Hey guys, it's Adana. I have a really quick announcement for you. If you're trying to get into PA school, I want to help you. That's why I'm offering a 60 minute consultation session with me personally via the phone or video chat. Why will help you personally develop a plan to help get you into PA school? For the video with the full details on how we're going to get that done, go ahead and head to the description box below because there'll be a link there or it will be pinned to the first comment on this video. Or you can always just go on to my website at adanathepa.com and schedule your appointment today. Hope you enjoy the rest of this video.  It's Adana and I am back with another video for you guys. Today I'm going to be making a video about what major is the best major for PA school. And I know many of you who are pre-PAs or you haven't even finished graduating high school yet you're going into college, you're trying to figure out, well, I want to be a PA. So what major is the best major for me? So this video is definitely for you. So my main thing that I always tell everyone is that anything in the sciences or allied health is what my school called it. It was pretty much anything that wasn't a pre-med major. So nursing, pre-dentistry, I don't really understand. I thought there was another one, healthcare management. Those different things that had a very core science base, but yet they still had some extra intangibles added on because it wasn't strictly science and pre-med. Those majors are great majors to go into if you really want to be a PA. I say the sciences because they will get you most if not all of your prerequisites for PA school. Many PA programs, it's highly medical and medicine based. It's just like going to your first two years of medical school or all four years of medical school just crammed into two years. So it's best for you to have a medical background. I say do this because if you were, let's say a music appreciation or a fine arts major, you may get some of your core sciences. You may have to do biology or some type of lower division science course. You may have to do a sociology or some one of the entry division social sciences, but you're not going to get all of your upper level and upper division science courses and social sciences that you require for PA school. For instance, you're not going to have to do cellular and molecular biology. You're not going to have to do microbiology, which a lot of schools require. You might just need to do like a chemistry or biology. So if you graduate with that degree, then you're going to have to take time to now go back to either your school, which probably costs a lot of money, or go to a community college, which still is money that you shouldn't even necessarily need to be spending and take a whole bunch of classes over at least 12 because they know most of them are like, they're 12 different prerequisites that are required for PA school just to get in. And that's extra money that you could have kind of saved yourself if you already know for sure that you want to be a PA. If you don't know for sure that you want to be a PA and you may want to do something else, then definitely go ahead with the major of your choice and you will be fine. So just to prove my point to you guys, I have my handy phone and I am going to show you guys exactly what I'm talking about with respect to just a biology major and just like a random PA school. So I'm going to just choose a random PA schools prerequisites to see what they require. And I'm going to choose a random schools biology major to see what they offer you in that major and see how it lines up. We're going to compare and contrast and then you'll be able to see exactly what I'm talking about. Okay, so I'm going right now. I don't know what we're going to go to like PA.org because they are just number one with respect to having all the information needed for PA school like anything that you may want to know, you should definitely go to that website because it has all the schools listed developing programs, what they require, what they don't require. So I'm here. This is we're going to just choose, I have a couple of schools listed that don't require a biology bachelor's degree. I'm going to do Pacific University. I have no idea. It's in Oregon Pacific University in Oregon. They already have continuing accreditation status. So let's see what their requirements are. Okay, so we have their science coursework. They require anatomy and lab, biology, chemistry, organic physiology. It has checked off all of the different levels. So you need a lower level chemistry and an upper level chemistry, which usually is like biochemistry for some schools.  So that's something else. Math, they require statistics and sociology. So those are just general requirements for Pacific University. And then let's check some, another one out too. Let's go to, who are we going to go to you guys? Let's go to Marquette in Wisconsin. Marquette University in Wisconsin. Let's see what they have. Oh, they don't really have that many requirements, you guys. So they have a lower level anatomy, biology, they chemistry, math, medical terminology. Okay. And you know what, actually I'm going to take this off because this says not required. But I'm not, I'm going to take it off because that's going to show, it's going to show me all the schools that don't allow you to just go straight into PA school from high school. So let's go to Bryant Universe. Now they have provisional status. So let's go somewhere that actually is continuing. Baylor. Okay. So they have anatomy, biology, genetics is what they have listed there. They have microbiology, chemistry, they want you to have biochemistry, general chemistry and organic physiology. They want you to have an English, a statistics and abnormal psychology. Okay.  Look at me. All right. So what college we're going to go to? Let's go to LIU. Oh, BS in biology and LIU. There we go. All right. So if you do biology, what are you going to get? You're going to get your English composition. Isn't that one of the requirements that they had you required for? I think it was Baylor. You're going to have math. So you can do, it has, it requires you to do eight credits in math. So I'm pretty sure you can get your statistics in there. And then you have general and inorganic chemistry. You have pre-cal, you have Cal. You have organic chemistry. You have your general biology. You have your micro, no, which one is this? Molecular biology. That's cell biology. You have biochemistry, genetics. And that's it. 120 total credits. And you can, you can probably switch out some of these biology courses as well. So right there, you have the majority of all of your prerequisite courses laid out for you in your courses required for you to graduate. So just make things easier on yourself. Honestly, if you really know for sure that you want to be a PA, then look at the schools that you're trying to apply to in terms of PA school, see what their requirements are. It's not going to change drastically within the next four years that you're in school. Usually changes happen within like a five year period. So it's not going to like truly change dramatically, but you should always keep up on it because you don't want any new changes to affect your chances of getting in. So definitely go ahead, do that, look at the school, see what they require. And then after that, go and see the school that you're trying to attend for college for your undergraduate degree. And look at those science majors, look at those allied health majors and choose the right one that's going to give you the majority, if not all of those courses that the schools that you want to attend require for your prerequisites. And you're set. That's it. That's all you have to do you guys. So I hope this was very helpful.  All that information is in my avoid without me section so you can catch that there. But if not, just drop a comment and hit a like if you liked this video and don't forget to subscribe. All right. Thank you guys so much for watching. I will talk to you later. Bye.


because some of your reality today is so miserable. And this is what I began to realize. Listen to me carefully. Imagination itself is a huge act of courage for you to find the strength to imagine better. And you know what, start small. Can you imagine a day, just one day? Can you imagine one day without pain in your body?


One strategy for mitigating climate change is to increase the amount of carbon stored in the soil in the form of soil organic matter, abbreviated here as SOM. Of particular interest is stable SOM, which can store carbon for centuries before it can return to the atmosphere as carbon dioxide. Stable SOM forms from decomposing plant matter, also called litter. To better understand this process, the decomposition of tall grass litter was investigated in a recent study. The findings reveal two distinct decomposition pathways, which result in SOM with different degrees of stabilization, and therefore different longevity in the soil. SOM primarily consists of decomposed plant matter, the microbes involved in its decomposition, and their waste. Plant litter consists of a slow decaying fraction, which includes many of the structural components of the plant, such as lignin, and a fast decaying water-soluble fraction, which includes many of the non-structural components, such as sugars and amino acids. It has long been assumed that stable SOM is almost exclusively formed from slow decaying plant litter components. However, mounting evidence suggests that water-soluble litter components, which can be efficiently transformed by microbes, can also form stable SOM, where the stability is provided by bonding with minerals. Isotope labeling was used to track the fate of tall grass plant litter during decomposition. The researchers fed heavy carbon and nitrogen isotopes to the plants as they grew and then added the labeled plant litter to the soil in a natural tall grass prairie. These labels allowed the researchers to follow the plant matter as it descended through the soil and became incorporated into microbes. They could then identify the litter degradation products as they formed new SOM. In the laboratory, they assessed how well this new SOM withstood further microbial attack. These laboratory and field measurements revealed that, in the early stages of litter decomposition, stable mineral-bonded SOM is formed by the water-soluble, non-structural parts of the plant litter with the help of microbial transformation. Later in the decomposition process, the slow decaying components of the litter are physically transported into the soil to form less stable, coarse, particulate SOM. This finding contradicts the previous understanding of most stable SOM being formed from lignin later in the decomposition process. Though the focus of this study was natural systems, its findings could have important implications for soil management. Current soil management practices are based on the idea that adding slow decaying plant residues is the most effective way to increase soil organic matter. However, for soils with the potential to bond additional carbon with minerals, a different strategy may work. The results of this study suggest that a superior approach may be to add fresh residues and manage the soil's microbial community in order to increase the efficiency with which the plant litter retains carbon.


In this video, we provide the solution to question number 10 for practice exam number 4 for math 12 10 in which case We are given the graph of the functions Derivative so this is the graph of f prime. We don't have the graph of f We have the graph of f prime, but we're still asked on which intervals is the original function f increasing Well, if the function f is increasing that means the derivative needs to be positive in that situation So where is the function positive? We see that from negative infinity up to zero It's positive. There's some type of discontinuity happening in zero But then from zero it continues on until we get to four So the function would be that the derivative is positive from negative infinity to zero Union zero to four and that's exactly where the function would then be increasing because when you go from four To what is that seven? Five six seven right from four to seven the derivative is negative Which means the function is actually decreasing right there. So the correct reply would be e


This is stock number 11183. We are here at Summit Automotive in Fond du Lac, Wisconsin, your new and used heavy-duty truck and RAM headquarters. Today we are checking out this super clean 2018 RAM 2500 Crew Cab Long Box. This truck has the 6.7 liter Cummins diesel. It has been fully-safetyed and inspected by our service shop. It has a fresh oil and filter change. All the fluids have been checked and topped off per the state of Wisconsin inspection process and this one is 100% ready to go. Granite crystal metallic is the color. We shoot all of our videos in 1080p 60 frames per second so if you have HD capabilities on your computer tablet or smartphone device, turn them on right now because it is definitely your best way to check out the quality and condition of the truck before seeing it in person. And if you'd like to check out all the photos on this truck in the upper right hand part of your screen, there's a link right to our website. Click that and check us out there. It comes with the 20 inch painted alloy rims that is part of the Sport Appearance Group and it has BF Goodrich mud terrain TA tires on here. These are 35x12.5 R20 LT tires and they have probably about I'd say 60 to 70% of the tread left on them. You can see it has some really good looking Bilstein shocks and springs with the reservoir right there. Frame and underbody is very clean. This truck was previously owned in Oklahoma and Texas so probably has never seen snow. Front fender is in excellent shape, no denser dings than that. You get the blacked out headlight bezels. Factory fog lights, front bumper is in excellent shape. You get the painted bumpers with that Sport package as well. I didn't see any denser dings on that and it does have the front bumper parking sensors. The hood is in really nice condition as well, no denser dings on there and it does come with a very nice bug shield and the ram stamped front grille also part of that Sport Appearance Group. Passengers side front fender is in excellent shape as well and the passenger side rim no scuffs or scrapes on there. Notice you do get the blacked out Cummins and Ram 2500 heavy duty badges and as you go down this side of the truck take note of 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 just cannot make the trip down but you're still interested in purchasing the vehicle you can see the truck hear the truck and have confidence in what you're looking at before you even get here so that when you do get here there are absolutely no surprises. And that is why we offer the Summit Auto FastPass option in the upper right hand part of 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 so when you get here all you got to do is drive the truck, love it, you'd be all set to go. No scuffs or scrapes on that back rim, back tires have just as much tread as the front tires maybe even a little bit more and you can see just how nice and clean that frame and under body is on this truck everything you'd expect from a truck that is from Oklahoma and Texas. No corrosion has all the remaining factory exhaust and just very very nice lower rockers all look really good. I didn't see any dents or dings down this side of the vehicle. Also get those fender flares there as we come around to the back of the vehicle the only thing I really noticed on the entire truck is this rear bumper's got a couple little dings on it right there. Unfortunately it is a used truck backup parking sensors but other than that I mean this thing is just about as nice as you can get full towing package which includes a receiver hitch four pin and seven pin wiring. You get the blacked out four by four logo and blacked out ram logo backup camera locking tailgate the bed is in really nice shape a little bit of light duty usage has the has a goose neck in it and seven pin wiring for the most part the bed's in really nice shape tailgate shuts nice and solidly didn't see any dents or dings on the tailgate and down the driver's side just as clean as that passenger side see just how shiny and reflective that paint is very very nice didn't see any dents didn't see any dings and for full disclosure this back rim is in excellent shape as well down the rest of the side of the truck looks really good you do get the heated fold out till mirrors they fold out like so and they have led directional signals in the side there inside you get the power windows power locks power mirrors these mirrors do power fold in as well now is like showing both sides so that you know that both sides are working good inside the bighorn sport package gives you the black cloth and leather interior no rips or tears on those seats look really good you got the white stitching driver's side lumbar power driver's seat we have factory all other floor mats throughout on this truck auto headlamps and we'll hop inside so you can check out the ignition here see that this one has 18452 miles instrument cluster is very nice and clean you do get the heated leather wrapped steering wheel cruise controls on the right bluetooth and information center controls on the left and it does come with the six speed automatic transmission with the optional tap shift you get the 8.4 for c radio which means you get am fm and serious xm radio capabilities you also get um this is where your backup camera shows up right there and then you also have the projection manager where you can uh if you have an android auto or apple carplay on your cell phone you can project it to the screen and um if you have a navigation system on your phone you can project that to the screen it's like you have nav actually right on the screen we did a demo on an 8.4 uh with android auto if you want to check that out it's in the upper right hand part of the screen down here you have your turned out four wheel drive your dual climate controls now you can do your climate controls down here or you can do them up there but if you like the more tactile buttons and knobs you can do them down here as well as your volume and tune controls factory brake controller heated and heated steering wheel and seats stability control toha that's your factory exhaust brake then your front and rear parking sensors you can turn those off and on 115 volt 150 watt plug-in passenger side floor mat and seat are in excellent condition no rips or tears on that this truck smells very clean inside i don't think it's ever been smoked in and the headliner is in excellent shape as well up here you get your map lights your power sliding rear window and assist and sos buttons in that rear view mirror we'll take a quick look at the back seats and then we'll start it up and check out under the hood the back seats are just as nice as the front seats no rips or tears back here it does have the latch child safety system for any child car seat needs you may have power sliding rear window seats are in excellent shape do get those all-weather floor mats back here these seats fold up you do have a load floor which is nice if you got pets can put both sides down they get a nice flat place to lay or if you're a hunter you can put your guns down on a nice flat area or if you got muddy boots or tools put them on there and you're not going to get your nice sport leather and cloth seats dirty we do have a we do have a receiver hitch reducer in here and there is ample storage underneath these seats also you get in-floor storage with removable containers for easy cleaning and you can put ice and drinks in there and it's like you have two mini coolers wherever you go back of the door is a nice shape and you do get the child safety locks on the back doors we'll start it up and take a quick look under the hood see no check engine lights or anything up there and I would personally like to thank you for checking out the video today and hopefully from this hd video you'll have been able to tell just how clean this truck is all the way around inside now under the hood we have the 6.7 liter common diesel engine bay is very clean runs very smooth this truck has been fully safe and inspected by our service shop as a fresh oil and filter change all the fluids have been checked and topped off and this truck it is 100% ready to go I would highly recommend a quality and condition standpoint and to see more pictures of this truck or one of our other 450 new and used cars trucks scvs minivans wranglers half tons we quarter tons one tons you name it we got it go to our website www.summitauto.com full pictures and descriptions of every single vehicle from two locations all at summit auto and if you'd like to check out more hd videos you can go to youtube.com slash summit auto 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 a link to more ram 2500 truck videos like this one on your right if you have not been to our website on the bottom a link to this vehicle on our website click those check us out and we really look forward to helping with this super clean 2018 ram 2500 crew cab long box big horn sport edition and granite crystal what's out thanks again for checking out the video


So Vera Kennedy is a sociology instructor from West Hills College, LaMoure. She and a lecturer at California State University Fresno. She received her BA in sociology in 1995 and MPA in political science with an emphasis in public administration in 1999 from Fresno State. And an EDD in education with an emphasis in curriculum and instruction from RBC University in 2012. She currently serves on the Merlot Sociology Editorial Board and was an e-textbook reviewer in 2015 for the California OER Council, which is cool for ED. So thank you very much for being with us, Vera, and you will get to hear more from her in just a moment. Regina Gong is a librarian at Lansing Community College where she is responsible for collections, both print and electronic, and the library systems. Regina leads the OER initiative at LCC as the OER project manager. She's done numerous presentations on OER, both within Michigan as well as nationally. This is Regina's second time doing a webinar for CCC OER and it's her second time for fencing with Amy Hofer, who is a coordinator for the Statewide Open Education Library Services for the Oregon Community Colleges and the genus behind Open Oregon. So I'd like to welcome all three of our panelists today. And again, my name is Phil West. I am the president of CCC OER and a open education project manager at Pierce College in Washington. But my job here today is just to kind of introduce people and lead things. So the Community College Consortium for Open Education Resources for folks who are unaware of our project is a community of practice dedicated to promoting the adoption and development of open education resources to enhance teaching and learning. We were founded mostly to support community college missions of open access by lowering costs through open education resources. We create awareness and development of openly licensed materials. We reach out to our community to work together for those purposes. And then we do regularly scheduled online and face-to-face workshops mostly. We do webinars much like this one. And we try to showcase special projects where people are engaged in open education and adoption of open education. So if you are not familiar with our work, please see our website, which is cccor.org. It has many useful things, including guides for how to build your own open education projects. CCCOR is a membership organization. And we're at over 250 colleges in 21 states and provinces. And you can see by this map that we have a really strong membership in both the East and the West. And we would love to invite anybody from the middle of the country who is interested in open education resources to join us. Because we'd like to get more of those red dots in the middle. Okay, so I am actually gonna turn this over to Vera Kennedy at this point. She's gonna talk to us about adoption efforts at her own institution and her own work in open education. Vera, you should have control over the slides. Okay, thank you, Cool. And right now I'm not getting anything. Let me see. So I'll go ahead and click forward and try to fix it. Then you can get started. I'm gonna click forward just to make sure it's working on my end. And actually I'm not getting anything. So. Okay. Do you wanna just do it for me and I'll cue you? Sure. Yeah, until I can get it fixed. Awesome, thank you. Well, hello everyone. I do wanna thank you for attending. And before I begin, on behalf of the panel, we want to thank Quill West and Una Daily for organizing this session and inviting us to participate. We are very excited to be here. I also wanna thank my West Hills College family for their support and encouragement and planting and cultivating OER on our campus. So today I'm going to share both my personal journey and our institutional efforts in growing OER. Okay, Quill. So my story began actually in 2012 when a colleague in biology sent me an email with some information about some open source textbooks being published by OpenStacks. And before this point, I really wasn't even aware what open sources were, to be honest with you. And I took some time and reviewed the materials that he sent me. And they looked of quality and had some great content in them, but still being hesitant on really what it was and how I might use it in the classroom. I shared it with our part-time faculty, who also did a review. And we spent about a couple months looking at the textbook itself, going back and forth with how it might be used, how it would supplement some of the exercises and assignments we had already designed in our courses. You would see in other published works. And it took us a few months. And in 2013, we decided to go ahead and adopt the textbook while still keeping some of our other copy written materials. So at that point, we were still really running what I would call some hybrid courses as far as using open sources and copy written sources. And it took us a while to kind of figure out how to use the book. Because like most faculty, we were used to getting published works. They had a series of exercises, assignments, test banks. And when we first were introduced to OpenStacks, we had the very first original edition, which only had a couple of questions at the end of each chapter and a test bank. But didn't have any exercises, any lecture notes, how you might incorporate this. So I would say for the last four years, we've all been playing with it, developing it. The OER community has expanded. So there are a lot more resources out there available that we could adopt and integrate into our courses. So I would say it took us about four years. And in this year, I can honestly say that for an introductory sociology course, we have a complete free and open course. Meaning free of any copyright material and open meaning no cost to the student. So for the last four years, the students went from this transition of buying some supplemental books and materials to now what we call the complete no cost aspect of the course. And I've published a couple of my courses, if you wanna see them in Canvas. We have the course shell, which is the achieving the dream course shell, very basic. It's a skeleton to kind of get faculty started without invading their academic freedom, giving them the ability to figure out how they wanna adopt and use it. So it really just has the textbook, basic things that are available in regards to textbook as far as assignments assessments we're doing. But a complete course shell, which is a fully developed course that I'm using in my classes is also available. And I titled that the social one OER because it does have like content specific to my teaching style. And I wanted to make those both available to you if you wanna go check those out. And so where I'm headed next personally is I'm looking at making sure that my materials are published in other areas that make them available on the web, other than in Canvas because not all users are in Canvas. And then I'm expanding to my other social courses to complete a degree. So I do wanna share with you some of the tools and resources that I used and I learned how to use as I was kind of going through this process. Will, if you can hit the slide please. Thank you. So one of the first things I had some difficulty was was finding resources to supplement my course. And so what happened is I realized I was doing searches incorrectly. I was really looking at the discipline and searching the topic of sociology and then the major topics within sociology, not focusing on the objective or the concept. So using OER really helped me and other faculty, part-time faculty in my area think about concept learning, project-based learning and finding materials that would then support student learning outcomes. What is it that we were actually trying to do in the classroom rather than trying to get through an entire textbook? And of course a lot of us heard about LibGuides and they're fantastic as a starting point but they were specific things I needed for my course and I had to learn how to narrow down my searches and make sure I was using the right search tools. And one of them was learning how to use Google appropriately, setting the filters in the settings section for the advanced search. So I was getting materials that were open. And then I also installed the Creative Commons search tool on my web browser, which I have found fabulous, especially for photos. It will filter for me and find photos. Now realize it's not a science. You still have to go and check the copyright, the attributions, making sure that you really have open sources. So both of these search tools as well as LibGuide, sometimes they pull up things but other additional resources or supplementals in them are not open. So I just wanna remind you to look for that. The Creative Commons is also doing a beta test on a new search tool. So I haven't had a chance to use it but I'm looking forward to it because I've had a good experience with the original one. And then for me, I really was able to access Merlot. Not all sources on Merlot are open but they are peer reviewed. And I'll talk to you a little bit how I got involved with that. But in Merlot, what it helped me do is identify resources that are out there and give me ideas. So even if I couldn't find something exactly like I wanted, even if I found something that was copyrighted or published by a private entity, I could then kind of retool it and think about what is something I could create that will be a compliment to the course and what I wanted to teach as far as learning outcomes. So that ended up being a good tool for me. The best thing that I learned is I had already had a lot of stuff. I had been teaching for a while and even though I was using published material, I had redesigned and came up with some assignments on my own over the course of time. And I never really thought about, hey, you already have half the work done. You just need to integrate it and take out all the copy written stuff and reframe some things, come up with a new fresh ideas based on what I already had. So that also helped me in realizing that my inventory could be an asset. And I've tried to share that with other faculty. I have a history professor here at the college and she really doesn't like some of the open textbooks that are out there, but has detailed lecture notes. And so I told her, why don't you use your lecture notes as the basis and use the textbook to kind of augment and supplement what you have. So that kind of gave her a different perspective and idea of how this might work. Will, if you'll hit the next one for me please. Here's some materials and I wanna include the links just so that you know where to find them. These are some of the best tools that I found. So I had a couple of handouts of materials that helped me evaluate just in general whether a source was good. And I like these because they were quick checkbox. And so the community college consortium has a checklist as well as BC Open Campus.  So it helped me evaluate it right away. And then when I found something that might be useful, I used a couple of tools, the community college consortium, they have an open textbook adoption worksheet. So it's actually a rubric, but I'm biased. I have to be honest, my favorite tool was the one developed by the California OER Council only because I was invited to be a faculty reviewer of some of the first open social one textbooks. And so I got trained in this model. So of course I feel the most comfortable with it but it's very detailed. It went into things that I had never thought about open sources like the accessibility, the usability, not just content. I was really focused on content. It would forget some of those other other important technical aspects of an open source resource. And then so the other thing I wanna mention is the Cool for Ed where they have course and faculty showcases. I know that we've been building that in California which is great because we have faculty from a diverse community including community colleges, the state universities as well as the UCs. And they all will look at different resources and kind of provide a showcase of what they think about it but don't necessarily recommend which one you should use. You just kind of get our feedback about them. So that's very helpful. Thank you, Quill, if you'll let the next one. And so the three main things I learned was make sure that you're modifying your sources to fit. And I put some authoring resources there that you could use. The second was the biggest mistake I made of all over the last four years, which was I was finding materials and I was putting them in folders and kind of citing them in a way where I could find them but not citing them in a way that made a clear attribution for that when I shared these materials back out. So I always recommend now that you right away when you find something you're gonna integrate it and embed it that you make the attribution right then and there and you put the link, you make sure the link is live and everything is working. We use the open Washington tool and you can ask your IT administrators to embed this in your learning management system. That's what we did. So we don't have to leave Canvas in order to access this tool. It just pops up for us and you complete. It's really simple to ask you the questions. You just fill it in. And then the third thing, the most important thing is don't expect to adopt something and it be done.  And the best way to do that is make sure you get feedback. The four years that we did this all the social instructors were doing a course reflection. It was an open ended reflection where we would get feedback from students and we would modify based on the feedback we received. And then we actually formalized this last year for those courses that had fully adopted and became fully open sources which right now are just two on our campus which is Intro to Psychology and Intro to Sociology. And we did publish a paper so you can see our findings I include to that link as well as I include the survey which is a lot more broader now. We have questions that we ask the students about accessibility, usability. So it's kind of a continual improvement process. You need to analyze your data, modify and then start all over, build your course, modify things and then do it again. Quill, thank you. The last couple of things I wanna mention is our institutional journey. It took us a while before we actually had a college policy and it went back and forth between the faculty and the administration as far as the roles, the freedom, those kinds of things. So we do have our policies but they weren't approved by our board until 2016. We do have OER in our strategic plan which is really good because that supports faculty in the development of it including professional development and training. We right now are in the process of formalizing our OER committee. Before and now we were kind of like a task force or an ad hoc committee. And so Academic Senate is formalizing us as a subcommittee under their arches. We will have 16 members and administrative and faculty co-chairs. And then the membership includes the curriculum committee rep, learning area reps. It also has room for student representative and part-time faculty which we're really excited about because they've been involved a lot in this process. Will? Another thing that we get questions about is our stipend structure. What are some of the carrots or motivating factors to help faculty start doing research and developing OER courses? And I have to be honest, before this last year our funding was based off some soft monies that we had received. We had were awarded the California Innovation Award for higher ed and it was for our Reg 365 program that had nothing to do with OER but the funding was flexible. And so our district decided that they would fund different faculty proposals in different areas. And at the time we were really looking at developing tablet courses. So a few of us faculty members submitted proposals and in developing tablet courses we included the OER language. So this allowed us to get paid for our research and development of our courses. And we were paid on an hourly basis as temp employees. Once we began receiving official OER grants and awards and right now we have a few, we have one from the Achieving the Dream and two from the California Chancellor's Office. Once we received this funding we were able to structure the stipend criteria a little bit better and faculty had a voice in how this was developed. So right now if you're just doing professional development like doing research and trying to find a text to adopt you can get a $1,000 stipend for doing that work. And then the course development redesign it all depends on what degree you're working under your course fits under or if you have a non-degree that you're working under but you're interested in OER. So the structure is kind of the same if you develop a course map if you just map it out which is really the skeleton. It's a $2,500 stipend. If you develop a complete course shell is 3,500. And then if you have our connected learning evaluate your course using the online education initiative rubric and it passes, you get an additional $1,000. And then we also have course mentors. So people have already developed courses or been working on OER on our campus. They get a stipend for esteem others and you get $250 if you help map and then another $250 if that course meets the OER excellent 30 rubric. And if you have co-designers they basically split the stipends. All right, Quill. So this is my contact information if you have any questions or you'd like some additional resources please feel free to contact me. I would be happy to share anything that we have available. Thank you. We have a couple of minutes if anybody has a question that you wanna post or if as an attendee you put your hand in the air there's a little icon that looks sort of like a hand. I would be happy to take questions and we can unmute your mic for that. So Vera, we have a question that is what is the charge of the OER committee from Cates? We help with the strategic planning. So kind of mapping out the direction that the college wants to go, establishing some benchmarks. A lot of it also is providing technical assistance and support for faculty. So we work hard and identifying our training and professional development needs. And we also host some innovate what we call innovate training over the summer and then participate in ongoing activities throughout the academic year. We have other professional development. I would say structures like a teacher trade and talk and we participate in those. So really just helping with planning, being the intermediary contact and dealing with administration staffing needs, helping with the grants and then ensuring that we're fulfilling our planning efforts and reporting efforts as we go and fulfill some of these OER initiatives. Okay, and one more question. Antonio would like to know more about the stipends for OER development. Is this specific to your campus or statewide in California? No, this is specific to our campus. I heard a really great stipend structure. We were all kind of jealous about, I know Richard Sebastian who is the director of the Achieving the Dream OER initiative. He's talked about when they received a grant in their college, the faculty shared the entire grant. So they divided it up equally which just sounds really exciting. We wish we could have done that. However, we would then not be able to provide more stipends for all faculty. We wanna give faculty all of them to have an opportunity. We just didn't want the leaders on our campus. But I know that's how what they did when they first started that's not what they're doing now. But yeah, so I think every campus, I mean, you have to follow the grant guidelines and your business office guidelines that is the most difficult struggle is trying to figure out how to pay people. And then once you do that, you can establish, once you know what the boundaries and parameters are, you can establish what is fair. And we kind of went off of what it would cost to have release time or overload. So if you were teaching an extra class, what would you get paid? And that's the structure that we used as faculty. That is a very good question and paying people can be rather fraught. So I'm hopeful that our next panelists will be able to tell us a little bit more about what happens at her institution. Regina, please go ahead and introduce yourself and I'm gonna try to turn the keyboard over to you now. Yeah, so thank you, Quill and thank you Vera for that sharing of your story there in California. My name is Regina Gong and I am a librarian at Lansing Community College. So what I'm gonna talk about this afternoon is just highlights of what we have been doing here at LCC in terms of our OER project. But I also like to highlight the other many, many great things that's happening across other community colleges here in Michigan as well. So let me see if I can advance. I can't. Oh, that is my contact information. If you wanna send me an email or if you want to follow me on Twitter, that's my Twitter handle. Okay, so Lansing Community College, we are located here in downtown Michigan and we were founded in 1957. So this year is actually our 60th year anniversary. And we're the third largest community college in Michigan in terms of enrollment. So our OER project is actually one of the key initiatives of our strategic plan. And because it is an integral part of our strategic plan, we really have a very good institutional support. And I don't know why it's advancing on its own. But, okay, started our OER project in fall 2015 semester. And we've gone a long way since that pilot project in fall. So back then we had five courses with 11 sections using OER and we had five faculty adopters and 317 students enrolled in those courses. So now in our current spring semester, we now have 16 courses using OER and that represents 100 sections. We have 47 faculty adopters and 2,462 students enrolled in those courses saving. So we have saved over 600,000 since fall 2015. So that is from fall 2015 to spring 2017 semester. And that figure is calculated based on $100 multiplier. Students really, really love these courses that offer OER and most of the feedback that we get from them really concerns, you know, savings and how these savings really affected them. And so I'll give you a chance to kind of read it. I have more feedback from our students and most of it they say that it's life changing for them, not having to worry about purchasing, you know, expensive textbooks. I really don't know why it's doing this. Anyway, I'm sorry. It's kind of like jumping from one. I'm trying to stop it. I don't know how the adoption. And I'm sure most of you are in that too. You know, you started OER with just replacing your publisher textbook with an openly licensed textbook.  But also, but, you know, we have also faculty who are creating OER themselves. And I just like to highlight some of the faculty who are doing that. Oh, I don't know why this is jumping. Okay. Let's see. Okay, so one of our faculty who was created an OER, actually two, is Dr. Mark Kellen. He's our psych faculty. He created two OER textbooks. The first one was Personality Theory, which he uses for his personality theory class. That one, he had this book for a long time and he's been using that for his class. But when I started with our OER project, I was able to persuade him to openly license that particular textbook. And the last one that he did was through the sabbatical. That's the Tao of Positive Psychology. He had a sabbatical in fall 2016 and he wrote this textbook. And I have the link here. I can paste the link somewhere else in the chat if you want to take a look at that. The Positive Psychology textbook is still not done, but he already deposited it in OER comments. And he is continually revising that textbook, which is what really is good about an OER. And then we have another faculty who has created another OER textbook. Dr. Matthew Van Cleave, he created the Intro to Logic and Critical Thinking, which he's using for his Phil 151 class.  So this is being used in five sections that offer this class. Quail, if you can just advance yourself. Okay, so for us here at LCC, we didn't stop with just OER. We are also into open educational practices. Let's see. Okay, so one of our faculty, Jim Look, who is our economic faculty, started the Open Learning Lab. The Open Learning Lab actually allowed, you know, faculty to create learning experiences that helps our faculty, our students, and the LCC community as well. We are a domain of one's own institution. And I believe we are the first community college who is a domain of one's own institution. So basically that one allows our faculty and students to have their own digital footprint, you know, engage in digital literacy practices and have their own domains or websites where they can put in the work that they have done out in the open. And a lot of our faculty too are engaging in what Dr. David Wiley refers to as renewable assignments, those assignments that bring meaning to the students, not those assignments which, you know, are disposable and after they're graded, they are discarded. So LCC also is an institutional member of CCC OER. We just have become an institutional member in fall 2016. And we are really reaping the benefits of being an institutional member because we now have this support that we get from CCC OER and the greater OEC community. We are also an open-fax institutional partner. We are working with these institutions to advance our OER projects here. So we work towards a shared strategic goal, our strategic plan that we have each of the colleges accountable and we also help each other so that we can advance our OER initiative in our campuses. Of course, I'd like to highlight the things that are happening here in Michigan, the state. So it is really with Michigan colleges online that we are working together, all 28 community colleges because of the MCO OER initiative that we have. And MCO incidentally is an associate member of CCC OER as well. So a shout out to Rhonda Edwards, who is the executive director of Michigan colleges online. And I see a lot of my colleagues here at Michigan are also attending. So shout out to you all. In fall 2015, we Rhonda convened a group of stakeholder that represents all members of the 28 community colleges in Michigan. The goal of this MCO OER initiative is actually to improve student success, lower costs of textbook for our students and also increase inter-institutional collaboration. So Rhonda actually monitors the savings realized by all community, all Michigan community colleges who are doing their own OER initiative. So, Quill, can you advance for me please? Thank you. So Rhonda sends out the survey every semester so that each of the representatives from community colleges can report open textbook usage. And we started doing this in the fall. So if you can just go to the next slide. So Rhonda actually, okay, did this last fall 2016 and based on the data that she has gathered, there's out of the 28 community colleges in Michigan, there's 14 of us who have an OER initiative in our campuses. So together we have 120 courses using OER and we have saved $1.5 million. In spring 2017, still 14 colleges are reported and we have a total combined savings of $1.2 million. And what we also did as a group was, I don't know why the picture is not displaying, but anyway, we also worked in that project to create an OER commons hub through OER commons. OER commons, so each of the community colleges are represented as a group in that hub. And that hub curates and makes available all the OER that are created in our institutions. So, okay, there you go. That's the picture of all the 28th, I mean just part of the 28th community colleges in Michigan, so we have LCC and all other community colleges represented here as a group at the MCO OER commons hub. And aside from that, MCO also has faculty grants that allow our faculty to engage in adoption, adaptation and creation of OER. And as you can see here, these are the colleges that got grants from MCO for adoption. And then these are the colleges that got grant for adoption and for the creation. And all the work that this faculty will be doing will be made available in our MCO OER commons hub. So, aside from the other good things that I've already mentioned, our colleague at Bay College, they are part of the ATD OER initiative project and they are working towards the degree for a liberal arts, bachelor business administration, mechatronics and robotic. And they hope to have that available and offered by fall of 2018. As for LCC, we didn't get a grant from ATD, but we are planning to also offer a Z degree for our AA in psychology and transfer studies, hopefully by fall of 2018. And then, of course, we are also a Go Open State. So Michigan is one of the 19 Go Open States that are already participating in this national initiative sponsored by the Department of Education.  So they convened a stakeholders group which consists of not just community colleges, but universities and the library to Michigan and of course, K to 12 teachers. So that we can craft a statewide OER strategy for Michigan. The goal is to have a repository, much like what we have with MCO, so that we can house and vet all those teacher curated resources, especially from the K to 12 sector. And then lastly, this is just my way of telling you that in order to sustain our OER efforts in our institutions, I think we need this three C. So conversation, connection and collaboration. I mean, conversation is very important because that's the starting point, right? We need to be able to talk together, talk with each other and also to listen to each other. So that we would be able to advance our OER initiatives and within those conversations would come connections, right? So connections is a result of the conversations that we have whether face to face or online. And those connections will also allow us to build relationships that would help us take our open education in this initiative forward. And then with those connections come collaboration, right? So we are able to find opportunities where we can work together. And then the cycle goes back again and it's never ending. But I think this is the key. We have to keep the conversation going so that we will have those connections and find opportunities where we can collaborate not just within our own institution, but outside as well. So that's it. If you have any questions, just please put that in the chat box. So Regina, we do have one question. Yeah. And we only have really time for one right now, but so first I wanna tell everybody in the room just to make it clear, we are recording this session and we'll be sharing it as soon as we can get it uploaded. In the meantime, in terms of questions, Alexis would like to know more about the open learning lab. Is that a physical space or a workshop series or something else? It's not really a physical space. It's more like an online space and it's open learning. It's openlcc.net. So started that. Basically has that, it's not really a space but it's part of our center for teaching excellence. So they do all these workshops that teaches faculty how to go beyond just who we are. Basically how to do, how to engage in open pedagogy and other open education practices. So yes, it can be a lab, a physical lab, but as of now it's not yet. It's just part of our center for teaching excellence. But it is a website and it's openlcc.net. So you can go there and take a look. Thank you very much Regina. So if more questions come up, I'll be sure that we'll ask them later but I wanna give Amy full time to share her presentation with us. So I'd like to introduce Amy Hofer from Open Oregon. And Amy, I'm not gonna try the slide thing because it seemed to have messed it up. So you just let me know when you're ready for me to advance. Perfect, thank you so much for having me. And I am gonna talk about the statewide program perspective. So let's look at the next slide. So my funding comes, it's statewide money but there has to be a fiscal agent for the money. And that's Lynn Benton Community College which is where I report to. And so Vera mentioned earlier how hard it is to pay people. And so I wanted to talk a little bit about that because my background is as a reference librarian and I've been on a very steep learning curve with that. So faculty always say that what we can do to increase use of OER is support, financial support. And so how to actually make that happen because Lynn Benton Community College can't create a financial relationship with every faculty member in the state who receives a stipend or a grant. So we rely on the relationships between the colleges in order to get people paid through their existing payroll. And what I've started to do in order to sort of make the gears turn more smoothly is that when people are applying for OER funding they need to say what the additional payroll costs for the employer will be in order to pay them that amount of OER award. And of course, faculty have no idea what that means. I had no idea what that meant until very recently. So I have a link that goes to a spreadsheet with all of the contact information of the different business offices of the colleges. And that means you have to get in touch with your business office at the point that you're applying for a grant. I've had situations where faculty get to the point where they need to invoice Lynn Benton in order to get paid and their business office didn't even know that they had a grant. And that kind of surprise is not pleasant for anybody. So just getting those conversations going at the point of application and then we can do an MOU between the faculty member and their college and Lynn Benton which is the fiscal agent. And then when it comes time to invoice and pay somebody we have already worked out exactly how we want that to work. So I'm gonna move on from that topic but I just wanted to echo what Vera said earlier that it is hard to pay people. There were a lot of unexpected for me sort of unexpected bumps in the road and the thing that was really worthwhile was to just get business office folks on the phone and to tell them, I'm on a really steep learning curve. Can you help me understand how this works? Cause it felt like we weren't even speaking the same language at the beginning. And I think now we've sort of learned how to talk to each other a little bit better. Okay, so I'm gonna focus on things that are happening in Oregon that are, oh, if we could go on to the next slide Quill that'd be great. Things that are increasing open ed OER adoption in Oregon that I've sort of been introducing within about the last six months. So we have a grant program that was modeled on the Georgia affordable learning grant program that we've been working on for almost two years now. And initially we had about eight or nine grants, $500 adopt grants in that first category. And the biggest category initially was revise and remix which was telling me that our community college faculty are passionate about affordability. And that might be what initially draws them to use OER but they're also really excited about the ability to customize their materials and take advantage of the affordances of the open license. But then in the fall there was like a cushion of money in the budget that I'm part of that needed to be spent before the end of the biennium. And it was decided that we wanna use this for more faculty OER grants which was a really great demonstration of support. So it was about 50,000 additional dollars but it had to be spent before the end of the biennium. And because of that fast turnaround I realized this needs to only be adopt grants at $500 per person. Like there is no time for a more in-depth project you need to just find something that already exists and implement it in your course in either winter or spring of 2017. And while I came to this sort of by necessity because of the time constraint I am really liking the model and I hope to use it again in the next biennium. So in fall we said, hey, put in a proposal for either winter or spring. And then in winter there was a little bit of money left in the budget. And we said, hey, put in a proposal for spring quarter. And what's been really nice is that it gives people this rolling grant application gives people a way to participate throughout the biennium rather than being told, oh no, you have to wait another year to be able to apply for funding. And then from the program perspective when you give someone a $500 grant and then in about a month's time you can ask them what their enrollment was that next quarter. So it's a really quick turnaround in terms of being able to show the impact of spending that money. And I just wanna really briefly say something else that Vera mentioned that really resonated with me was the need for the ancillary content that's usually provided by publishers and I'm thinking that I'd like to add another category to the next round of grants which would be create and share ancillary materials for existing OER, right? Like we know that that's a hurdle for faculty adoption so let's just try to overcome that by putting some money into it. Okay, Quill, let's go on to the next slide please. So something else that I've been doing starting in winter and continuing this spring and hopefully in an ongoing way is an OER course redesign training. And I put a link into the Canvas course on the slide. You're welcome to visit, you're welcome to borrow and reuse, it's a CC by course. It's four weeks long, asynchronous, online, totally self-paced. Faculty always wanna know how long it'll take them to redesign their course and there's really so many variables that it's not possible to estimate so I just tell them please set aside 10 to 12 hours during the four weeks and I have no idea how accurate that really is because it depends on so many different things. The outcome of the training is exactly the same as the outcome of an adopt grant. It's a $500 stipend for completing the training and redesigning your course and the only deliverable in the training like the only requirement is that you have re-designed your course using OER. But that said, what's different is that you're in this Canvas course, there's sort of a lot more context, a lot more explanation. There's a very obvious direct way to get in touch with me through the discussion board. There's been some interesting conversation between participants. So it's a sort of, it's for people that wanna have sort of more interaction and more support around that OER adoption. And if you do go into the course and check it out, it's, I mean, the idea for the course is really influenced by a conversation that I had with Quill at Open Ed last year. You'll see that a lot of the content is borrowed from Bo Young Chae's wonderful course on Open Washington, but you'll also see that I have a really sort of particular take on course redesign. I'm very influenced by Wiggins and McTeague's concept of backwards design. So the course starts by talking about, do you have outcomes? Do you have assessments that let students demonstrate that they have achieved those outcomes? Okay, now let's talk about what content your students might need in order to succeed in those assessments. So in a way, since content isn't necessarily like the biggest thing about redesigning a course, the idea of using open content is also, not minimized, but it's sort of a little bit smaller than in some other course redesign trainings that I've seen. So if you're looking for something with like a bigger emphasis on open, you might look at the Tidewater Online Training for Faculty, which is also wonderful and just has a little bit of a different emphasis. And Quill, if you could advance the slide, I also just really briefly wanted to mention one more thing that is happening in Oregon. We have a research group that is so indebted to the great work of the Open Ed Group. I put a link to their fabulous toolkit and John Hilton has been really generous with providing support for what we're doing here in Oregon. And John also said, he used an Isaac Newton quote about research, it's all that is needed to achieve greatness as a plan and not quite enough time to do it. And that really accurately captures what we're doing with the Oregon OER Research Group. But I wanted to just mention it in this talk about increasing OER use in Oregon because the audience of the research is, of course, the broader Open Ed community, but it's also a very, very local audience in some cases, like when folks are doing scholarship of teaching and learning research to show that students are not harmed by the use of an open textbook instead of the publisher textbook. The reason is that they sit in department meetings right next to a colleague who says, but how do you know that this book is any good? So in a way, the audience is super local and if we can get our early adopters to have the data that they need to persuade their colleagues, that's really gonna have a big impact on increasing the use of OER. Likewise, we have administrators as an audience for some of our research on OER impact because we have people asking questions about student success metrics and course throughput rates, retention and completion. So these are things that administrators care about. And I hear things like, oh, it's very expensive for the college to support faculty in using OER. And if we can have some data that says, yeah, but you're gonna get some of that money back in terms of higher tuition revenue, then maybe that's persuasive and maybe that helps administrators understand how they can be supporting OER a little bit better. So my last slide I think is just my contact information and with three minutes to go, if anybody has questions for me, I'd be happy to answer. There is a question here first. Folks want links to the things that the resources that you mentioned like your Canvas course and I'm wondering if actually from all of the presenters, can we build a master list of all of your links today to send out via our listserv? Is that all right? That's fine with me. And let me know if you wind up adopting it because I'd like to hear your feedback. I'm looking at the question that says, can we get a link to the OER Canvas course and I would love feedback. And I can also see in the chat that Quilla is saying the analysis of money saved per dollar spent. I've just been looking at my open textbook network data, which is where faculty do a review of an open textbook for $200 and then sort of following up like, okay, so did you adopt as a result of doing that review and what's your student enrollment? And let's multiply that by that average $100 textbook price. So doing those reviews is a really effective way to spend program money because in my first go round, it was something like $6 student dollars saved per dollar spent. Now that a year has gone by and those first instructors have been teaching more, others have implemented OER, we've run more workshops and my initial analysis is that it's doubled and there's actually 12 student dollars saved per program dollars spent. So it's also, to me, the lesson is also about how when you're doing that kind of analysis, like having time pass is a very important factor in calculating savings. We have another question, the OER Canvas course, your course, is it in comments? Is that, can people find it that way so that they can make copies? Yes, so I'm a new Canvas user, but I think that it's in commons where you can publicly see it, make copies. It's CC by, if there's any problem with it, let me know how I can fix that because I'm new to Canvas. When the learning folks, they wanna make sure that we have an archived copy of this webinar and there will be an archived copy of this webinar. It usually takes us about a week. It might take a little longer this time to get them out, but we do that. And then, oh, what is the name to search in OER commons? Amy, do you have it listed as open Oregon? Is that the best way to find it? I think it's called OER redesign. That's a good question from obviously a more experienced Canvas user. OER course redesign training master. Maybe I should rename that to have open Oregon in the title. And it's be able to unmute you. Luna, are you around? Yeah, I'm here. Amy, are you able to type in the chat window? I'm not sure. I'll try and you can tell me if you see it. Okay. Yes, we did. That's perfect. Except you just sent it to the organizers. You wanna send it to the entire audience if possible, which is the- I don't think I have that option. Oh, okay. All right. I'll retype for you. No problem. Thanks. This is Vera and I was trying to, because I opened Canvas, because I wanted to see for Amy if I could open her course. It is set so that you can download the cartridge, but it's not set so you could import it directly in, but you can't access the cartridge. So just so you know, it does work. Okay. Thank you so much. And I'll see if I can change those settings to make it more copyable. And again, everybody, we will post a list of resources because there were quite a few links that flew by and usually I'm on top of copying those, but when my computer is the one doing the presenting, I can't do that. So we will share the slides. We usually post the slides to slide share and we will also get a list of, a master list of links from everybody for you. And we'll post that to the CCCOER listserv. So if you're not a member of the CCCOER list, now is a good time to join that. Joining that list service free and it's a service that we offer. So visit our website to find out more about that. I wanna make sure that people know some things that are coming up because I know we're running over time. So OpenEd 17 is in Anaheim, California this year in October. And if you are interested in presenting at that conference, submissions are due this Friday. So it's a really simple proposal form, but I encourage folks to do it. It's a great conference. And then we're gonna have, there's actually another webinar at this same time tomorrow about open education resources degrees. And then on April 12th, we're planning on having another webinar, one of our regular monthly webinars on OER degree research. And it will feature SRI International, which is a research firm that's working on the Achieving the Dream OER Degree Initiative. So they're doing some wonderful research work. So if you're interested in open education research and kind of the next evolution of the research on OER degrees, that'll be a great webinar. Okay, so I'm gonna go back and look at questions one more time, but I know we're running low on time. Did we get a chance to answer everybody's questions? Oh yes, let's see. Una, do you have the registration link for tomorrow's webinar handy? Yes, just one second. Yeah, tomorrow we're gonna have, well of course I wanna thank our wonderful presenters today from West Hills College, Lansing Community College and Amy from the state of Oregon. Tomorrow we will have speakers from Montgomery College in Maryland. They'll be sharing their OER degree work to date. They're about nine months in. And we'll also be having Austin Community College speaking on their work on the OER degree. And in their case, they're actually a consortium of eight colleges that are working on a degree together. So it's gonna be lots of great information. And I just got the link. I'm sorry, I'm just typing that into the chat window for you as we speak. And there is the registration. So same time tomorrow, 1 p.m. Eastern, 10 a.m. Pacific. Hope that you can join us. Thank you, Koala and Una. And also thank you so much, Vera and Regina. Yeah, well thank you. Thank you to you all. Thank you very much. And thank you for sharing such wonderful projects. It was fun to hear from all of you. Okay, so we're gonna go ahead and I'll hang out and answer more questions if they come up. But we'll go ahead and say goodbye to everybody. Thank you for your time and happy Open Education Week. Bye.