>> We are so thrilled that you are joining us
today for our episode of online office hours.
Our focus today is on the Veterans History
Project, and we're glad that you're here live
or if you're joining us by recording.
As a reminder, these informal
sessions are short.
There will be a 20-minute demonstration,
and the sessions are being recorded.
You will have the opportunity to talk to
each other and to the presenter via chat.
So let's get started with using the chat.
Tell us your name, where you're joining
us from, and what and whom you teach.
As I mentioned earlier, today's episode
is on the Veterans History Project.
VHP, as we call it, collects, preserves,
and makes accessible the personal accounts
of American War Veterans so that future
generations may hear directly from Veterans
and better understand the realities of war.
Today, you'll hear more about how to
get students involved with the project.
Our guide today is Monica Mohindra, the Head
of VHP Program Coordination and Communications.
Cheryl Lederle from the Learning and Innovation
Office is on the chat to answer questions
and to serve you the URLs from today's speaker.
So without further delay, I will hand the
mic over to our presenter, Monica Mohindra.
Hi, good afternoon, everyone.
Thank you so much for sharing your
time with us, whether now or recorded.
I was nicely introduced by my distinguished
colleague in education, Kathleen McGuigan.
I'm Monica Mohindra with the
Veterans History Project.
And first, I just want to say a big thanks to my
amazing colleagues, Kathleen and Cheryl Lederle
and Danna Bell, and there's a whole team of
folks that are doing amazing work to make sure
that educators have some really great
insights into how to manipulate, navigate,
use the collections of the Library of Congress.
And I'm very grateful for this
opportunity to participate in that
and hopefully unearth some information
about the Veterans History Project for you,
how you can participate, but mostly
today how to delve into it and explore it
to help your students with things like
primary sources, information literacy.
There's all different ways you can connect
this to work that you may already be doing.
And hopefully, we can help send
you on that path a little bit today
if you aren't already doing so.
I typically do these kinds of things
in front of people, not live screen,
so we're all in this new situation.
So what I'd like to do is find out
from the people that I'm looking
at as I'm imagining you all, how much you
know about the Veterans History Project,
whether this is a completely new experience
for you and something you haven't heard of
or whether it's something you're
a little bit familiar with,
and that way I can tailor how much background
and history I share with
you before we move forward.
So if you could also use the chat
box now to give me a sense, you know,
is the Veterans History Project
something you've heard of previously
or is it a brand new idea to you?
Thanks for the followup in the chat box.
Much appreciated.
Well, I'm going to carry forth
because I have a little bit of time.
And as your information comes rolling in, I will
adjust accordingly and not spend too much time
on just background so we can
get to actually navigating.
So the Veterans History Project
at the Library of Congress is
in the midst of its 20th anniversary year.
The Veterans History Project
was started as a piece
of unanimously signed legislation
by Congress in October of 2000.
And the idea was for individuals to gather
the first-person remembrances and narratives
of the Veterans in their lives and
communities from around the country.
The idea wasn't to send out a
cadre of trained ethnographers
and sociologists and oral historians to do it.
It was really to engage individuals around the
country in the process of speaking to the people
in their lives and in their communities.
And it came -- the genesis for this idea
was really happening across the country.
Lots of different people had a similar idea.
If you can remember or if you're familiar
with that time period back in 2000,
there was a focus on World War II
generation and the anniversaries
such as we have this week of
their different experiences.
And so at the time, it was really
coming together in the same kind of way.
In our case, it was Representative Ron Kind had
had a family picnic and had been telling the --
had been talking to his uncles who were
telling their stories in this informal setting.
And he looked at his young sons and realized
that a lot of this was going over their heads
and that if he recorded it, it
would be available to them later.
Back then, you may, too, have had that
ubiquitous camcorder in your hall closet.
And so that was retrieved,
and the recording was made.
And about that time, he sort of realized
well, gee, this is a resource happening
in everyone's family picnics and conversations,
and wouldn't it be great
for all of us to have this.
And commemorations were being
started all over the country.
And as I mentioned, some
other places had this, too.
But the idea to bring it to Congress and
get everyone engaged and have it placed
in the American Folklife Center in the
Veterans History Project at the Library
of Congress is really what distinguishes it.
It was intended to ensure that everyone
had an opportunity to participate
and gather this enriching
information to the historical record.
As you probably know, oral history in general,
but specifically the Veterans History Project,
specializes in the human experience of memories,
what these individuals saw, self-experienced.
It provides that first-hand look at war
or conflict, you know, from the foxhole,
from the cockpit, from the deck of a ship,
including desks, kitchens, medical environments.
And our diverse collections speak from those
first-person experiences from US Veterans
from World War I through the current conflicts.
You see here that our mission is to collect,
preserve, and make accessible these collections
of Veterans first-person remembrances.
We currently have over 110,000
of these histories.
And while not all of them are fully
digitized, many present digitized elements.
There are over 70 web exhibits, one of
which I'll get to preview with you today,
that let the public, let interested folks,
have a deeper dive into thematically connected,
curated groups of collections so that we
may all hear directly from the Veterans
and better understand the
realities of their service.
The thematic topics range from sweethearts to
medics to World War I to today's conflicts,
and I'll show you how to navigate over to those.
With over 18 million Veterans
in the United States today,
we do need your help in collecting more.
And we are truly a grassroots effort
that relies on voluntary impetus
to gather the first-person
remembrances and for folks
to play your part in this historic endeavor.
Every Veteran out there has a story to
tell, regardless of what they may say to you
in their humble way of speaking
about their experience.
Who are these Veterans?
They are in your everyday life, maybe
not as visible to you at this time.
Maybe it's your dentist.
Maybe it's your postal delivery carrier.
Maybe it's someone in your family.
If you have someone that you're thinking of,
we'd love to know a little bit about them.
You don't have to use their name, but
often at this point in our conversation
about what the Veterans History Project
is, someone starts thinking, "Oh,
you know, my Aunt Millie [inaudible].
Somebody needs to come and interview her."
This is the point where I'd like you to take
that energy of thinking about that person
and how someone needs to work with her to
organize her letters that may be in a shoebox
and instead envision yourself in that position.
We have other resources to share for
how to do that, even during this time,
what you can do to prepare, and we can
get more into that in another session.
In this session, instead, we'll focus a
little bit more on what we already have.
So if you have a minute to pop in some
thoughts about the Veterans in your community
or in your life, you know, did they serve
in the Navy, what conflict did they serve,
and that kind of thing, I can
try as we go forward today
to steer you towards collections
that are related to that one.
Perhaps you can call them on the phone
if they're not someone in your house
and share this experience with them.
Being heard is one of the number
one personal benefits we hear about.
There's a great Maya Angelou quote
about the greatest burden is the
burden of a story that goes untold.
And one of the great things about the
project is how it brings people together,
even in this time.
So of these 110,000 original collections
that we have, you can see a smattering
of them here, we have not just oral histories.
We have first-person narratives that
encompass letters, photographs, journals,
diaries, anything two-dimensional.
We no longer accept spent casings or
weapons in the form of sculptures.
That's a little bit of a joke.
We don't accept uniforms.
But we do accept these two-dimensional,
and we'll get to exactly what encompasses
a collection to make it easier for you
for understanding how to dive
into them in just a moment.
Some things I'd like to point out in
this montage is that while we're so proud
of how many collections have come in and what
we've been able to accomplish in these 20 years,
you'll notice on here some images of faces that
for me represent where we have more work to do.
We desperately need more women's stories and
more stories of minority experience in general,
whether that's Native American,
African American.
Minority for us also means unusual service.
For instance, chaplains.
So we're really looking for that wide array.
Diversity for us also means
geography, from where,
what community, did the Veterans come from.
So we're always looking for more collections
from Alaska and those who served in Alaska.
Just some things to consider as you navigate
what you have and you think about how you might
like to participate in the future.
So, leave it to an educator to help a bunch
of communications people figure
out how to really break it down.
We owe what we call our 10-20-30 rule to
an educator out of Eastern Lebanon County,
Pennsylvania, Mr. Jonathan Bickel, who
[inaudible], oh, gosh, 10 plus years ago,
and it was really a way to break down
what our collecting scope policy is,
which is to express that first-person narrative.
Collections at a minimum can fill one
of these three buckets to get started.
Please note, I say get started
because once a collection is started,
it is possible to continue contributing to
that collection and enriching it even further.
So in the 10, it is 10 or more
original photographs or letters.
In the 20, it's 20 or more
pages of journal, diary, memoir,
that sort of thing, that is unpublished.
And in the 30, it's 30 or more minutes of audio
or video interview one-on-one,
individual interviews.
All of these are originals.
It's originals that come from the individual
family members and are at the Library
of Congress where they are preserved
and made accessible and discoverable
for researchers and the general public.
I wanted to take a few minutes
to go through different ways
that you can access these existing collections.
We have over 7000 hours of audio and 9000
hours of video available to you on the website.
Now, just putting up all those
hours and continuing to put them up,
which we will continue to
do, is really exciting.
And having that volume of material also means
that you can do quite robust
research on your own.
But what makes it even more exciting
are the ways in which you can splice
and dice the data and get
into these curated bits.
I am going to start with how to
get into our actual database.
And I thought this would be useful
to educators because, as I mentioned,
these are primary sources, which you already
know, and it's such a great opportunity
to be thinking about information literacy and
thinking ahead, even now towards Veterans Day,
on projects that could be started
now and maybe have some sort
of cumulative event around Veterans Day.
Here, you'll see just a snapshot of what
our homepage has looked like in the past.
It's not our current page, and I stole liberally
from my colleagues in the Collections Access
and Preservation section of
the Veterans History Project
who put together a fantastic 5-minute video
that goes through this a little bit more
so that you can reference it later, share
it with students, share it with colleagues,
and that's in the links that you can have
access to at the end of the presentation.
You'll see here the highlighted section on the
homepage "Search the Veterans Collections."
It's highlighted here for
ease for me to point it out.
When you go to the homepage itself,
it will not be highlighted yellow,
but it will be in that position on the homepage.
If you were to click on that, you would get
to this page, which is also a screenshot.
All of these are screenshots.
And this can be a little bit intimidating,
but it really offers a level of granularity
of discovery, which is really exciting.
And one of the reasons I mentioned
potentially thinking of someone
that you know that's a Veteran so that you could
learn a little bit more about them or learn
about Veterans who have similar experiences
is specifically because of this feature.
We've often heard from participants and
users that one of the most exciting things
about this broad collection is being
able to understand a little bit more
about the experiences, the personal perspectives
of Veterans who served in the same place
or at the same time or in the same service.
And this helps you figure out how to get there.
So you'll see here that there
are several tick boxes.
And there's also a list on the left-hand side.
I'm going to go through an example of a
couple of quick ways to navigate this.
Again, I've used this slide to
illustrate where these items are.
They do not become highlighted
when you click them.
In this case, let's assume that we
are looking for someone who served
in World War II, so I've clicked that box.
We're looking for a woman because we
need more women stories, thank you.
And we're looking for an original photograph.
In doing that, what we'll find is we get to
only one collection that I'm highlighting here.
You would get multiple collections, but I'm
highlighting here Bobby Sue Dunaway Grape.
And what you'll get is the biographical
data form, which serves for us almost
like a card catalog of what
the collection consists of.
You see her collection has
manuscript correspondence,
military papers, and an oral history.
In her case, the collection was digitized,
so then you'll see what that would look like.
A digitized collection may have this
photographic image attached to it
or it may just have the basic
information including how to get
to different items, for instance the letter.
You can click on that link
and get to that letter.
Going back to the database, if
you look at the little hand,
which is up touching the
Browse button up on the top.
See, I might get fancy here and try to use the
annotations so you can see what I'm pointing to.
If you look up there, you will see that
Browse button, and that often gets overlooked
when folks are doing a little bit
of digging into the collections.
If you were to click on that --
-- apologies, folks, there we go.
If you were to click on that, what you would get
is these tabs that open so that you can search
in these sections up at the top by
last name, by war and military branch,
by state of residence, and
by race and ethnicity.
What's really fun about this is if
you click on any of those links,
you get a little bit more information.
How many collections are attached to the
state that you live in, for instance.
I'm going to see if I can go
backward because I want to point
out something else that's
really great about this feature.
If you look over, and I'm going
to try to annotate it again
and hope I don't annoy the presentation fates,
if you look over here in "All Fields Together,"
"Contained in," and you see
my skills are just mad.
Here we go.
If you look over here, you'll
see that you can further filter
by these different fields as well.
So maybe you know that you are
definitely looking for a particular ship.
You would highlight that area and then put that
information up here in the "Enter Search Words."
Oh, yeah, great skills clearly
with my track set.
So that is another way you can continue
digging deeper and doing your own research,
encouraging students to do their research,
and let's see if we can make
this move forward again.
Great.
So I want to -- now that
you've had that "a little bit
of knowledge is a dangerous
thing" moment with our --
with the granularity of our database,
I just want to bring you back.
This is another front cover.
And I'm noticing my time.
I'll speed along here.
Another front cover of our homepage.
And here, you will see I've already
circled in red the "Contact Us" form.
That gets you to this page, which
is a really great way to get help
from our reference specialists, to
email us or get further information.
Taking us back really quickly to the
homepage, I want to point out the blog,
which you can get to here, which is another
way that we have of doing deep dives
into the collection and offering a
little bit more contextual information.
In this case, the exciting thing that's going
to be happening this week is our
new experiencing -- sorry, folks.
I tempted the controls with the -- there we go.
This is an old blog that we were able to publish
quite a while ago, you'll see in May of 2016,
and I wanted to point it out because we
will be releasing quite soon this week a new
Experiencing War feature in honor
of the 75th anniversary of V-E Day.
And in it are a couple of collections that are
just incredibly robust and wonderful and dive
into our World War II Pacific Theater
diary collection, which up until March
of 2016, not May, it was nonexistent.
And we got an extraordinary collection of
George Washington Percy -- Pearcy, apologies.
And due to the information that we
received and were able to put out publicly
about that extraordinary collection,
we received this collection
from a gentleman named Robert Auger or Auger.
And based on being able to pull
that information together --
-- let's see.
Sorry, I'm just wanting to
really be mindful about the time.
Mr. Pearcy was held for 29 months
in different prisoner-of-war prisons
and camps including Bilibid.
And in 1940, he wrote to his mother after he'd
been in the service for a little while and said,
"Please, I hope that you are," -- thanks,
Kathy, I didn't want to go too far
over the time, and I appreciate your comment.
"I hope that you" -- "Mother, I
hope that you are saving these.
I need them to be saved for the record."
And even at some points, he mentions
maybe even publishing a book.
So remember that that date is 1940.
Many, many, many years later, 2016 to be
precise, his family was brought to the Library
of Congress to work on a civil rights project.
His nephews, who had inherited
his diary, which he created --
you may know that in the Pacific Theater,
diaries were generally not permitted,
and you could face severe punishment,
in fact, if you were found with one.
He had created an incredibly detailed diary.
The handwriting is just extraordinary.
He had a lawyer's training.
And he had created it on found paper.
We're talking scraps of paper that were
the tin food wrapper, hospital forms, maps,
all bound together secretively
and kept in stashes.
Unfortunately, he knew as the time
marched on that he was going to be put
on a transport ship, that he might not make it.
The family legend has it that he split the
diary in two, giving one to one comrade
and the other half to another comrade
and said, "If I don't make it,
will you please ensure my family gets this."
What we learned during that
time was about the gentleman
for whom there were two letters present, Mr.
Robert Auger, who had in fact made it back
with his own incredible story, and he
had made sure that those documents got
to these three nephews and to the family.
And when he did so, he sort of
then lost touch with the family.
So they had this extraordinary record,
but they didn't really know
too much more about the story.
We were able to do blog post
about it and publish about it
and share this information once
the collection was donated.
And as a result, Mr. Auger's family
found the information that we posted,
and they had the other piece of a puzzle.
They had -- it was now down to
nephews and nieces, and they --
he had passed away a few years earlier.
And they had, in fact, his Pacific Theater
journal and diary and letters from that time
that was a complete discovery to them because
of course he'd never told them the full story.
They were able to put them together.
And now, here we are.
And in the feature that will
come out this week --
-- those two stories -- sorry, I
always find this really emotional.
Those two stories will be
resident together on our website.
So, 70 years later, they have found their
way to exactly where they were intended
to be so that people would know --
-- what happened to them.
This is just a teaser for what
you'll see the rest of the week.
You'll see that there is Mr. Auger's collection.
And when it goes live, you'll see
Mr. Pearcy's in the row down below.
And again, you get to these by going to that
Experiencing War feature in the homepage.
And there is Mr. Auger's deeper information.
Before I go, I really would be remiss if
I didn't point you towards our Teaching
with Primary Resources -- Primary Sources sets.
These are made available by the same
colleagues here at the Library of Congress
who are making this program available today.
There are two of these sets that
include analysis tools and all kinds
of really great information about
how to use these collections
with your students based
on standards and age group.
The second one is Veterans Stories,
Struggles for Participation.
And if you were to click on one of these, you
would get individual primary source resources,
but you might also -- let's say
we click on the first thumbnail,
you would get Ms. Violet Hill Askins Gordon who
has an extraordinary story you can see here.
And you'll see that that takes you right
back to that same digitized viewpoint.
Even though it's in the primary source sets, you
get right back to the actual primary sources.
I also just want to let you know
that you can follow up with us.
We have been working with educators
one-on-one during this time.
We're offering workshops.
We're offering tutorials.
You can host us in the platform
that makes sense to you,
whichever one that you're
using with your students.
And we'd be happy to talk with you
and schedule time to go through that.
Please do just give us a little bit
of cushion on the timing of things.
Everyone is working through technology.
And a little bit late, apologies
to my colleagues.
I can take time for questions.
>> This is Kathy.
Monica, thank you so much.
That was really powerful and really amazing.
I want to talk a little bit about what
we were talking about this morning
as you were telling me the story that you
shared with the rest of the group today
about the Pearcy collection and the Auger
connection and the materials coming together.
We talked a little bit about how
teachers can use this in their classroom
and really showing the power of writing
and documenting what is happening to them.
And there are many platforms,
as the audience well knows,
where people can use a megaphone, if you will.
And the integration of these
materials into different --
-- it's not just social studies, right?
It is looking at the integration into
writing and perhaps English class.
We have an art teacher on the line right now.
And talking about the integration, can you talk
a little bit about how these stories can just go
from -- where you think you're
going from point A,
you go to point B, and then
you're off to C and D?
>> One of the things that's so interesting,
the current Experiencing War feature that's
up now is about family connections because what
we've discovered is that people were looking
into the collections and finding
those family connections maybe
where they hadn't been before
or the other way around.
Many times people who are in
service are related to someone.
And those stories literally speak to each other.
And so the point A to the
point B really kind of unfolds.
As the discovery of each of
the individual collections go,
one of my favorite personal memories,
speaking of artists, we have a collection
of a woman named Mimi Lesser whose service was
to illustrate through sketching service members
who were rehabilitating in a hospital in Europe,
many of whom who actually didn't make it back.
And these sketches were the
last images in some cases
that family members would have of this person.
So she made them very warmly
and sympathetically.
And I happened to be staffing our phones.
We take turns to do that.
And I was staffing our phones,
and somebody called in,
and she wasn't quite sure how
she'd gotten to this page.
She was very emotional.
And it turned out in doing research,
she had been led to this page.
She was on the Library of Congress page, and
she, you know, clicked buttons and got there.
And it was an illustration of her
father that she had never seen before.
And it was in the Mimi Lesser collection.
So you -- I hope I'm answering your
question as you were envisioning it, Kathy.
But that's the kind of thing
I always think of when I think
of how the collections really
unfold the more you delve into them.
>> That's great.
Yeah, that answers it perfectly.
Thank you.
A question came in from CTRU, which states, "My
understanding is that due to privacy concerns,
the database doesn't necessarily
indicate ethnicity or race.
Is it only included if the contributor
specifically provides that information?
Is that still true?"
>> Oh, what a wonderful question.
Are you a plant?
That's such a great question.
Yes, we have asked for it.
It is asked for on the form.
And we do our best to expose collections
in that vein of thinking about diversity.
However, we can't require it.
And very few of our collections overall in
the past -- we've been working really hard,
and I understand it's been getting
better to have people self-identify
so diversity of experience can be understood.
But it is true, we don't require it.
It is voluntary.
We would love for more people to do it.
We believe, for instance,
that we have more collections
of Hispanic and/or Latino individuals, but
those were not terms that were used until 1972.
And sometimes in the early years,
they were considered pejorative.
And so there are definitely Veterans
who wouldn't necessarily just
jump to self-identify that way.
It's changing now, but we certainly need help
with that, so thank you for that question.
>> And thank you for that response.
Another question for the educators that are
on, you talked about Veterans Day in November,
and what are some of the projects you see coming
in from schools, from students, from teachers?
Can you talk a little bit about
how educators might get started
in working with VHP and collecting stories?
>> Oh, sure.
Well, there's a few different
ways that that happens.
We've seen educators who let us know
actually through your colleagues or directly
about really interesting things they're doing
to do, say, document discovery by looking
at the illustrated letters of Samuel Boylston or
Tracy Sugarman to understand how envelopes work
with 5th graders or how to do
a deeper dive in something.
So that's using existing collections, you know,
scavenger hunts for primary sources
within a particular curated set.
Conversely, there's also actually -- working
with older students, we really recommend --
we will not return collections
made by younger students,
but thinking about the Veterans
themselves, it's really recommended,
and the stories they might share, to have
students who are 16 and above or 10th grade
and above do interviews with
the Veterans on our website.
And we have a brief, less than 15 minute video
that walks you through the exact process of how
to interview a Veteran and how to ensure
that the forms are filled out correctly
and that the recordable media is done correctly
so that it can be accessioned
into the collection.
That's one of the things that we do is we
also offer workshops virtually to educators
on how to do that with their classes.
We suggest teams, so there would be
one person operating, one student,
sometimes layered students, college
students working with high school students,
in rare cases, high school students
working with middle school students.
So in that case, the middle school
student wouldn't be asking the questions,
but would be maybe manning the camera
or will have done the research,
the little bit of research in advance
to make sure that the questions
that they ask are appropriate and respectful
and that the Veteran is treated with respect.
So we have lots of ways that we can help
customize that for different classroom needs.
But there's also lots of
resources on the website to make
that a little more plug-and-play.
>> That's great.
Thank You, Monica.
And as you were talking, I pulled
in a link to the teacher's blog.
You talked about the VHP blog, which is a
great resource in terms of getting access
to the collections and the stories.
But we also coordinate with VHP in
the Learning and Innovation Office.
And I listed out, we have 18 blog posts that
discuss VHP, so you might want to take --
the audience may want to take a look at
that as well as far as some teaching ideas.
If you have questions, please feel free to text
them in to everyone or feel free to send them
to us as the presenters, and we
will certainly get those read.
For those who are interested, just a
couple of announcements I want to make
for the programming, as I
stated at the beginning
of this episode, of online office hours.
We're here every Tuesday and Thursday from
2:00 to 3:00 to talk about an area of loc.gov
or discuss some teaching strategies, host a
discussion around a very particular topic.
On Tuesday -- excuse me, on Thursday.
Today is Tuesday.
On Thursday, we'll be diving into the
manuscripts collection on loc.gov.
So hopefully you can join us
from 2:00 to 3:00 on Thursday.
And tomorrow, we have a webinar, a professional
development webinar on the introduction
to the question formulation
technique for primary source learning.
And I'm going to go ahead and post
in the registration link to that.
If you are interested in receiving credits,
they'll be a certificate of participation
for the live participation on that event.
So tomorrow at 2:00, we'll have the Right
Question Institute in a webinar looking
at the question formula technique
and looking at primary sources.
And on Thursday, we'll be going and doing
a dive into the manuscripts division.
So hopefully you can join us later this week.
Monica, thank you so much for this.
I just want to make sure that we
haven't gotten any questions in.
And this has really been truly
wonderful in terms of learning about VHP
and how to start looking into the collections.
And I think -- I think showing us how to go
by state is a great place to start in terms
of looking at what is available from
a local level, so thank you for that.
And I don't know if there's anything
else that you want to add, Monica?
>> Just that there are so many wonderful
webcasts also that feature different topics,
from PTSD to music to anything you can think of.
So to really just know that there's
a wealth of related material.
And that's it.
Yeah. Thanks, Kathleen.
>> Thanks, Monica.
Oh, we do have a question
that came in from Jen Riedel.
Does VHP do podcasts?
>> We do not yet do podcasts.
My [inaudible] colleague, Megan
Harris, was featured in, I believe,
two now podcasts with the
American Folklife Center.
And a couple of us also participated
in the Innovator and Residents podcast.
And so we've been guests on
podcast, but we have not yet been --
and actually, the director was just on a podcast
last week, but we don't yet produce our own.
Thanks for that request, though.
>> That's great.
Thank you.
All right, any last questions for our speaker,
Monica Mohindra from the
Veterans History Project?
A recording of this will
go up hopefully by Friday.
If not, first thing next week.
Thank you so much for your participation.
We do hope that you will join us tomorrow
for the Right Question Institute and looking
at the question formula technique
and looking at the primary sources.
And then on Thursday as we
do an online office hour
and go a little bit deeper
into the manuscripts division.
Monica, thank you so much
for a great presentation.
And thank you all for joining us.
>> Thank you.