In addition to the small pupil in the trupy eyelid consisting of a central hornar syndrome, look over here to the right. He has some nystagmus on right gaze, which isn't very prominent. Now look straight ahead, and we see that on making that rapid refixation move that he has a series of very small hypo-metric saccades. Look over here to the left, more saccades. Now look to your straight ahead, and he overshoots. Look over here, straight ahead, and look over here, straight ahead. Again, overshooting. Now look up here, now look straight ahead, and you see that he makes a little hook over toward the right as he looks down. This is called lateral pulsion. Look up here, look right straight up. Now look straight ahead. Now look down here, and look at the camera. And again, he looks over, he hooks over to the right. Now close your eyes loosely, open, and we see that with his eyes closed, his eyes laterally deviate to the right. Now close tightly, and when he scrunches his eyes closed, now open, a much more prominent lateral pulsive move is made.


So this is our keynote presentation for everyone who's joining us. We're delighted to have Joan Lippincott, who's going to talk about making connections, ETDs, academe, and the world of work. And so before we start off here, I would just like to give a brief introduction, because Joan really deserves that she has been a huge supporter of ETDs over the years. So Joan Lippincott is Associate Executive Director Emerita of the Coalition for Network Information, or CNI. A joint program of the Association of Research Libraries, ARL, and EDUCAUSE, based in Washington, D.C. At CNI, Joan provided leadership for programs in teaching and learning, learning spaces, digital scholarship, ETDs, and assessment. She served on the boards of the Network Digital Library Theses and Dissertations, NDL-TD, the New Media Consortium, NMC, and on the advisory boards for the Horizon Report, both higher education and libraries. Joan was the editor of EDUCAUSE, Review, E-Content Column, Chair of the Association of the College and Research Libraries, ACRL, New Publications Board, and served as a member of the ACRL Task Force that produced the framework for information literacy in higher education. In addition to serving on the advisory boards of the Learning Spaces Collaboratory and the Learning Space Toolkit Project, Joan has served as a consultant to many academic libraries for their space renovation projects and has been on the planning committee for the designing libraries for the 21st Century Conference since its inception. So please help me to welcome Dr. Joan Lippincott. Thank you so much, John, and just give me a minute to get my slides up. Great. I hope that looks good. Not yet. Great. Thanks for the kind introduction, John, and thank you and the program committee for the invitation to keynote this virtual conference. I hope you're all doing well. I attended, I sat in on the first session where many of you might have been wearing your pajama bottoms, but you certainly weren't wearing them on top, but you really looked great and sound like you're adapting really well to working from home or in some cases on campus during this pandemic. And now that I'm retired, I am working from home and enjoying it as well as generally being retired. So my talk today is about the role of all of us in preparing graduate students, and this applies to both masters and PhD students, although my emphasis will be on the latter for their careers, whether in academe or otherwise. While the ETD is often seen as the culmination in a student's preparation to enter the scholarly conversation of a discipline to use the words of the ACRL information literacy framework, does that exercise prepare students today as well as it might have, let's say 30 years ago? My answer would be, it depends. My organization, the Coalition for Network Information, as John noted, is a joint program of a library and IT organization. We have a wealth of open access materials on our website, videos, PowerPoints, papers, articles, on virtually every topic I'll touch on in my talk today, and I invite you to explore our resources. You'll note that in the examples that I use on my slides, I've given the URLs so that you can go to explore these resources on your own. I have already submitted my slides and they've been uploaded to the conference website so you'll all have access to them. C&I was one of the co-hosts in the early 1990s of the meetings in the early 1990s that led to the development of the network digital library of theses and dissertations or MDLTD, and I don't need to date myself now that I'm retired, I'm old, and I was present at most of those early meetings and then on the board of the MDLTD for many years. I've always been interested in ETDs as a way to develop our new generation of scholars and professionals and introduce them to all kinds of new concepts and new ways of doing research and presenting their research in the digital environment. Many newly minted PhDs and master's students have faced a challenging job market for years. This seems to be widely known about humanity students, but there are many disciplines in the sciences and social sciences too, where students struggle to find an entry level professional job in their field. With the coronavirus and resulting economic impact, the prospects for our graduate students are even worse. In terms of academic positions for new PhDs, many universities have hiring freezes and furloughs. The situation is also very difficult in nonprofits, government agencies, and many businesses. At this critical time, it is even more important than ever to do our best for our graduate students in preparing them for the job market. What will make them more marketable and whose responsibility is it to provide them with opportunities to succeed? I think it's likely that every participant in this virtual conference is aware that only a fairly small percentage of PhDs will become full-time higher education faculty in tenure-track positions. Most of them, along with our master's level students, will find employment in government, nonprofits, business, communications fields, and some of them will find non-faculty positions, for example in academic advising or IT in universities, but not in tenure-track positions. Some research faculty think that taking positions outside of academia is a mark of failure for PhD graduates, but does our community and do the graduate students themselves agree with that perspective? Would they think that a position as a program manager or scientist at NASA or the head of the Smithsonian were not as prestigious as a faculty position? And is prestige really the issue? In the Chronicle for Higher Education's Trends Report 2020, they identified new rules for the PhD as one of their trends. I'm quoting, in the past several years, PhD programs have started to recognize and communicate to their students that non-academic careers are legitimate. Now a movement to rewrite the rules of graduate training is gathering steam. Are you seeing this at your own institution, or perhaps in some departments or schools or colleges at your own institution? Specifically, the report states, progressive departments backed by foundation and federal government money are granting credit for activities that wouldn't have counted toward the doctor in the past. Collaborations with organizations off campus, portfolios instead of comprehensive exams, courses for scientists on the business side of research, a podcast, a rap album, or a comic book instead of a traditional dissertation. I would be really interested to know if some of you have examples of those as accepted dissertations at your institutions. And I can think of some other types of alternative dissertations, for example, that include data visualizations or a piece of software that the graduate student has developed. But often these would be components of a dissertation and not the entire work. The National Institutes of Health broadening experiences in scientific training or best program issued grants in 2012 and 2013 for institutions to develop innovative approaches to provide biomedical PhD students a means to shift toward preparation for a wider range of career options than academic positions as a complement to traditional training. Faculty state that they actively discuss non-academic career opportunities with trainees, they call graduate students trainees, but a majority of faculty indicate that they themselves do not have a good knowledge of the skills needed in non-academic fields. There are a number of reports from this best program, and in one it makes this statement, which I believe is critically important. There is a need to enhance the doctoral experience to meet the developing needs for our knowledge driven economies. To me, this means that students need to be adept in finding, analyzing and using data as well as designing data collection activities, for example. In addition, the report states, and I'm quoting while faculty generally recognize that trainees need to develop skills that are applicable to careers inside and outside of academia. They had mixed opinions as to whether they were confident in their own knowledge of these skills and the ability to keep trainees informed about fields different from academia. The report concluded, as such, there is a mismatch between the perceived urgency in career development training for biomedical scientists and an individual faculty member's ability to provide such training. And it's not just in the sciences that national bodies recognize the importance of a variety of skills for graduates to augment their disciplinary knowledge. Here are the career diversity five as developed by the American Historical Association. I particularly emphasize the first one, the need for communication skills in a variety of media, and the last one on digital literacy for students to have a basic familiarity with the digital tools and platforms. But I would suggest alternatively a working knowledge, not a basic familiarity, but a working knowledge of some digital tools and platforms. Now I'd like to focus on the core of my talk, and that's on four specific areas of skills that I believe are important for all graduate students and that tied directly into their preparation for developing an ETD. They are, first, employing digital tools and data management practices, second, making choices within the scholarly communication system, third, understanding reputation management, and fourth, communicating research findings to the public. So starting with the digital tools and data management practices. Are you aware of how widely, for example, GIS or geographical information systems and data visualization tools are being used in the disciplines. Historians, archaeologists, public health researchers and biologists and many more use GIS and data visualization to both analyze data and present the results of their research. These tools and others allow researchers to ask new kinds of questions, particularly when approaching large data sets. Please note that when I use the term data, I include such things as text as data, image and audio collections, seismic information, astronomical data, and many, many more forms and subjects. Graduate students should be introduced to and have practice using the tools that are most used by researchers in their field. And I really want to stress that I don't believe that students should learn about technology for technology itself. Students should be divorced from their subject discipline or activities such as teaching or communication that are important in their discipline. It is becoming increasingly important for all researchers to practice good data management, and it's a requirement in many grant grants issued by governments and private foundations. Understanding good data management will be important for students entering careers in government, nonprofits, and business as well. It's not just for academic research. Now for each of these topics, I'll be providing some examples of programs. If your own institution has an exemplary program or resource, web resource in any of these areas, I urge you to put the URL into the chat window and share it with the other participants in this online conference. So here's my first example. In the fall of 2018, the Columbia University Libraries coordinated the rollout of a new campus-wide program to provide students with access to instruction in the fundamentals of computational literacy. Filling the gap between formal course credit offerings and do-it-yourself approaches, foundations for research computing is the result of a multiyear, multi-stakeholder effort to respond to a need for elemental research computing knowledge as a graduate student core competency. Supported by the graduate schools, campus IT, the Office of Research, and the Libraries, foundations for research computing translates a faculty-led vision for critical instructional intervention into several coordinated services and initiatives, actively assessing program success along the way. Through intensive boot camps, workshops, lectures, and peer consultation opportunities, Columbia students receive novice to intermediate assistance in the use of computational approaches, tools, and infrastructure. The presenters of this session at a CNI meeting said they have a waiting list of graduate students for every program they offer, and you can find out more about this exemplary program on the CNI website. Another session at a CNI meeting described various programs at UCLA, University of Rhode Island, University of Pittsburgh, and NYU about teaching artificial intelligence, machine learning, digital humanities, natural language processing, and virtual reality. There is a video presentation if you'd like to learn more. This web capture from Virginia Tech Libraries shows the range of data services and resources available to their students and faculty. So they do data consulting, they help people write data management plans, statistics, consulting, connecting them with things like the open science framework, etc. And I do think it's really important that they make this available for graduate students and not just faculty. And this data visualization toolkit from University of Minnesota Libraries is intended to assist others in jump-starting their own program. The Georgia Tech Library highlights the value and processes for open data. So providing workshops, training programs, web resources, toolkits, and other mechanisms assist graduate students in gaining skills in these areas. Note that none of these things are explicitly included in students graduate academic programs, although that may be the case in some institutions. And some institutions are developing certificate programs for graduate students, focusing on technology skills in the disciplines as an adjunct to their degree. Another area that's growing rapidly is the development of cross-disciplinary data science programs. And I noticed, and I don't know if he's still on the web conference, that Michael Witt from Purdue was attending and he's part of the development of such a data science program at that institution. And I think that's an emerging trend. The next area I'd like to discuss involves making choices in the scholarly communication system. You don't have to be a faculty member to contribute to the literature or communicate ideas related to your research. So this is relevant to students beyond those who do become academic faculty. While for each of the broad topics I'm covering this afternoon, I could present for an hour or more. Here are three topics I'd like to emphasize in this area. What are your graduate students being taught about the acceptability of various digital formats for communicating research in their field? Are graduate students able to identify publication targets for their work? Are students genuinely informed about intellectual property issues for their own and for the use of others' work? Sorry. In contrast to the chronicle article I mentioned earlier, most students would not be permitted to do a comic book or podcast as their dissertation, although perhaps they would be allowed by their committee to include those components in a standard text dissertation, or perhaps in a creative writing program, a comic book might be an acceptable thesis. I've long admired the NDLTD Innovation Dissertation Award since it recognizes those students who make an effort to push the envelope with the format of what's included in their dissertations. In this particular case, it's a video which isn't perhaps the most technologically unusual, but it is a really important element in this PhD student's graduate work in education. Often faculty advisors in many disciplines are very conservative about what they think of as publication or acceptable publication, and I think it's important for information professionals in particular to point the way to alternative forms of presenting research that come from very reputable sources, such as the Stanford University Press. This is just one of many examples I could have used. And this is a really detailed, media-rich website about a burial site in Egypt, an ancient burial site. I found it astonishing to read on listservs about faculty seeking redress after they've been bamboozled by disreputable journal publishers, or just asking advice on where to publish an article. I imagine many librarians assume that this advice usually comes from students' graduate advisor or committee, but this is not necessarily true. The Tufts University Library recognizes this and provides a guide for finding a journal to publish in. And Cornell provides a guide on how to go about open access publishing, including where to publish, and including author rights resources. And Spark provides advice and many resources for researchers, libraries, and others. One of their staff is active in the OpenCon movement, which specifically enlists students in becoming aware of and advocates for open access. The Harvard Library has a copyright advisory service for students as well as faculty, as well as really nice resources, many using rich graphic formats. My next topic is reputation management. Do many graduate students even understand what this means in the professional sense? Again, this is not just important for those going into academic careers. Researchers working in government, nonprofits, and business too will want to be aware of their professional reputation management options. They should understand the role, for example, that identity management plays in reputation management. I will give some examples of specific products in this and subsequent sections of my talk. And I'm not endorsing or showing preference for any. They serve as examples. You'll note on this slide that in addition to showing a web capture from the Orchid website, which of course relates to identity management, I'm also linking to a presentation of the use of Orchid by individuals early in their career. And I know there will be presentations on Orchid in this conference as well. Should graduate students be exposed to systems that can gather together information on their publications and their citations? Should they understand the benefits and drawbacks and differences of these systems such as Scopus and Google Scholar and of course there are others? Do they understand impact factor and for those pursuing academic careers, how important that can be in promotion and tenure decisions, rightly or wrongly? This is a guide from University of Illinois, Chicago on that topic. What other tools can they use to track the impact of their research and what kinds of things do they want to track? Kudos and altmetrics are mechanisms for tracking a wider impact than academic citations. This is an online challenge for Ohio State faculty, postdocs and graduate students designed to help them enhance the impact and visibility of their research. Each day during a particular week, participants receive an email with one or two tasks to complete that will help them to enhance their scholarly profile, along with links to instructions and advice for completing them. A nice idea easily replicated in other institutions and by the way, I do not know if Ohio State initiated this kind of research impact challenge or if others did and please indicate in the chat if you have an answer to that. And who's talking directly and honestly to graduate students about their social media presence, both related to the research and otherwise. A program from the University of Washington Graduate Schools provides some resources. And now to my final section and then to my wrap up. Communicating research to the public is important for so many reasons and we see the effects of both good and poor communication related to the coronavirus every day. When the library at American University hosted its first annual conference on high impact research, 125 faculty showed up by far their largest attendance at any event they had held. The conference highlighted the significant and changing role of the scholar as policy influencer and public intellectual, helping the faculty fulfill a funding agencies requirement to connect their research to the citizen public was a theme throughout. This would be a great event for graduate students as well. And again we have a video of that presentation from CNI. I found this ophthalmology association fellowship in the UK for postdocs, which emphasizes the importance of communicating research to the public. This is an excellent role for societies, but these topics should not wait until after graduation. And this podcast series at University of Michigan provides graduate students in history there with an opportunity to mine the archives and present an informative view of a topic in audio format. It's a useful way for human list to learn to translate their often narrow specialties into interesting ideas for the public. The pioneering digital historian Ed Ayers, formerly at University of Virginia and then president at University of Richmond is a master of this type of work in history. I was introduced to the three minute thesis program at a US ETDA conference in Washington a few years ago. Students gave great summaries in one case a truly brilliant summary of their dissertation research in three minutes developed at the University of Queensland. The three minute thesis competition cultivates students academic presentation and research communication skills and increases their capacity to effectively explain their research in a language appropriate to a non specialist audience. Is your institution participating in this. I want to wrap up with a few thoughts. And I'm going to leave plenty of time for questions so if you want please start typing them into the chat and really want to have a dialogue with you and learn from your own experiences. So has the purpose and function of the dissertation changed in the last 30 years. What do you think the dissertation experience should provide, not just the final product, but all that leads up to it. Are the kinds of skills and capabilities I've emphasized in this presentation being taken into account at your institution. And this is my challenge to you. Can we provide our graduate students with a systematic education in areas that are important for future scholars and professionals. All of this may sound good to you, but how will it come about evolve and grow. It takes individuals departments and programs to actually make these things a reality. So who has responsibility for education in these areas and that may be distributed across your institution. Who will advocate for incorporating these skills into graduate school education. You need some faculty on board and not just those in and syllary units within the higher ed organization. Who would be responsible for implementing programs and funding them or allocating staff time to these programs. And is there good outreach to graduate students to heightened awareness of availability and that goes for what you're already offering as well as what you might offer in the future. So moving forward, I encourage you to develop an institutional strategy. This is not a graduate school issue. It's not a library issue. It's not a research office issue. It's an institutional issue. So bring together interested parties from cross campus survey what's currently available. It's possible. There's more than you realize. Develop plans priorities capabilities and responsibilities seek support who might kick in some money for this or allocate some staff time and communicate in as many ways that you can think of. Leverage the work that has been done by the other institutions use some of the examples contact those institutions ask permission to adapt modify or adopt full scale. Some of the tutorials or guides or other resources that they have created. And then there absolutely is a need for staff. There are people need time to develop all of these kinds of initiatives, and in many cases you would need to rewrite job descriptions to include responsibility for some priority areas for resources for graduate students. Collaborate there is lots to be done. So I've listed some of the potential collaborators. Many of you participating in this conference are already collaborating among several of these groups, and if I've missed some other organizations within your university or other units. I'd love to hear which other units you're collaborating with related to etd's and graduate education. And finally, in these uncertain times, we owe it to our graduate students to provide a full education that prepares them for the workplace. What actions can you take to make this a reality at your institution. Thank you very much. And I have left plenty of time for questions. I'm going to stop my sharing so I can see the chat window. And I'm hoping that we'll see some questions and comments in the chat to also collaborating with the career center center. That's a really good one collaborating with pro quest. Absolutely. John, any questions in the chat. Oh, I was just looking through the chat window myself and thank you very much john that was most enlightening and I think you have the knack for finding the most unusual interesting experimental programs around the nation around the world, showcasing them and showing people how they can implement that on their courses. So at the beginning of the chat here, we had a question from Larry tag is that PhD students often do not address the question that surround their use of both methodology and instrumentation. Why do they use specific instrumentation or research methods. Are there alternative alternatives. There is in most cases an absence of the quantitative and qualitative value discussions of instruments and methods within their research topics. Did you have anything. I'm going to take a moment since it's a fairly. There are several parts to the question. I found it in the chat and I'm going to read it myself. So give me just a moment. Absolutely. Okay, so that the absence of really boils down to I think the absence of quantitative and qualitative value discussions of instruments and methods within their topics of research. And this can have implications for how the data is collected and presented and how it might be preserved for and for future reuse and rep for replicability and reuse of their data. In this kind of instance, then it will take people working in whether it's the it organization, the library organization, or the research office to work with specific departments or colleges on what are the kinds of instruments or methods that are either acceptable or prioritized or preferred. This would be to me, I think similar to the question say in the humanities of what software to use or whether to create new projects with new tools that are not used by anyone else and therefore very hard to preserve for the long term. So those kinds of issues need to be raised in, in every discipline, but I think it takes a joint discussion between faculty researchers graduate students it or data specialists and librarians. I hope that addresses your question. No, that's very comprehensive on the topic of preservation I just wanted to ask, what is your gut feeling this of the state of preservation digital preservation these days and where are we going with it. Are you concerned. I think that we're in reasonably good state for digital preservation of relatively mainstream kinds of digital publications, particularly things like e journals, with some, you know, with large international projects of working in those arenas. I think that there are many questions about preservation of alternative forms or new media forms or born digital forms of preservation. Now, for example, I don't know what the preservation strategy is for the site that I showed you that's done by Stanford University Press, but since they are also one of the leaders in digital preservation, I imagine that that was part of the development of that project. And so I think that the challenges are in the, the new formats. What I believe is that rather than trying to to view it as discouraging researchers from using new formats in their research or in the presentation of their research results. We still have a responsibility to educate them about what we think about the long term preservation possibilities for those formats. For some researchers, it may not be important that their results can't be displayed, let's say after five years. Others that would be critically important. And so we need to do a good job of educating our user communities about what we can and cannot preserve at this point. Great. And I think too there's a lot of responsibility within specific disciplines, depending on the kind of data and things that they use they often develop their own best practices approaches. And so I think it's important to pay attention to that. At the beginning of the chat there was a link that was posted. I think by Ashley to the Stanford program that you referenced so everybody can check that out. I'm going to try and scroll through your shore real quickly. Terry Green had a question about author rights. She just said, students also need to sound need sound guidance on publishing issues, intellectual property and author rights. Yes, and I probably short changed that a bit in my presentation I use the example from Harvard about their consultation service and their guides, there are many, many programs out there that deal with intellectual property issues. I think there are a lot of good tutorials and a lot of good guides that have been developed by libraries or libraries in collaboration with their legal offices on campus or perhaps with the graduate school. And I think that it's important that students particularly understand that they're both users of others intellectual property and that they're creators of new intellectual property. And they understand the advantages and disadvantages of using creative copy creative comments licenses for example, they need to understand their choices within those licenses, and how, how they want to view their own work. And I think there, there is a lot of education in that arena going on and I strongly encourage that. Great. I'm just scrolling through the remainder of the. I don't have any. I think I have an additional questions there are a lot of interesting resources people posted about things they're doing on their campus so thank you for doing that worthy. And we'll scrape the comments out and save them for the for later viewing. Yeah. And so we've got five minutes here actually I think maybe we could open this up to the floor if we can try to keep it orderly. I don't see Heidi a hand raised option in my options here but people can either ask us in the chat window if you have a question or if you want to unmute maybe we'll be bold and just as somebody wants to everybody at once. Yes. So, we'll open the floor to the audience. Give a second here. Sometimes it takes people a moment to react. Go ahead. This is a question suggestions for when institutional departments like student affairs or career center are really focused on undergraduates do we build a graduate specific resource center and service. And I do think that perhaps the assumption is that most of this goes on in schools and departments for graduate students, but I think that that's not the case. And I think that for many graduate students of many students who have masters and PhDs who are participating in this conference are really well aware that in their own programs, there was barely any career guidance given or really career opportunities. In my own case, it was really in internships which were requirement of the program that I've considered about the only helpful useful piece of career development that I received in my years of doctoral education. And in terms of my master's education is virtually non existent. So I do I would support myself. Graduate specific resource centers, but this will vary by institution perhaps some institutions have strong guidance or it would be best if a collaborative program were developed between the departments and the schools and colleges. Very good. Okay, I just got to know that if we own a participants we can see hand raised. I'm not sure. I know what I'm interested in Iowa they thought about an agreement form that students might use to ensure their understanding and elections for digital preservation of their work. And that's, that's great that to use something to engage them and actually thinking about those issues. Terry, I saw Terry had her video when you're open. Terry, did you have a question you wanted to ask Terry green. No, no, actually, several of my questions were already addressed. So I'm good. Thanks. I would like to go to this one we create we can create all the workshops and resources but how do we get our students to sign up for those workshops and learn from those resources. That's a really good question. And I remember attending a presentation at a totally different conference where some presenters talked about their graduate workshop program and talked about how successful it was and it turned out that only three to five students were attending these sessions and this was from a very large research university so I wondered, what are the criteria for success. Now you contrast that with a program at Columbia where they're, you know, the graduate students are beating down the doors to get into these technology intensive data intensive kinds of workshops. So I might suggest that maybe the emphasis needs to change of some of these programs that perhaps doing something related to data or related to, say, machine learning or something like that. And then augmenting that in the same workshop with something related to digital preservation or intellectual property related to data or whatever might be one way of getting more participation. I'd also note that from one of the previous sessions my impression was that your online services during the pandemic are being very well used at many institutions, including your tutorials and other things that you used to do in person. And I think that often has to do with graduate students schedules. They often want to do things at night or on the weekend which isn't necessarily when you're doing your workshops or your consultations. And so having that flexibility and having that the availability of using those tutorials or other things at any time may also be an answer for getting more people to those resources. And I do believe that many units and I know libraries best under promote or don't have really good promotion strategies for what they offer. And that is institution specific but it really does require understanding the needs of specific programs of graduate students in those programs. They may have their own communication devices whether it's a list for serve a Facebook Facebook group or Snapchat or whatever it is that you could use to promote some of your workshops and other materials that would be something from my point of view and putting my assessment hat on do some focus groups with graduate students to find out what are what they think there's not going to be one best way. There are going to be multiple ways that you need to communicate these things to graduate students. I see on that time john so I don't want to go on too long so wonderful we could go on all day with as you've been just fabulous thank you so much to Joan everybody thank you that's clap for Joan and Heidi we're going to be looking for Terry Robinson to do a poster session in the next segment here. And then we'll go into breakout sessions again at 315. Thank you john and thank you to the program committee and for all of the attention and great questions and comments and resources from the participants. I really enjoyed being here with you today. Thanks. Great thank you.


Hi Longmont! My name is Karen Stallard. I'm the membership director with the Longmont Area Chamber of Commerce. The Longmont Chamber has been working hard to support our local businesses and connect the community during this challenging time, because we don't think that being physically distanced means that we can't still socially connect and support one another. So I'd like to tag in Jessica Wanasek, the Chamber Event Director, to tell you a little bit about what we've been up to. Hey everyone! So the Longmont Chamber of Commerce has been hosting daily Facebook Live events Monday through Friday at 4 p.m. over on our Chamber Facebook page. We are featuring a local business or a non-profit while having fun interactive activities, giveaways, and just connecting with our community. We wanted to share the fun with you after the facts, so we are airing all of our episodes from last week with you here now so you can enjoy. And we hope that you see some familiar faces from around Longmont. And remember, if you ever want to see the live thing, just tune into the Chamber Facebook page at 4 p.m. Monday through Friday. Or check out a themed list of businesses over on our Chamber website, www.longmontchamber.org forward slash long is open and find a business that you would like to support. Enjoy the show! Hello everyone. Hello, hello. Happy Friday. This is your official notification that yes, it is Friday. It is May 8th. And happy Friday to all of you. This is the capstone of Business Spirit Week with the Longmont Chamber. This is Feel Good Friday. And do we have some good feels for you? It is going to be such a fun day. I'm super excited. So come on in here. Join me. Say hello because I am a people person and I've been away from people from far too long.  Please join me. Say hello. Put your harrowing in the comments. I would appreciate it. So yes, it is Friday and we have some fun things dished up for you guys. This Spirit Week has been really fun for us. We love kind of shining some spotlights on amazing members of this community and our local businesses through this Spirit Week. We've had mindfulness Monday, tunes and art Tuesday. We've got We Shop Wednesdays, thankful Thursday. And then of course, my personal favorite, Feel Good Friday. And this is all to support the fact that Longmont is still open for business. Hi Cathy. Thanks for joining us. Longmont is open for business. And we know that a lot of things are changing as we move into the safer at home order, which starts effective in Boulder County tomorrow. And some businesses in this community have worked really, really hard over recent months. And we just want to showcase that because yes, there's a lot of uncertainty right now. But what is amazing to me and still very, very certain is how amazing my Longmonsters are. Am I right? Amazing. Longmont has really risen to the occasion right now in supporting their neighbors, their local businesses. And this is just a way to celebrate that. So what we have slated today is some sit-down time with the ladies of Fox Feather. And we're also going to give away a $50 gift card later. So stay tuned, my friends. You have to be here in order to win that. Yes, I'm baiting you. Hookline sinker. Great. Well, I say let's get the fun. Let's get the fun of going. Do you guys want to see Fox Feather? Yes. Do you want to hang out with them? I do. Let's get them. Carly and Laura. Let's hit them up. Get them to join me. Here they are. Oh, the wave? Yes. Yes. Is it windy? Are we just dancing? Oh, it's so good. They've probably been doing this for 10 minutes. Our screen's dark. We have to dance. We have to be ready for the moment. The intro music started. We did a little bit of this. A little bit of that. A little bit of that. Not too close. Not too close. Only a six per row. Here we go. So when I ask you guys, you know, how have you been guys keeping yourself entertained? The answer is clear. You just need a little bit of a beat and go from there. Absolutely. Excellent. That is fantastic. So Carly, Laura, how are you guys doing? How have you guys been doing during quarantine? Pretty good. You know, I mean, considering it's a little different, a little weird, but getting through it and feeling fortunate to be here in Lama where we feel a lot of community around us. That's really nice. Yeah. So far, it's been okay. When was your guys last in-person show? Oscar Blues and Lions. That was March 6th. No, no, no. It was before that. It was like earlier in the month. It was like March 7th, I think. Yeah. It was sometime in March. Yeah. Time. Water dates. What are numbers? What's time? We don't know. Fielding. Friday. It was definitely Oscar Blues, Lions, sometime in March. And, you know, we didn't know that that would be kind of our last show for a while with the band. And it was a great show. Good. Just ride that wave. Have you guys done any like Facebook live concerts or anything like that? We did a stream for the cause with left-hand right at the beginning of all of this. So before a lot of regulations had been put into place, and we got to work with the St. Rain event center and left-hand and they put on a really cool stream for the cause. Just with the duo, not with the band, but all those proceeds went to helping restaurant workers that had lost their jobs or were about to. Yeah. We did that. And then, that's the only live stream show we've done. Yeah. You've been featured on the hippie happy hour. Yeah. That's great. What was that, Laura? Well, my lovely boyfriend does a live stream concert every Friday, who actually, we should mention that he helped with the jingle as well, as well as Carly's partner. He does a live stream concert every week. He picks a musician from the community who's been struggling due to loss of gigs and everything. And so just asked for people to send some money their way. And actually today, Carly was the guest of honor. So he plays for like an hour show. So sometimes I like to pop in and play a song or two. It's a pretty cool thing. He usually features some sort of form of local food or from a local restaurant and something like that to sort of promote our local community. Yeah. It's a pretty cool little thing that happens every Friday at noon. Check out Free Driving on Facebook. Cool. That's, and that was something that's been going since long before COVID that's just been an established. It started what, five weeks ago? It started with COVID thing. So yeah, it was, I guess this is, yeah, the fifth week. And yeah, so picks a member of the community that's been, yeah, that's been hit with this, particularly like the musician and actually like someone from Texas. So just, you know, just asking for friends and general just to kind of help out and yeah, give a chance to a local restaurant and brewery as well. Yeah, free drive. And hospitality has just been, oh, it's terrible. It's like it literally dried up overnight. I mean, no one can plan for that. But it is amazing. I mean, I've seen so many people try to pay it forward and find ways to get people because we've gotten calls a lot at the chamber of people calling saying, like, I got my stimulus check. I don't need it. What's the best way for me to get that to people that do need it. And I've seen a lot of that in Longmont and it's just so encouraging to see people try to band together and support their neighbors and their friends. And those are my cats wiggling the curtain. It's apparently racetrack hour. I tell you, deliveries that are taken in this house, it's like, you think the rule of law would be strong since we've been home for eight weeks. But no, no, they're like, I don't know what the pets are going to do. What are they going to do after this? The cats are going to be fine. The dogs, the dogs are going to need like long-term medication because the cats are going to be a mess. Peal over the house. It's going to be a terrible time. Well, you guys already mentioned it, but this is something very near and dear to my heart after this week was the release of the jingle. You guys mentioned it. I'll talk a little bit about the program before you guys perform live. But this jingle that we recruited you guys for is in one of those efforts to kind of lift up the community members and just extend the opportunity for people that can support businesses during this time. I mean, every business is affected by this. And the Longmont Chamber has over 780 members, most of which like 90% of them are small family owned and operated businesses. And those are normally very narrow margin businesses. And the Chamber has been working to try and connect all of those resources for businesses, whether it's information about the loans or unemployment for their employees. And there's so much information out there that having an entity that's working on that constantly for businesses was so important. And so we opened up this member helping member fund to help keep businesses plugged into those resources. And what's a more fun way to talk about that than in song? I can't think of a way. And I also am not a great singer. So we recruited professionals to write us a little, a little jingle, a little ditty about members helping members. And I'm probably going to cry and you guys can sing it now for the adoring fans. All right. Yes. We're very happy to bring this little jingle to you. Yeah. All right. Yeah, we were, we were, we were stoked to, to be asked to write this little thing. And, and here it goes. We had a great time doing it. So I think my favorite line in that is the with you boomer bust. I feel, I mean, Longmont was named the, the boom town last year, you know, and, and that didn't happen overnight. And that's also not going to be, you know, lost overnight either. So while this feels like this really low period, it's like we, if we stick together, we're going to get through the bust part too. And I, that was when that line hit, I lost it. I was like, full, full on the emotion of music, man, it hits you right there. So I think you guys have totally an album of jingles in your future. Because everyone that was watching that is going to be singing it all weekend. So for those of you that need to get your fix later this weekend, that is on the chamber Facebook page, you can listen to that jingle on loop. It is the new baby shark. I tell you, baby shark members helping members. So, so good. So how long have you two known each other? Long time. What, 2004? 2003? 2004? 2004. So 16 years. I mean, not in a bad way. With your sisters. Yeah. I mean, it just feels like forever, you know, but not in a nice way. You know, that's a long time. It is a long time. Yeah, that's a really long time. It's a decade and a half. Yeah, especially when you go from like, we met senior year of high school. So when you go through like the high school parts, through the college, through the post college, through now we're in our 30s. Yeah, you know, there's a lot of different phases. So it does feel like a long time, but we went through a lot of different phases to go. Yes. And if you can still like each other after all of those phases, like I don't like who I was in high school, you know, you're like, is that me? Like what when you like read things that you wrote and like Facebook was a thing and so you see these things pop up from high school and you're like, no, no, that wasn't me. Yeah, memory say from from 12 years ago, say Carly is oh well, you know what? Carly is everyone has a hard day. You know, so profound. So yeah, yeah, it does. It takes a lot to, yeah, but it's been easy. You're nice. Yeah, you're nice.  Yeah, we have a lot of fun together. We have to have some things in common. Yeah. Yeah, for sure. Well, I thought it would be fun if we kind of put your guys's 16 years of knowledge to the test. And I think the the viewers present are going to get a hoot out of this and I'm personally very excited for some of the answers. So we're going to do a friendship quiz. Ah, okay. What is more 2004 than a friendship quiz? I don't know. So yeah, warm up, limber up. I will stay to question and you too will point at the person that you think it applies to the most. All right. Nice. Eagle arms that I, you must, I don't, I can't. Oh, there's the cat. Oh no, no. Get away. The eagles. I brought the eagles. I heard about a bird. I know. She was like, what bird? I'll get it. I'll get it, mom. Okay. Are you ready, Carly and Laura? You must still be friends after this. You've made it 16 years. So let's, let's go. I don't know how I'm going to find out how this is going to go. Okay. Okay. Who is more organized? I'm going to say like physical space, Carly meant people need to know physical space or what was it? No. Oh my gosh. We're never going to know. No, we're going to know. We're going to try and get them back. Stay with us folks. This is the cliffhanger like none other. Paging Fox Feather. Please. You are wanted on stage right or stage left. No, no, we're going to, we're going to beam them in. Beam them in, Scotty. Beam them in. Why is it always on feel good Friday? Why? Oh, we found that was intense. We were like physical space. And then it was done. It just froze. You just froze, but you are back now. I see you. I see you. You are back. Your answer because we heard that Carly was more physical space organized and then Laura's more technically like, like a technology computer emails things organized. Great. Excellent. Well, okay. You guys are being very like Bobsi one, Bobsi two for all these long. Yeah. I mean, this is how our friendship has lasted for this long. We're very diplomatic. Yeah. Very accommodating. Well, you know, one to organize the van. I'm going to be the one to organize the tour. Yeah. Like figure out where we're staying every night. She's going to be like, I'm going to clean up all this gross. The oil is changed. The tires are good and the car is clean. Okay. He's going to find us beds that are safe. That is a great dynamic. Actually, I will say. Yeah. Very good. Okay. Who takes longer to get ready? Great. Concise. Who is the early riser? It can be neither. It can be the guitar. Oh, I like having the guitar. The guitar. Yeah. The guitar is in here. That's for neither. Who is the night owl? I'm going to say she is more quarantine is changed. Yeah. Pre quarantine. Let's say before, because that I think we're all night owls now. Like first, we're going to bed at 11. Now we're going to bed at one in the morning. You know, it's just what it is for me. She's lighter. Yeah. Yeah. I stay. I can't. Yeah. I'll be up all night. Wow. Okay. Who is the better cook? What's up? What was that? Who is the better cook? Great. And your husband doesn't count, Carly. Yeah. That's why I'm not as good of a cook. I would do. I would just eat dumplings every day. Yeah. Total side note when I found out that you guys got married, I think it was at the winter walkabout. I was like, she gets dumplings for life. And Jessica Carson was like, yes. Yeah. Yes, she does. Yes. Yes, she does. All the time. All the time. All the dumplings. Who is funnier? Ooh. The guitar. We're both so funny. You're both really funny, but just so different.  Great. Great. Yeah. Who is the better driver? Driver? Driver. Driver of a car. Claim yourself, Laura. You don't have to go like this. Okay. Very diplomatic. Very diplomatic indeed. Who is the better dancer? The guitar. The guitar. We all think we're good dancers, but I mean, if we're honest, the guitar. The guitar. Great. Who is more patient? Very good. You're both very good. Good. I like that instead of just going like this, it's like a double-handed motion. Who is the messy one? Again, messy if we're talking. What is best? If we're talking about the van.   Yeah, I am also a tosser. That's why I knew the definition of messy. Who is the social butterfly? Oh, both. Okay. I mean, you're so good at it. No, you're good at it. You have so many more friends than me. That's not true at all. Who is more stubborn? Great. How can you be patient and stubborn? Very good. She's stubborn and patient. I'm very patient. I'm also stubborn. I'll wait forever, but I don't want to change the plan. Good. Who is more sentimental? That's both of us. We're both songwriters. Everything means something. Who's the hoarder? There we go. Very good. That also comes in with stubborn. You're like, I will definitely use that Vubuzela. Yes, I don't even know what a Vubuzela is, but I will figure out how to use it. She'll figure it out of the way. And it'll be a great, cool thing.  I don't even know.  Yes, you have to finish it. You have to finish it.  You keep them in case you find them in that case. Everyone always finds that they're sea soft sometimes. After they throw, I did the one that matches it. So you just keep it. I don't have that anymore. But I did have that. A duffel bag of mismatched socks. I mean, if they're not bad yet, they don't have a hole in them. They're still good socks. You know you're going to find that other one like in your pillow case from the dryer. Behind the dryer. And then you're going to be like, I don't need to go spend $20 in five new pairs of socks. Where do you buy your socks? Well, I'm like five new. Okay. I was like, I need to show you Sam's Club. Like, where are you buying socks? I buy them usually at like a Marshall's or something. You know, we're the cute, colorful ones. Yeah. Who is better at sports? Definitely Carly. Carly. Great. Who is better at... Yeah. The guitar is so... I mean, look at that. Carly the guitar and your slipper. Not the gift. Not the gift. Who is better at rollerblading? Oh, well, I don't have rollerblades, but roller skating. Roller skates. Carly the redder at roller skating.  Well, good Carly. Great. This was definitely after I added, after I watched the music video. I was like, well, you have to ask, how did that shoot go? For those who haven't seen it, make sure you check it out. Come and get me a music video. Highly entertaining. Who writes the lyrics to your music? Mostly me. But we co-write, so we bounce ideas and we have new... It's not a clear delineation. Mostly Carly, but it's collaborative. I'd like to know. I think of myself as an editor. Yeah. Yeah. Yeah. She's a good sounding board and editor. Yeah. Perfect. Who writes the music? Laura, for the most part. I mean, same kind of thing. Yeah. She writes with all those, all the basic, not basic, but the chordal progressions to sort of the meat of the song. And then the melody and the lyrics sort of come together through that work from me. Very collaborative, though. Yeah. Very, it's all very collaborative. And the guitar. And the guitar plays the drums. Yeah. See, you guys are funny. You guys are funny. Who asked to start a band together? Oh, I mean, I want to say we both did. We started playing music in college and we wrote... I came to you with a first song idea right after our freshman year. And then we were just sort of piddling around in it. But for Fox Weather, the band, I mean, I kind of think we came to it together. We were at a festival and we were like, we need to do this for real. And then we just did it. So I don't know. But we've both been in other bands. Laura was in an awesome bar band back in the day. I was in a bar band back in the day. So it was always like a thing, like we played music for a long time together before we started Fox Weather. So it was sort of like a thing that we always knew and hoped that we would get to as like a more serious thing. But so it's like we always had it in the back of our minds. And then like there was just like a time in our lives where we it was mutual. Where we're like, this is, yeah. Is this happening? Are we the same? Starting a relationship in the 21st century. You're like, are we dating? Do you think we're dating? Oh, we've been dating for six months. We've been dating for six months. Do we make it Facebook official? Yeah. Do we make it Facebook official? Are you in a band with Carly? Okay. That's pretty yeah. Bands are relationships. Yeah, they are. 100%. Yeah. Who plays more instruments? Laura technically plays more instruments with a level of proficiency. I also play around, I studied ethnomusicology in college. And so I play around on little instruments.  And I rarely perform with an instrument that's not my voice. But you play, I would say we're kind of equalish. Yeah. But Laura is definitely more of an instrumentalist as far as skill level and proficiency in the instruments that you play. Right? Yeah. Like you play guitar much better than me. You play piano much better than me. But I'm not saying I'm bad. I'm just saying you're really good at those. So I'll say we'll give it an even. Yeah. Because she has a couple of instruments that I don't play the didgeridoo. Yeah. She has a didgeridoo. Yeah. Or a Native American flute. Or a viola. Or a viola. Yeah. You don't have a vuvuzela? She doesn't have a viola. You could play the viola though, because it's basically a lot like a guitar. It's just a couple. All the fans out there, you know, you can just get Carly a random instrument and she'll learn how to play it. Please do. For those. For anyone but you. But if you've gotten one, I will play it for you. I'm going to get here like a customized kazoo. Yeah. Yeah. Or a hurdy-gurdy. I've always wanted one of those. Those are awesome. Hurdy-gurdy. What fun names. Yeah. Who came up with the name Foxfeather? Megan. Megan O'Sullivan. Megan O'Sullivan. She's our buddy. That's not our guitar. Is the guitar named? No. No. Yeah. Yeah. That's our good friend Megan. She's been one of our best friends since college and when we were transitioning from the name of Carly E. Laura and when we had that conversation of let's be a real band, we went through a bunch of different name ideas and nothing was sticking. Nothing felt right. Right. And so our friend Megan was like, well, Laura likes foxes and Carly likes owls and owls have feathers. So what about like Foxfeather or feather fox? And we were like, cool. That sounds great. And then we did it and now it's great. Yeah. Thanks Megan. Way to go, Megan. Awesome. Yeah. Well, you guys slayed that friendship quiz and it was very entertaining. Any questions from the audience, adoring fans that need to know? The last thing I saw was living for the distance, long distance dance moves. That was one comment. They loved it. They loved it so much. Okay, well, let's give away a gift card for one lucky person that has stuck with us today. I know right now they are not able to have live shows, which is so sad for all of us. But I asked, you know, what was one of their favorite restaurant gigs to do in Longmont? And they said Rosalie's Pizza picture on a Friday night, they'd be, you know, packed on the patio front and back, you know, people on the bar stools waiting to get their hot pies and Foxfeather just jamming in that corner with like all of their people and way too close proximity. But we loved it. So Rosalie's has donated a $50 gift card for one lucky winner today, today, today. And Laura and Carly are going to help me. So for the first person with us right now that can comment their favorite Foxfeather song, you're going to get $50 from Rosalie's. So hit me with those comments, favorite Foxfeather song, come on guitar, play the drums. Remember the band and you play the drums. Favorite Foxfeather song.  Come on, Laura. Come on. They said we're watching Sesame Street. Someone just said Sesame Street. Peter Lassis. We do know him, but that's not a Foxfeather song. Give me a song that Foxfeather plays on your album. The Rules. The Rules. Very good. That's the new one, isn't it? That one just came out. The Rules. Who said that? I guess. That's Peter. Oh, Peter. Yes. Peter Dance. Sesame Street. Ridiculous. Very good. All right, Peter. Awesome. Thank you so much for showing your love of the Rules and Foxfeather. You will get $50 to Rosalie's Pizza for being killer and supporting local musicians, as they have done for a very long time. I think that concludes our Hangout with Foxfeather. Carly and Laura, thank you guys so much for joining us.  Stay well and take care into future dates of witnessing you guys and the magic that you create live in the hopefully not so distant future. Thank you guys so much for joining us. Longmont loves you. The Chamber loves you. You guys are wonderful and have a happy Good Friday. Thanks for making this feel good. Thank you so much. We love you guys. We love you so much. Have you feel Good Friday. We love you guys. Yes, the dance and they're out with the dance. I feel like I've got to continue it. They were doing something like that. Thank you guys so much for tuning in for the second official Feel Good Friday. We are doing these in the honor of Longmont Spirit Week. Something started by the Longmont Chamber amid COVID-19 to just help support our local businesses and the community here. So I want to show you what we did earlier this week with some credits. So enjoy that. Thanks, Longmont. This is awkward.


Something you may never hear in another video about narcissists, you may never hear anything like this in another video about narcissists Other youtubers may have touched upon why the narcissist targeted you, but there is something that may not have been discussed before Many people believe that the narcissist targets their victims based on money power physical attractiveness or poor boundaries, but there is one other thing That makes you very attractive to a narcissist. It's something that separates you From other potential targets It's something that I've seen in all of my clients and that one thing is A path and purpose An intention to achieve a long-term goal That is personally meaningful and makes you positive mark in the world Your passion for something your desire and devotion To some activity or concept That's what the narcissist is attracted to more than a person's physical attractiveness More than any amount of money or power and this thing that the narcissist is attracted to Should also be very important to you Because it's also something that the narcissist is trying to destroy once they're with you The narcissist chose you over other people Because most people are just wondering the earth Not knowing what they're supposed to be doing with their lives They don't have any focus They're not working towards anything they engage in low-value behaviors They're very toxic because they've given up on their lives and That's not attractive to a narcissist They don't want to be around someone like that. They don't want to be around someone Who is merely existing Rather than live in their lives, there is a big difference Between existing and living your life But most people in this world are merely existing. They're not doing anything with their lives They're not passionate about anything They don't have a meaningful purpose Because they never found what they're here to do They're just working at some job that pays them money. They don't really like their job They don't really care about it, but it doesn't bother them enough for them to do something else Because they may have this uncritical satisfaction with themselves or their achievements They may feel satisfied enough for their own abilities and situation that they feel they do not need to try harder They're just moving through life In a leisurely and aimless manner They're not really challenging themselves They're just merely existing They're not really living their lives But if you were targeted by a narcissist It's likely that you had already discovered your path and purpose You had already discovered what you're passionate about You had already discovered what means something to you And that's what drew the narcissist to you Because your passion brings you joy and joy attracts people Especially narcissists They want to be around that They want to be a part of it But then when they realize they can't synchronize with you on that They want to destroy it But this is what attracted the narcissist to you more than anything else This is what separates you from other people And it's also what separates you from the narcissist Because they never really challenge themselves You can't challenge yourself unless you take accountability Because accountability is what causes you to take action It's the key to your success It may sound strange But when you find something that you're naturally good at When you find something that you're passionate and excited about It could lead you to a narcissist Which is how many victims of narcissistic abuse Are business owners or celebrities But even though this is true It is important for you to focus on your path and purpose It is important for you to keep moving While being aware that it may attract narcissists to you Because you will see the same thing over and over again You will experience the love bombing The insults and put downs And the discard until it gets to the point When nothing surprises you anymore Because this is all a byproduct of your success And your success in itself is a byproduct It's what happens when you do things that make you uncomfortable Until they no longer make you uncomfortable When you're on your path and purpose It will have an effect It will affect people And it will draw some people to you While it will push other people away Depending on whether or not they think you're going to share your success with them Or whether or not they even desire to share a piece of it But regardless of that You should do it because it brings you joy You shouldn't stop what you're doing just because narcissists are being affected by it But they will be drawn to you Because they think you could help to improve their lives Because you're on your path and purpose You've found fulfillment You're focused on your goals They don't want to be around people who are feeling that life They don't want to be around people who are depressed That may be the end result once they're done with you But that's not what they're attracted to Which is why they will discard you Once they've ran you into the ground Because the one thing you're missing when the narcissist discards you Is that path and purpose Instead of focusing on your goals You end up being focused on the narcissist Which is why you don't need to have millions in the banks to be attractive to a narcissist You just need to look like you're going somewhere You just need to look like you're doing something Even if you don't have anything Because the problem with a lot of successful people Is that they're not really happy with anything They're not really excited about life Which is not attractive to a narcissist They don't want to be around someone Who is just like them They desire what they don't already have within themselves They desire that passion They desire that enthusiasm They desire that excitement about life Thank you for watching I hope this video resonates with you Please like, comment, share and subscribe If you would like to donate My PayPal link is in the video description Coaching inquiries You can email me at coaching.narcsurviver.co.uk Thank you for watching and I'll talk to you soon


Masked by the early morning darkness and the sounds of the ocean, Marines and sailors with Company A, battalion landing team, 1st Battalion, 4th Marines, 31st Marine, Expeditionary Unit, stealthily insert via combat rubber raiding craft in order to eliminate mock insurgents during the final event of their certification exercise. The scenario tests the capability, not practiced as often, as the Marines' characteristic beach assaults. We haven't done a lot of benign water raids coming in quiet like that, getting out. It's a lot more sneaky squirrel-like instead of just coming to the beach all hot and fast. You're coming in real quiet and slow. The scenario provided numerous challenges to serve as a culmination of the unit's training before the continuation of the spring deployment. Marine Sergeant Paul Robbins Jr., White Beach, Okinawa.