wave moving forward. I think that is your standard formation already if you want to clear clear consistently and also have a Wide area of damage. Definitely you'll be you have to have mill him and Rimuru in the middle and Crossel for that control would freeze with Also with curse. So definitely she is going to be more effective than Zerola in these types of Stages, I'm not saying that Crossel is going to be better than Zerola at everything but for these types of waves Crossel will definitely be more useful to you That is why right now during her banner, please do take her up to at least five star peach So that you could actually use her in stages like these Okay So we're down. We're already actually in wave three wave four is a bit challenging for me as I noticed When I did a dry run for this one So hopefully after wave four, we don't have any casualties That is what I'm expecting Well, hopefully hopefully we can do that Because again, it increases your chance of clearing stages if all are still alive by wave four So we're at wave four so as I mentioned This is the stage we're in they really have to survive Really really dreading the stage especially for the ultimate of those two Bunny-eared things at the back as you can see there one then if the other one is and The other one will also put out its ultimate in a while So definitely you'll be needing Zuki Liang here If if there's no ultimate then we're good. We're good. We only need to absorb one ultimate for this one If we absorb one another ultimate then I don't think you're gonna be you know be intact by wave five So I think we're good. We absorb one Then we're at wave five. So this is the last one that we have survived. We're nearly There hopefully oh, sorry Maco is still there. I didn't notice her I forgot who I subbed out for Eryxia by the way, but you'll be needing two healer So Maco, Zephyr, then you have shared health for Eryxia, then you have Zuki Liang of course again for Preventing lethal damage So hopefully again we can survive this. Maco is actually the one that is usually on the brink of death If I'm not mistaken for any of my line-ups that I've used here But as you can see Milim, Rimuru, and Crusel are really holding on Very successful clearing of waves here So Maco again on the brink of death with a shield Then let's wait for the next wave so We are How many how many left by the way?  This is level 18 guys and cleared it with that line up Okay, so let's check out the gear that I used for this team Okay, let's start off with Milim on the top. So Milim has ultimate set Of course, then has a crit set as a 2p set then I have her exclusive badge Then this is just something I threw in extra. I Didn't have any What do you call this adornment for her? But this is something extra this one was from our event in December last year then we're off to Rimeru, so Rimeru has life steal for survivability defense obviously for because he's in the front and he has his Exclusive badge as well and also his exclusive Adornment as well. So next up is Erixia Erixia is Going to be equipped with support set. I used my support set on her very effective I tell you more effective than HP set So if you have support set guys, please do use it on Erixia Then the other two is going to be your HP set So if you have support set then a 4p set with support and 2p set with HP would be good then you have eternal glory badge for her for survivability additional survivability then we have Zephyr here by the way so for Zephyr She's a healer. Definitely.  This is going to boost her max health by 10% as well And again, this is very useful for her. So also, I used exclusive enhancer for What do you call this for helpers? So priority healing and restore 3 energy and reduces next damage taken by 20 and has HP bonus as adornment for Zephyr moving on to the others who I brought Mako who I forgot I have in my team. So Mako also a healer definitely bring all HP set Then a eternal Eden badge as well. I forgot to mention Ayane or Kada so Ayane here that should have a lifesteal also for her survivability then They this is similar to Rimwaru's Set equip or set in a combo, but for her badge definitely equip her with mids eternal midsummer for additional accuracy and also Her exclusive Adornment I used it also for Ayane Okay, so who did I forget? Megan I did not forget. I'm just looking for her So Megan is ultimate set of course, then you have here for the 2p set your heal set Then you have the eternal glory badge as well for her first of our additional survivability Who else didn't I showcase yet? So I Think that's it. No, this is the last one Zuki Yang Um He's gonna be equipped with attack set and crit set here two-page crit set then obviously you have to max out the end time in Turner badge for him boost damage with 24% against Enemies that are ignited. So I think that's the last one. I don't think I missed anyone anymore Just looking at my recap here, and I think I do have them all and No mentioned all of their equipment. So there you go guys. So hopefully This guide helps you a lot for level 18 for those who are still struggling with this. It's really hard level 18 so Be sure to take advantage of our new arrivals Mildem, Remeru, and Cressel to clear this one Anyway guys, thank you very much for staying this far. So take care. Stay safe. This is the warden and I'm out of here


A community is rallying together tonight to help an organization that lost its building to an arson fire earlier this week. Salem Lutheran Church's Salem West ministry in Deerwood is continuing to help others despite the fire. And as Clayton Castle tells us, faith is playing a huge role in the recovery. Tragedy doesn't discriminate. Not between the rich or the poor, evil or good. That was evident on Wednesday morning when Salem West, an organization in Deerwood dedicated to helping others by collecting and redistributing daily life necessities, was destroyed by an arson fire. It was just total devastation. I mean, it's, to me, it's like losing our house. You know, I spent that probably more time there than I have at home. Despite the fire, Salem West would not be deterred from continuing its effort toward helping others. Another group has been collecting donations of clothes, furniture, glasses, diapers or anything that people need to live from a community that understands the value of Salem West and its mission of helping others in need. I know as a resource they are used by many counties and it's great, great to the program here. As people streamed in with donations, volunteers could be seen folding clothes or organizing the items as they are grounded by the faith and belief that not even tragedy will bring down Salem West. Well, this is part of our Christian belief in helping others. You meet a lot of wonderful people, a lot of needy people, but they're just as important as the ones that have everything. Seeing that our, we lost our building and we have gotten such wonderful support here, as you can see behind us, and it is just a truly godsend for everybody that has donated. Faith has been a strong word here as donation after donation fill this room, but it's not just their faith in the community that has gotten them through this tragedy, it's also their faith in God. It just brings tears to your eyes, it just knows that God is up there working.  We thank them so from the bottom of our heart, so you can see God is living here. And as the team and community look up at the only thing salvaged from the building after the fire, their faith will continue to drive them as they aim to provide a better life for others. Reporting in Deerwood Clayton Castle, Lakeland News. The Deerwood fire and police departments ruled the fire in arson that was started between the Salem West building and a garage a few feet away. The investigation is still ongoing tonight. If you've enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland Public Television.


What's going on everyone Sam here with late in sports card driven one box of twenty one twenty two Ponini prism basketball fast break for Wessene R So good luck Wessene Interested to see what this is gonna look like. I'm assuming it's gonna be the different parallels like you have in Like no huddle and such and then maybe a variation I would say Yes look for so there's not one per box I don't believe but Definitely still cool. It's very similar to no huddle and Breakaway is like the EPL one. Yeah, exactly disco. Oh, yeah. Oh, yeah, I see what we got in here I like this a lot better than I like no no huddle already with the less packs but the packs are bigger Mike Conley we've got Malik Monk on the pink disco 49 out of 50 Red disco cure Louis jr. 66 out of 100 Count sexton is a livers down a bantam. I big fan of this so far two colors. Hello, I'm sure that's not how it's gonna be But it's still pretty cool. Honestly Fireworks disco is a Yanis followed by a Cole Anthony Got IO to sumu base rookie and Jason Preston you'll catch Mindset disco is Dane and John Moran nice on the disco Chris Weber and Jeremiah Robinson Earl Thunder is Kevin Durant on the Fearless got blue scary Terry rose year 72 out of 150 for the Hornets Nice one there. I'm Ari Sotomayre Alvin Shenmue Van Wallace Bradley Biel got Penny Hardaway on the disco not numbered Jalen Johnson and Fred Van Blee Silver is gonna be Alvin Shenmue on the rookie nice Rockets, we got blue Alex Caruso the Caruso 63 out of 150 Jermaine O'Neill and Jalen Green for the Rock. It's nice little base rookie Jalen Green there take that for sure was seen Shetty steady Shetty Osmond then Simmons got Paul George on the What is that? Prismatic excuse me. Shea Gilgis Alexander on the disco Rocco, Dirk and Luka a nice Maverick legend in there for sure Crowder Taylor Horton Tucker got Scotty Barnes. I'm assuming this is the variation That is Yep, rookie variations right there Scotty Barnes Congrats on that one was seen. I mean the rookie of the year doesn't get much bigger than that That's nasty. So I guess they're all gonna be horizontal, which is kind of cool I like that makes it a little easier to denote. What is the variation nice one? Therefore it was seen clay Shreya Murphy and Jordan Paul. They're still looking for an auto here, too Should be in one of these next two packs. Of course it is on average. So Mindset CP3 and Deneal Galanari Sandy Aldema and he on Johnson on the rookies and last packet. Good luck here was seen We've got Corey Kisper on the fast-break rookie auto. Nice Not numbered, but watery pick right there for the Wizards take that for sure very solid box I have to say got Alfreika Minu on the purple 46 out of 75 for the Spurs David Johnson and Rudy Gobert That is gonna do it for your break right there was seen congrats again on all the hits the Scotty Barnes was nasty And we'll get them right out to you. Thanks again, buddy


Imaging spectroscopy, also known as hyperspectral remote sensing, is a technique used to characterize Earth surface materials and processes through spectrally resolved measurements of light interacting with matter. The potential of imaging spectroscopy for Earth remote sensing has been demonstrated since the 1980s, but most developments and applications have relied on airborne spectrometers due to low space-based data. The upcoming environmental mapping and analysis program NMAP, German Imaging Spectroscopy mission aims to fill this gap by providing high quality data freely available to scientific users worldwide. NMAP's core payload consists of a dual spectrometer instrument measuring in the optical spectral range between 420 and 2450 nanometers with a reference signal to noise ratio of 400 to 1 in the visible and near-infrared and 180 to 1 in the shortwave infrared parts of the spectrum. NMAP images will cover a 30 km wide area in the across-track direction with a ground sampling distance of 30 m and an across-track tilted observation capability will enable a target revisit time of up to four days at the equator and better at high latitudes. This article was authored by Luis Guantair, Hermann Kaufman, Carl Segel, and others. We are article.tv, links in the description below.