Course Journals Supporting Social Justice
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Meijer-Kline, Karen
Shuttleworth, Kate
How can OJS and OMP be used in classes to engage students in discussions around social justice in scholarly publishing? This presentation will discuss examples of course journals and book projects at Simon Fraser University (SFU) and Kwantlen Polytechnic University (KPU) which attempt to involve students in anti-colonial, anti-racist, and anti-oppressive forms of scholarship. These projects aim to be inclusive in a variety of ways: in terms of accessibility, language, content formats, and sustainability strategies. The presenters discuss the ways that OJS and OMP can be used in the classroom to develop students' awareness of, and ability to address, social justice concerns in traditional publishing. Finally, they will explore how lessons learned from these case studies can be implemented in other courses.
 Alright, so, hello. Thank you for that introduction. So we're going to do this sitting because I couldn't really sit yesterday, so I'm just going to keep it easy. So, um, here on the slides you'll see a little bit more of what we get out of outside of our work. We just want to emphasize that people doing this work and scholarly communications are actually on hold outside of work as well. And I want to start, it's a kind of a start of presentations of territorial acknowledgements. I'd like to do that as well. We work, study and live in a region which overlaps with the unceded, traditional and ancestral lands of the slavitudes, and we want to see who could not squamish, quam muskium semiaum, tulasim and kikai peoples, and quam pulpulite, a university driver who takes its name from the palm tree first nation. So we wanted to sort of frame this discussion about course journals and that race-making supports social justice by framing a little bit how we situate ourselves in this discussion and what we bring or what we don't bring to this conversation. So Karen and I both wanted to acknowledge that we do bring a fair amount of our own privilege to this work. And while working with and in many cases in some ways representing marginalized communities and individuals as we work with course journals in this context, we don't have the lived experience of that history of marginalization and oppression which we'll be discussing today. So we wanted to make sure we sort of framed our conversation that way. We're very much still learning about this topic and we feel grateful to have had the opportunity to work with faculty and students at our institutions and to learn from them as we explore this work. So I'll just give you a quick overview of what we're planning to discuss in the next 20 minutes. So we wanted to start by sort of situating ourselves as a community in the conversations and discussions that are happening around social justice in quality communications and in libraries. Then we are going to go through two case studies from each of our institutions of journals that we work with in classrooms with course instructors. We'll talk about some of the lessons that we've learned along the way working on these projects, some recommendations that we have for OJS in the ways that OJS can continue to support this work. And we wanted to acknowledge as well that the course journals that we will be presenting on today were designed and managed by the course instructors and their students. So we worked on them as librarians, we supported these projects and we used OJS. We wanted to make sure we're giving credit to the instructors and the students for the work that they did on this. Okay, so again to sort of frame us in this conversation that's happening around equity, diversity and inclusion, we took a look through some of the literature and some of the conversations that are happening in libraries and in this college education. And we're seeing this coming up more and more as a discussion point. So for example last year the Library of Publishing Coalition published the annual framework for library publishing and that includes sections on diversity, equity, inclusion as well as accessibility and scholarly publishing. And we were fortunate as well to hear from Tara Robertson during Parakino yesterday around accessibility, diversity and inclusion in higher practices. So we're seeing more and more of the discussion is happening in the library community at conferences, on-list serves and after-grading and the topics are really live and relevant in scholarly communications today. So what does this then look like in a practical sense and how can this like perspective of scholarly publishing actually inform our teaching practices? So what we want to do is guide students to an understanding for scholarly publishing and their role in contributing to the old scholarly conversation of students and emerging scholars. And if we want to really be inclusive, this involves rejecting long-held notions of how scholarship is recognized and defined and letting go of the notion of scholarly activity that's unconnected to the rest of our lives and all the aspects of our existence as human beings. As April Hethcock says in a blog post feminist framework for radical knowledge collaboration, scholarship does not just an intellectual exercise, it involves human beings doing work with other human beings and subjects related to the lives of human beings. We bring our full embodied and intellectual selves to this work as we engage in different ways of knowing and unknowing. So now I screen them for you. And so at the same time as we're having this conversation with students in the classroom, we're encouraging them to think critically about the types of information that tend to be given a voice and recognition in our institutions and in scholarship. So we ask them to really think about whose voices are missing or underrepresented, who acts as the gatekeepers to decide what and who is worthy to participate in academic scholarship, and why is so much value placed on scholarship written in the English language. So again we have a quote from April Hethcock where she encourages us to use language as a tool for inclusion rather than a barrier to participation. And with these questions in mind, we can encourage students to challenge current publishing models and the inequities they can reproduce and to work on building a more radically new and a power system of knowledge creation and sharing. So then the role of librarians in all of this is that we often provide instruction around scholarly publishing practices and concepts such as copyrights or author rights, open access and a hear review. But we can also work with course instructors to introduce these ethical considerations and inequities in traditional publishing models and how students can address these in their course journals. Of course we also help with the technical aspects of OGS as we all know it has been learning and caring from that committee barrier for people to start doing these kinds of assignments. Okay so we're going to jump into the first case study that we have for you, which is a course journal that was run at Simon Fraser University in 2018. And I'm in the interest of time I'll just show you some screenshots of what the journal looks like but what we share on the slide to be able to look how it looks like and take a look around if you're curious about it. So this course journal called Intersectional Apocalypse was produced by a third year class in S. of U's Gender and Sexuality and Women's Business Department and this was led by Dr. Ella Chibuwa. And Dr. Chibuwa works on intersectional approaches to digital publishing studies so she brings a fair amount of knowledge and expertise to this area and to the class that she created. So I'm presenting this case study as an example of a course journal, again supported by a study library, but then of course in the journal produced by the class. So students in the class collectively designed and built this journal making decisions around several important aspects. They paid special attention to imbalances of power and traditional solely publishing and they were able to work out ways to reject, avoid, or mitigate many of these imbalances by making certain choices. So for example they recruited submissions from the wider community beyond the class so students at their institution and also the community outside of S. of U. And they were looking in particular for different types and formats of works, visual art, poetic prose, zines, advocating for different formats of scholarship and trying to hear from underrepresented traditional English-language voices moving beyond the traditional sort of written texts or article. The course chose the Classes and Open Peer Review form of peer review in order to generate some open dialogue and discussion between the books we submitted to the content and the students in the class were conducted peer review. They wanted to promote open, fair, and collaborative discussions between the author and the viewer and they also made peer review optional. So anyone who wished to submit to the journal without going through that process was welcome to do that and they were just getting the work had been peer reviewed. They paid special attention to accessibility. They conceded on the side here they had all of the submissions in HTML which is screen-readable as well as accessible PDFs. They also took the time to make MP3 audio recordings with all of the discussions. The class chose a Creative Commons Attribution Non-Commercial Licence for their work after one discussion about which license we worked best for them and they also used or had the option for traditional knowledge labels for anyone who was a member of an indigenous community who was submitting work that had different access requirements. So if they wanted the work to only be accessible to certain communities and certain kind of peer or any other locations they provided that as an option that gives more flexibility than the Creative Commons Licence that are commonly used. And they talked a lot about sustainability of their journal and what would become of it. How it would financially sustain itself. They were very keen to receive a diamond or an access model where they were no pleased to subscribe, no pleased to publish and they did consider placing a donation button on the homepage of the journal as well for sustainability aspect. Yeah, so here I just have a couple of examples of the types of content that were published in the journal. So you can see some evidence of the class moving beyond traditionally text-based academic articles using a mixed media approach and different types of storytelling to challenge the notion of what is considered academic content. So now at Quantlin we have here the Logan Creek Decolonization Project Journal and this is run by Dr. Kathy Gunster and her students in multi-portal culture. They documents the ongoing botanical decolonization and re-digitization of Logan Creek which is an area on the K-E-Liteley campus. Their intention with this class is to develop biographies for significant food, medicinal and technology plants that use the Decolonization which can be then developed into signage for the sites as well. So it will become an interpretive area there. And the use names in the Hukminum dialect which is spoken in the Logan mainland, in the Moskvim, in the Mount of the Fraser River and operated at Decolonization. So the way this class works is that students write a peer-reviewed paper but they are then collectively and openly peer-reviewed and edited. So they look to pass them around in hard copy and collectively edit them and the idea is that there is a uniform quality of language that it achieves and that no one is left behind even if their international students who speak English might not be their first language. So it's very collaborative class in that way. So each papers includes alternative forms of scholarship as well and the form, for example, of recipes. Decolon recipes in here and if you can't read that on the screen it has a recipe for Blue Elderberry syrup. And so they also, there are also plans to influence the audio recordings of Hukminum names both online and potentially also outside of the area. They're further spoken by local speakers of the language. All workers are openly available online and CC licenses won't share the work, the students work widely with the world and also so that the Qualcomm First Nation and South is access to materials. Kathy works to develop that area of local creed because it was taken from the Commonwealth First Nation and destroyed by construction. And she just does this work until such time as there's a more formal agreement of latitude so that the whole language can't be extended or come back to them. Right next to the issue that's in the works of the molecules focus on documenting weeds and those walls include recipes because it has a lot of international students and what's considered a weed in Canada, like actually they consider the weed wherever they come from. They've got some future plans for development where they increase the accessibility of the materials itself, those are at the moment, and it's very accessible yet, and also the potential to add to traditional knowledge labels so that people have to agree to the digital particular season where they are to put people before they access the materials. So we're going to jump in and talk a little bit about some of the lessons that we've learned in the very supporting of these projects. Karen and I have both worked on a few different course journal projects aside from the two that we've discussed today. And one thing that's always talking about is the sustainability of the journal, what will happen beyond the end of the course. So for example, SFU was fortunate to have Dr. Chibuwo as a Bruce Wayne Woodward Postdoctoral Fellow from 2017 to 2019, but she's just moved on to another position as an assistant professor at Illinois State University. So the future of the intersectional apocalypse journal is currently uncertain. It remains to be seen and will be taken up by another instructor perhaps in the same department or a team at SFU. For now it will be preserved by SFU Digital Publishing in its current format because it is a great showcase of the work that is done. Other course journals might continue to publish and subsequent iterations of the course if the instructor continues to teach. They could transition to student journals as well, so it might be taken up by a student association or society who can continue to publish outside of a structured classroom environment. We also find the OJS learning curve that we mentioned a little bit earlier can be a challenge in the courses, especially when we're running journals like this in a four month period with an instruction that hasn't used the software before. So we do work on some of the instructional aspects of supporting the instruction, supporting the students in the class, taking them through the workflow of submitting over and laying the peer review on the editing and so on. And you'll notice in the SFU example the main portion of the course was really about taking students through the production of the journal, setting it up in OJS as well as going through that publishing process. We do find in a four month term that that's a huge learning curve. It's much more straightforward for the students to be publishing their own work in a journal that's already established and set out for them rather than having both sort of the creation of the journal and the publishing process. So reusing course journals in subsequent courses is one way to reduce this workload and pinching. And so finally the time of users are key to this. I believe it's the fact that we're running these in four month terms. But many of the structures are very dedicated to the quality of the final product and they might take on the large task of editing all of the submissions, all of the work that goes into the journal. So one of the instructors in our example is estimated that they spend about 200 hours of work in producing the final output. So for this reason we recommend that the journal is published just one submission per student in the term. We try to take on too many projects that once can be too much in the short time frame. And we recommend that the instructor focus the class either around writing and publishing journals or designing and setting up the journal by itself. And then we'd like to end this with some recommendations for OJS and we know that some of these we don't actually know how many of them are just recommendations from feedback that we've had. So of course there are some examples that we've given already showed them the ability to OJS and bring about changes in scholarly publishing and giving those options to engage in alternative forms of scholarship. But we also think that there are some opportunities to adapt to changes in scholarly publishing that reflect efforts to bring more equity and inclusive teams of process. So one of the requests that we've had was more options for open peer review that could be added to allow for public discussion around work instead of anonymous or developed anonymous models. And then more sort of the bottom style, more discussion about open peer review options that we've been looking to go back in. The other recommendation we have would be to sell some kind of triple anonymous review where the author is unknown to any of the journal editors which could decrease bias in the initial decision making process before submissions are sent to peer review. I have no idea what this was about. The other thing is an option for a donate button to be added to the homepage to provide an alternative business model for diving to OJ journals. And I know that there are some options for that but if that's standard available it's just one of the options out of the box you can create. And then lastly, more nuanced access options for traditional knowledge. For example, that the user must indicate that they belong to a community or demographic and acknowledge that the content has specific access limitations before accessing a particular piece of content. And of course that's on the system, the same as clicking into a web AT and looking at that website or something. So to close we have a few resources here about course journals as well as the student journal that we recently added to the documentation. And I would just like to say thank you to the instructors and the students that have been working on this. Thank you.
 Alright, so, hello. Thank you for that introduction. So we're going to do this sitting because  I couldn't really sit yesterday, so I'm just going to keep it easy. So, um, here on the  slides you'll see a little bit more of what we get out of outside of our work. We just  want to emphasize that people doing this work and scholarly communications are actually  on hold outside of work as well. And I want to start, it's a kind of a start of presentations  of territorial acknowledgements. I'd like to do that as well. We work, study and live  in a region which overlaps with the unceded, traditional and ancestral lands of the slavitudes,  and we want to see who could not squamish, quam muskium semiaum, tulasim and kikai peoples,  and quam pulpulite, a university driver who takes its name from the palm tree first nation.  So we wanted to sort of frame this discussion about course journals and that race-making  supports social justice by framing a little bit how we situate ourselves in this discussion  and what we bring or what we don't bring to this conversation. So Karen and I both wanted  to acknowledge that we do bring a fair amount of our own privilege to this work. And while  working with and in many cases in some ways representing marginalized communities and  individuals as we work with course journals in this context, we don't have the lived  experience of that history of marginalization and oppression which we'll be discussing  today. So we wanted to make sure we sort of framed our conversation that way. We're very  much still learning about this topic and we feel grateful to have had the opportunity  to work with faculty and students at our institutions and to learn from them as we  explore this work. So I'll just give you a quick overview of what we're planning to  discuss in the next 20 minutes. So we wanted to start by sort of situating ourselves as  a community in the conversations and discussions that are happening around social justice in  quality communications and in libraries. Then we are going to go through two case studies  from each of our institutions of journals that we work with in classrooms with course  instructors. We'll talk about some of the lessons that we've learned along the way working  on these projects, some recommendations that we have for OJS in the ways that OJS can  continue to support this work. And we wanted to acknowledge as well that the course journals  that we will be presenting on today were designed and managed by the course instructors  and their students. So we worked on them as librarians, we supported these projects and  we used OJS. We wanted to make sure we're giving credit to the instructors and the students  for the work that they did on this. Okay, so again to sort of frame us in this conversation  that's happening around equity, diversity and inclusion, we took a look through some  of the literature and some of the conversations that are happening in libraries and in this  college education. And we're seeing this coming up more and more as a discussion point. So  for example last year the Library of Publishing Coalition published the annual framework for  library publishing and that includes sections on diversity, equity, inclusion as well as  accessibility and scholarly publishing. And we were fortunate as well to hear from Tara  Robertson during Parakino yesterday around accessibility, diversity and inclusion in  higher practices. So we're seeing more and more of the discussion is happening in the  library community at conferences, on-list serves and after-grading and the topics are  really live and relevant in scholarly communications today.  So what does this then look like in a practical sense and how can this like perspective of  scholarly publishing actually inform our teaching practices? So what we want to do is guide students  to an understanding for scholarly publishing and their role in contributing to the old  scholarly conversation of students and emerging scholars. And if we want to really be inclusive,  this involves rejecting long-held notions of how scholarship is recognized and defined  and letting go of the notion of scholarly activity that's unconnected to the rest of  our lives and all the aspects of our existence as human beings. As April Hethcock says in  a blog post feminist framework for radical knowledge collaboration, scholarship does not  just an intellectual exercise, it involves human beings doing work with other human beings  and subjects related to the lives of human beings. We bring our full embodied and intellectual  selves to this work as we engage in different ways of knowing and unknowing. So now I screen  them for you.  And so at the same time as we're having this conversation with students in the classroom,  we're encouraging them to think critically about the types of information that tend to be  given a voice and recognition in our institutions and in scholarship. So we ask them to really  think about whose voices are missing or underrepresented, who acts as the gatekeepers to decide  what and who is worthy to participate in academic scholarship, and why is so much value placed  on scholarship written in the English language. So again we have a quote from April Hethcock  where she encourages us to use language as a tool for inclusion rather than a barrier to  participation. And with these questions in mind, we can encourage students to challenge  current publishing models and the inequities they can reproduce and to work on building  a more radically new and a power system of knowledge creation and sharing.  So then the role of librarians in all of this is that we often provide instruction around  scholarly publishing practices and concepts such as copyrights or author rights, open  access and a hear review. But we can also work with course instructors to introduce these  ethical considerations and inequities in traditional publishing models and how students can  address these in their course journals. Of course we also help with the technical aspects of OGS  as we all know it has been learning and caring from that committee barrier for people to start doing  these kinds of assignments.  Okay so we're going to jump into the first case study that we have for you, which is a course  journal that was run at Simon Fraser University in 2018. And I'm in the interest of time I'll  just show you some screenshots of what the journal looks like but what we share on the  slide to be able to look how it looks like and take a look around if you're curious about it.  So this course journal called Intersectional Apocalypse was produced by a third year class  in S. of U's Gender and Sexuality and Women's Business Department and this was led by Dr.  Ella Chibuwa.  And Dr. Chibuwa works on intersectional approaches to digital publishing studies so she brings  a fair amount of knowledge and expertise to this area and to the class that she created.  So I'm presenting this case study as an example of a course journal, again supported by a  study library, but then of course in the journal produced by the class.  So students in the class collectively designed and built this journal making decisions around  several important aspects. They paid special attention to imbalances of power and traditional  solely publishing and they were able to work out ways to reject, avoid, or mitigate many  of these imbalances by making certain choices. So for example they recruited submissions from  the wider community beyond the class so students at their institution and also the community  outside of S. of U. And they were looking in particular for different types and formats of  works, visual art, poetic prose, zines, advocating for different formats of scholarship and trying  to hear from underrepresented traditional English-language voices moving beyond the traditional sort of written  texts or article.  The course chose the Classes and Open Peer Review form of peer review in order to generate  some open dialogue and discussion between the books we submitted to the content and the  students in the class were conducted peer review. They wanted to promote open, fair, and collaborative  discussions between the author and the viewer and they also made peer review optional. So anyone  who wished to submit to the journal without going through that process was welcome to do that and  they were just getting the work had been peer reviewed.  They paid special attention to accessibility. They conceded on the side here they had all of  the submissions in HTML which is screen-readable as well as accessible PDFs. They also took the  time to make MP3 audio recordings with all of the discussions.  The class chose a Creative Commons Attribution Non-Commercial Licence for their work after one  discussion about which license we worked best for them and they also used or had the option for  traditional knowledge labels for anyone who was a member of an indigenous community who was submitting  work that had different access requirements. So if they wanted the work to only be accessible to  certain communities and certain kind of peer or any other locations they provided that as an option  that gives more flexibility than the Creative Commons Licence that are commonly used.  And they talked a lot about sustainability of their journal and what would become of it. How it would  financially sustain itself. They were very keen to receive a diamond or an access model where they  were no pleased to subscribe, no pleased to publish and they did consider placing a donation button on  the homepage of the journal as well for sustainability aspect.  Yeah, so here I just have a couple of examples of the types of content that were published in the  journal. So you can see some evidence of the class moving beyond traditionally text-based  academic articles using a mixed media approach and different types of storytelling to challenge the  notion of what is considered academic content.  So now at Quantlin we have here the Logan Creek Decolonization Project Journal and this is run by  Dr. Kathy Gunster and her students in multi-portal culture. They documents the ongoing botanical  decolonization and re-digitization of Logan Creek which is an area on the K-E-Liteley campus.  Their intention with this class is to develop biographies for significant food,  medicinal and technology plants that use the Decolonization which can be then developed into  signage for the sites as well. So it will become an interpretive area there.  And the use names in the Hukminum dialect which is spoken in the Logan mainland, in the Moskvim,  in the Mount of the Fraser River and operated at Decolonization.  So the way this class works is that students write a peer-reviewed paper but they are then  collectively and openly peer-reviewed and edited. So they look to pass them around in  hard copy and collectively edit them and the idea is that there is a uniform quality of  language that it achieves and that no one is left behind even if their international students  who speak English might not be their first language. So it's very collaborative class in that way.  So each papers includes alternative forms of scholarship as well and the form, for example,  of recipes. Decolon recipes in here and if you can't read that on the screen it has a recipe  for Blue Elderberry syrup. And so they also, there are also plans to influence the audio recordings  of Hukminum names both online and potentially also outside of the area.  They're further spoken by local speakers of the language. All workers are openly available online  and CC licenses won't share the work, the students work widely with the world and also  so that the Qualcomm First Nation and South is access to materials.  Kathy works to develop that area of local creed because it was taken from the Commonwealth  First Nation and destroyed by construction. And she just does this work until such time  as there's a more formal agreement of latitude so that the whole language can't be extended  or come back to them. Right next to the issue that's in the works of the molecules focus on documenting weeds  and those walls include recipes because it has a lot of international students and what's considered a weed  in Canada, like actually they consider the weed wherever they come from.  They've got some future plans for development where they increase the accessibility of the materials  itself, those are at the moment, and it's very accessible yet, and also the potential to add  to traditional knowledge labels so that people have to agree to the digital particular season  where they are to put people before they access the materials.  So we're going to jump in and talk a little bit about some of the lessons that we've learned  in the very supporting of these projects. Karen and I have both worked on a few different  course journal projects aside from the two that we've discussed today.  And one thing that's always talking about is the sustainability of the journal, what will happen  beyond the end of the course. So for example, SFU was fortunate to have Dr. Chibuwo as a  Bruce Wayne Woodward Postdoctoral Fellow from 2017 to 2019, but she's just moved on to another  position as an assistant professor at Illinois State University. So the future of the intersectional  apocalypse journal is currently uncertain. It remains to be seen and will be taken up by  another instructor perhaps in the same department or a team at SFU. For now it will be preserved  by SFU Digital Publishing in its current format because it is a great showcase of the work  that is done. Other course journals might continue to publish and subsequent iterations of the  course if the instructor continues to teach. They could transition to student journals as well,  so it might be taken up by a student association or society who can continue to publish outside  of a structured classroom environment. We also find the OJS learning curve that we mentioned  a little bit earlier can be a challenge in the courses, especially when we're running journals  like this in a four month period with an instruction that hasn't used the software before. So we do  work on some of the instructional aspects of supporting the instruction, supporting the students  in the class, taking them through the workflow of submitting over and laying the peer review  on the editing and so on. And you'll notice in the SFU example the main portion of the course  was really about taking students through the production of the journal, setting it up in  OJS as well as going through that publishing process. We do find in a four month term that  that's a huge learning curve. It's much more straightforward for the students to be publishing  their own work in a journal that's already established and set out for them rather than  having both sort of the creation of the journal and the publishing process. So reusing course  journals in subsequent courses is one way to reduce this workload and pinching. And so  finally the time of users are key to this. I believe it's the fact that we're running these  in four month terms. But many of the structures are very dedicated to the quality of the final  product and they might take on the large task of editing all of the submissions, all of  the work that goes into the journal. So one of the instructors in our example is estimated  that they spend about 200 hours of work in producing the final output. So for this reason  we recommend that the journal is published just one submission per student in the term.  We try to take on too many projects that once can be too much in the short time frame. And  we recommend that the instructor focus the class either around writing and publishing  journals or designing and setting up the journal by itself.  And then we'd like to end this with some recommendations for OJS and we know that some of these we don't  actually know how many of them are just recommendations from feedback that we've had. So of course  there are some examples that we've given already showed them the ability to OJS and bring about  changes in scholarly publishing and giving those options to engage in alternative forms  of scholarship. But we also think that there are some opportunities to adapt to changes  in scholarly publishing that reflect efforts to bring more equity and inclusive teams of  process. So one of the requests that we've had was more options for open peer review  that could be added to allow for public discussion around work instead of anonymous or developed  anonymous models. And then more sort of the bottom style, more discussion about open  peer review options that we've been looking to go back in.  The other recommendation we have would be to sell some kind of triple anonymous review  where the author is unknown to any of the journal editors which could decrease bias in the  initial decision making process before submissions are sent to peer review. I have no idea  what this was about. The other thing is an option for a donate button to be added to the  homepage to provide an alternative business model for diving to OJ journals. And I know  that there are some options for that but if that's standard available it's just one of  the options out of the box you can create. And then lastly, more nuanced access options  for traditional knowledge. For example, that the user must indicate that they belong to  a community or demographic and acknowledge that the content has specific access limitations  before accessing a particular piece of content. And of course that's on the system, the same  as clicking into a web AT and looking at that website or something.  So to close we have a few resources here about course journals as well as the student journal  that we recently added to the documentation. And I would just like to say thank you to  the instructors and the students that have been working on this.  Thank you.
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