The first 6 weeks of Hive Labs

Six weeks ago, Atul Varma, Chris Lawrence, Kat Baybrooke and I embarked on an experiment we call Hive Labs. Let me tell you about, Let me show you a little slideshow I made about our first 6 weeks to the tune of Josh Gad singing In Summer from the movie Frozen.





So, in summary (or if you aren't the musical slideshare type) the first 6 weeks have been great. We did a bunch of listening and research, including attending events and hackjams run by and for Hive members. Here's a neat worksheet from a Mouse run Webmaker training in New York. 

We did some research and design on tools and resources to support prototyping:

Sherpa is a codename for a tool that helps prototypers define a design opportunity and openly work through the process for designing a solution. We designed some mockups to see if this is a direction that we should pursue. Sherpa could be a back-end for the "Cupcake dashboard" or be a stand alone tool. We spun up an instance of the "Cupcakes" dashboard  designed by the Firefox UX team to help figure out if it is a useful tool to surface prototypes.

We also prototyped a snippet for Firefox to promote Maker Party, worked on an idea for self guided Webmaking and began work on a Net Neutrality Teaching Kit.

Finally, we've shipped some things:

The No-Fi, Lo-Fi Teaching Kit and the Mobile Design Teaching Kit

The No-Fi Lo-Fi Teaching Kit asks participants the question how can we empower educators to teach the web in settings where connectivity isn't guaranteed?

With the Mobile Design Teaching Kit, participants play with, break apart and modify mobile apps in order to understand how they work as systems. This teaching kit is designed to explore a few activities that can be mixed and mashed into workshops for teens or adults who want to design mobile apps. Participants will tinker with paper prototyping, design mindmaps and program apps while learning basic design and webmaking concepts.

A local and a global Hive Learning Network directory

... and a section on Webmaker.org to help guide mentors through making Teaching Kits and Activities:

The first 6 weeks have been great, and we are going to continue to listen, create and deliver based on needs from the community. We have lots more to build. We want to do this incrementally, partly to release sooner, and partly to build momentum through repeated releases.

What's in my toolshed: the prototyping edition

Lately I have been thinking a lot about how I go about prototyping. That's a huge topic, because really prototyping is a step along a long, loooong and windy path that begins with an idea. I often analyze in painful detail how I get the idea or what I do with that idea once I have it, but today I want to think through my process in terms of what's in my bag, or what's my setup. 

I think it goes something like this:

I have an idea.
Tools: shower, running shoes, a friend and/or hot chocolate

I sketch out the idea.
Tools: pencil, notebook, ipad, paper53, cosmonaut

I share that idea with a small group of people
Tools: more hot chocolate

This cup is from the  folks at One Girl Cookies in Dumbo

I share that idea with a larger group of people
Tools:  a blog, camera (usually just use my phone)

    

Then, I share the idea with people in my making environments
Tools: github, flickr

I read and write - A lot. I tend to research everywhere from blogs to books, to print articles. I ask experts and novices a like to talk to me.
Tools: New York Public Library, DML, goodreads, the interwebs

What I am reading now: Creative Confidence by the Kelley Brothers. Check it out!

Then I am like omgossssh  I have so many things I need to get organized, so I put all of my tools into some sort of list, or spark file.
Tools: Evernote, etherpad , Google Docs

By this time I realize that I want to make something so that people can have a proof of concept to play around with, so I start to make something interactive.
Tools: POP, Coda2, Cyberduck, Webmaker, Appmaker, Adobe Illustrator, etc.

Then I go into a rapid cycle of user testing -> iterating -> usertesting
Tools: redpen for mockups, user testing websites, Hive meetups, minigroups, groupme, Webmaker demos,  more hot chocolate and chocolate chip cookies.

At this point I kind of move into a decision making phase. This is a whole other set of operations, however I now have a lot of tools at my disposal to make that decision. By now, I have now developed a cohort of people who I am working with to develop the prototype - whether that be user testers, feedbackers or active co-developers.

I should note here that a) this whole process relies heavily on hot chocolate - my current favorite can be found by visiting the Little Sweet Cafe just off of Atlantic Avenue in Brooklyn and b) my process is all about prototyping in the open. I find that prototyping by, for and with people makes my ideas stronger and helps me to fail faster so that I can pick myself up and iterate with more knowledge, more often. I'd love to hear what ways YOU prototype.

Portfolio Design Workshop

Yesterday I went to a portfolio workshop for Hive NYC members at the Brooklyn Public Library. The workshop was run by Julia Vallera and the goal was to help people think through the process of developing content to showcase projects created within the Hive, however, the it ended up being so much more. By the end of the day, participants were helping members of the Hive HQ iterate on their portfolio application form, and started to articulate the need for tools that support an innovation framework.

Lifecycle of a Project 
Workshop participants reviewed the timeline of a project from exploration to the phase where you might be sharing out learnings (the portfolio touchpoint). Julia used this chart which compares the creation cycle to the lifecycle of water (how amazing is that?!). Particpants articulated that while there are lots of touchpoints and feeback loops after something has been created, there is a real desire for in-progress community support and reflection.

Portfolio template:
Participants used this template to start developing out their project portfolio piece.  Some feedback that Hive members gave is that it would be awesome if they could be developing the content throughout their making process. Additionally, they explained that it was really important to be able to identify who the author of the content was and in turn, who that author was "speaking to" via the medium of the portfolio.

Opportunity!
After listening to Hive members talk for a few hours and taking notes (below), I realized that there's a real opportunity to support what Brian from Beam Center referred to as a "framework for innovation" and what Leah from the Hive called a "living archive of process." 

I am going to tinker with Atul, Kat, Chris and the rest of the Hive community to think through what this could be, but overall I found this workshop inspiring and am eager to start noodling in this opportunity space. Some initial thoughts is that we should think through what a process dashboard and process project profile could look like. Here's what I sketched while at the workshop, but am going to dive deeper this week. 

Designing BadgeKit

After several months of hard work by the Open Badges team, we are announcing that BadgeKit is  available for access to Private Beta. This means that BadgeKit is now available in two forms:  a hosted version of Mozilla BadgeKit available in private beta for select partner organizations that meet specific technical requirements, and anyone can download the code from GitHub and implement it on their own servers. 

BadgeKit is a set of open, foundational tools to make the badging process easy. It includes tools to support the entire process, including badge design, creation, assessment and issuing, remixable badge templates, milestone badges to support leveling up, and much more. The tools are open source and have common interfaces to make  it easy to build additional tools or customizations on top of the  standard core, or to plug in other tools or systems.

From a design perspective, this milestone represents refinements in user research and testing, user experience, user interface and branding. 

We did user testing with members of the Hive in Brooklyn.

In preparation for this release, we conducted extensive user research to define the needs and goals for badge issuers. This work, led by Emily Goligoski, helped to define requirements for the BadgeKit offering as well as inform the user experience. The research was done using a variety of methodologies, however, it is worth noting that all of this work was done in the open. Emily organized distributed user testing in key markets such as New York, Chicago and Toronto to do everything from needs analysis to accessibility and functionality testing. The Open Badges weekly community calls were leveraged to pull in input from the highly motivated research and practitioner cohorts. Much of the work is documented both on her blog and in github. We paired every implementation milestone with some form of user testing and iteration. While this may sound obvious, it was a new way of working for our team, and I can unequivocally say that the product is better because of this practice. User research and testing did not happen in a bubble, but rather it became completed integrated with our design and implementation cycle. As a result, developers and designers became comfortable making informed iterations on the offering, as developers, designers and team researchers all participated in some form of user testing over the past three months. 

As a direct result of the extensive research and testing, the user experience for the entire BadgeKit offering was deeply refined. This work, led by Matthew Willse introduced some new features, such as badge “templates” which give the ability for any badge issuer to clone a badge template and remix it. This gives us the unique ability to offer template packages based on common badge requests from the community, as well as eventually to empower the large Open Badges ecosystem to develop badge templates of their own (and perhaps explicitly state how they are comfortable with their content being shared and remixed). One component of this work that evolved as a direct result of testing, was the increased attention to copy. Sue Smith led this work, which entailed everything from tool tip development and a glossary to API documentation. Considering that BadgeKit takes an issuer from badge definition

and  visual design

 to assessment and issuing,

designing the user experience was no small effort and the attention to detail combined with designing in the open - proved to be a solid approach for the team. 

Perhaps the most obvious design component of this release is the user interface design and brand definition. Adil Kim kicked off this work with an exploration of the brand identity. BadgeKit is under the parent brand of OpenBadges, which sits under the even larger parent brand of Mozilla - which gave us the constraints of designing within the brand guidelines. After exploring options to represent the visual metaphor for this modular system, here is the new logo:

The logo is meant to evoke the imagery of both a badge as well as a tool in one glance. For the untrained craftsperson (ahem) - while gazing into the mark - you will see a bolt . This connotes that BadgeKit is a tool, something that allows you to dive into the details and construct a badge, and a system for your community. The logo incorporates the palette from Mozilla Open Badges, in a playful mobius - at once implying that while this is a handcrafted experience, it is also a seamless one. This logo nicely fits into the larger brand family while reading on it’s own, as if to say, “hey, BadgeKit is the offering for badge MAKERS, dive in and get your hands dirty!” 

The brand is in turn extended to user interface design. The overall art direction here was that this needs to be clean, yet approachable. We know that many organizations will not be using all of the components in the interface directly on badgekit.org, however, the design needs to take into account that everything needs to be accessible and read as remixable. Some details to note here are the simplified navigation, the palette and subtle details like the ability to zoom on hover over thumbnails. 

It’s worth noting that while Emily, Matthew, Sue and Adil , as well as Carla, Meg, Erin, Jade, Sabrina Ng, Chloe and Sunny were invested in much of this design work, there was an intentional yet organic partnership with the developers (Zahra, Erik, Andrew, Chris, Mavis Ou, Mike and Brian + many, many community contributors) who were doing the implementation. We had weekly critiques of the work and often engaged in conversation about design as well as implementation on github. 

Another component of this work is looking ahead towards future features. Chloe Varelidi lead work here thinking through the potential for badge and skill discovery. Under a grant from The Bill & Melinda Gates Foundation, Chloe and her team are thinking through ways to represent earner pathways. This eventually will be leveled up into the core BadgeKit offering, but you can start to dip your toes into those features by checking out the work here.

And the good news is that design never ends! Design isn’t just a destination, it’s an invitation to a conversation. Check it out, let us know what’s working and importantly, what’s not.

The Value of Showcasing Craft

Lately I've thinking been about how we can value the craft of webmaking within the context of Webmaker.org. The topic is fresh on my mind because we are starting to seriously think about how to develop out a gallery presence for the platform that is true to the spirit of our community. This got me to researching a bit about how other web properties highlight this stage in the design process.

Threadless does a nice job of surfacing the process of individual t-shirt designers on their site. Very simply, they have a curated section of blogposts featuring designers going into detail about how they made the product.

First they profile the user, and then they show great process shots like this one below by Joshua Kemble:

Additionally, they have a critique section of their site, where users can rate in-progress shirts and provide feedback via commenting. Again, super simple and effective. There are so many reasons to do this kind of highlighting of process, but for Threadless, it serves three functions well: 1) as an educational resource that isn't in your face "here is how it is made," but in fact offers many ways to make similar things and 2) as a way to elevate their product- they highlight masters who have done cool work, and show you how to do that too and 3) as a way to build community.

Sketchpad.cc highlights process but in a very different way. In their gallery, instead of just showing the end product, they include the code which can be seen as a video replay. I find it compelling because it allows you to see the different decisions that the creator made when designing the animation. In turn the entire process is treated as a journey. I've seen other sites do similar things, and in a less organic way, a lot of cooking websites do this with their video documentation of their step-by-step tutorials, but I like that it's not really a tutorial- that the verb - or the action is actually an appreciated part of the design- possibly even elevated higher than the end product.

So we have two forms of process documentation so far, and my last site that I am going to talk about is so documentation heavy- that it might blow your mind: Github. Like other version or bug trackers, here you find a community of people who are collaboratively crafting documentation for their project. I like this as an example because you can see the history and different phases of the project.  So on an incremental level you can see how the project was built up, who forked what code, who hacked what - and from time to time, particularly with their "Issues" section of the app- you can see conversations about how decisions were made.

It seems like there is some awesome formula for success here- like 1 part documentation plus 2 parts social plus 1/8 part inspiration, 2 tsps of process and 4 cups design thinking = craft. 
Right now we are still in the research phase of the gallery for Webmaker- but what's clear to me is that it needs to accomplish a few things: it needs to be social, inspiring, educational, live across the web, and very importantly - have some level of showcasing the craft of making things on the web.

Open News Design Sprint Day 3: Meet the Journalists

After two days of doing a design sprint brainstorming about a tool that could help journalists learn webmaking, we decided to go right to the source for help. We invited about a dozen journalists to join us for a conversation today. We lucked out and got a fantastic group of professionals with a variety of different skill sets and backgrounds. Journalists showed up representing tons of different orgs, including: New York Times, Forbes, Gotham Schools, NYU Journalism Institute, Mashable, NYU ITP and the Huffington Post.

The main question that we asked this group was: "What do they you to make on the web?"We had a range of responses to this question.  There we are a lot of answers in the categories of data manipulation, data visualization, interactives, and text based interactives.

"There are two categories: a special project that's a one-off that blows people away and wins awards. But the thing that's more interesting are the things that can sustain and help a community. A database of property transfers that is maintained and is there for someone to access when they want to find out about it. Something that continues, is sustained, and is part of the fabric of info flow in a community. Data that comes in and continues to live." (note that all quotes in this post are paraphrased from the session)

We delved into an interesting conversation about what journalists need to know in terms of learning about the underpinnings of webmaking. Many participants talked about wanting to learn skills that actually fall into the category of "design thinking."

"Journalists don't have the knowledge of when to use a map vs not use a map. Or from a story to getting more interactive. They need to understand that a story isn't just an article, that it can be a whole bunch of different things. design thinking methodology"

"When you get down to it, we have a history of journalists as writers. But the last thing you want is a situation when all the journalists become coders. The more powerful thing is to have more of that process--the methodology/training/etc. To run a group of coders, or talk to coders. To know enough about your topic to come up with ideas and know if something is feasable or not. Not to be condescending, but 'skills are for interns' they are important to know to do, but nobody's going to make work-changing this just coding CSS. Skills are great and they're important, but it's about getting to understand the bigger picture. We spend a lot of time on, what do you call it, agile journalism."

I explained to the group that I personally have no interest in forcing anyone to learn how to code, but I was interested in learning about what would empower journalists to take an interest in webmaking.

"It's about showing them good work, and then showing them easy things--things that are very much within reach. It's about motivating them and liberating them."

"A big problem is internal. Which traffic cop gives the most tickets per parking meter: you dont' want to wait for six weeks for the data guys to come back to you with the answer. It's about being able to quickly test a hypothesis that could be interesting. There could be a story here--well, you want to know that quickly. Maybe the distribution of skills in the newsroom is 200 writers and 2 coders--it's going to be a long time before that. How much coding do you need to be able to play and test those hypothesis?"

"It's the bridge/demystification thing. There's a big wall--it feels like it. But then you go to hackjams and it feels attainable. It demystified it. When you realize those tools are attainable."

Mentorship and peer based learning was another topic that came up. One participant admitted to the group that he had signed up for CodeAcademy because of "social peer pressure" but then is now in the position where he has 6 untouched lessons in his inbox. This is because the great myth about something like CodeAcademy is that you are doing it with your friends. You signed up because your friends tweeted about it and you got all pumped up and signed up together- but then you are at home by yourself at the end of the day- not coding. Another participant talked about how she and a friend got a book and together followed all the steps to learn Python. After a month or so, they hired a "geek" to ask questions. We talked about how there are online communities for that like Stack Overflow or Quora- but these are often intimidating communities where a journalist would never think to go.

We asked for some initial feedback on the prototypes that we are working on. Here were some of their responses:

1) On the sequencing of learning content: Is the tag flashy enough to be the first thing that is taught in the instructional overlay?

• some say yes, some say no. The yes came from a not super tech savy journalist "I don't want big blocks of text"

2)  On the editing window: I see a lot of use of the immediacy of the left/right pane as tool

• everyone agrees

• "there is no internal demo tool other than building the page

3) On if this is useful: Yes: even myself, on my Tumblr, if I want to make a change, etc, I have to publish it, look at it, reload, etc, that's incredibly frustrating.

• A bigger use-case  for this is internal training, self training, etc. I'm throwing in on being the weekend home page editor.

4)  On Badges: I can totally see only entertaining resumes from people with that badge. And if you don't have it, spend a weekend to earn it. 

At the end of the session- Carl Lavin was generous enough to sit with me and tell me-- if we were going to do webmaking 201, 301 etc for journalists what topics would he want covered. He wrote out these cards for me:

I think these will be really useful when we start to build out learning pathways for our Mozilla learning offerings.

I spent a good deal of time picking the journalists brains as well about the topic that I have been struggling with this week- about framing this as a project about storytelling or something specifically for journalists- and many participants told me that they prefer the storytelling angle because it is something that can appeal to a larger audience. Some of the journalists told me that that "journalism" means different things to different people, but at the end of the day everyone has a story to tell. And that is something that I can bake into the prototype!

       

Website Interactive Research

I have been re-thinking how to use the oceanlab website. At first I thought that it could just be a container for all of the different kinds of media that are connected to the project. However, after some thought and a good dose of inspiration- I have been thinking about more engaging ways to relate the student visitors to their coastal environment.

Here are some of my recent inspirations:

1. NY Times Interactives for the Style section showing people's houses.

This is pretty cool because it is really just a scene that has clickable hot spots with audio, visual or text embedded into it. It really personalizes the experience in a fun way.

2. Lost Here Felt There

This website features an image of a rainforest with a scroll over-able grid. On the grid you have the ability to click on squares which represent acres that you can pay to protect.The interface is really clean and nice, and its informative at the same time that it is getting you to take action.

3. Urban Plough

Urban Plough is a site that uses google map images of a farm and allows you to scroll through and look at the changes in the environment over the years. Additionally there is information that pops up about the land based on the year and then embedded within the images are markers talking about specific projects happening in that location.

Obituary for Mel Cuba- Lifesaver

This is Mel Cuba in 1933.

I read this post the other day in the New York Times. It is an obituary for a 99 year old (wow!) man who had saved 4 children from drowning in the Rockaways during his youth. The article briefly discusses how these children came to the beach from an orphanage and then they got caught in a powerful wave. It just shows that there is this constant history of stories about children drowning and the "heroes" who from time to time prevent sad endings to stories- but very few about what can be done proactively to fix these problems.

Elevator Pitch

To a Grandmother:
Do you take your grandchildren to the beach? Did you know that every year dozens of children just like your grandchild drown or get seriously hurt every year on NYC public beaches? Well they do because they don't have basic beach safety skills like knowing what the right conditions to get into the water are, making sure that lifeguards are looking over the beaches or even on a bigger level how to swim. I am creating games and activities for parents, teachers and elementary aged students to learn these basic life skills so that they are prepared to go to the beaches this Summer.

- STILL NEED TO: bring it right to the grandmothers concerns. its hard to keep up with those kids at the beach.... wouldnt it be nice if you need


To a Principal:


Did you know there are students who go to this school, don't even know where the beach is- and it is three blocks away?At the moment there is no educational initiative in any NYC school to prepare students for beach visitation prior to the Summer. This is an issue of public safety and we need to do something about it! I am creating a multi- media tool kit for elementary students that can be implemented by teachers within a 45 minute period. The idea is to teach students a life skill in a manner that is in harmony with the way that they receive other kinds of informal education. The kit will include lesson plans, printables, games, animations, activities, a website and an mobile urban game for an in and out of class integrated educational opportunity to acquire both beach safety and awareness skills.

STILL NEED TO: Connect the project with the intelligence of the students

Surfer Dies In Queens

Today in the Times is this article about a surfer dying in Queens. It really saddens me. The issue here is beach safety and public awareness of beach visitation practices. The man was surfing alone when the incident happened. A lot of times surfers feel that they are above standard beach practices. They go to the beach when it is closed, without lifeguards and in remote sections of the beach. This is often because of the conditions required for optimum surfing. However, at the root of it all is the fact that beach safety is something that needs to be innately embedded into our culture so that people would never think to go to the beach and swim or surf alone.

the game

what I am doing in respect to the urban game:
- I am coordinating a viable test group with the help of the Rockaway Waterfront Alliance
- I am taking photographs of the surrounding area
- I am creating a treasure hunt
- I am coming up with scenarios
- I am researching persuasive mobile design, augmented reality, urban games
- Going to buy a SIM CARD!!!!!!

Typographic Inspiration

http://www.youtube.com/watch?gl=CA&hl=en&v=y9LlnLTH87U

Urban Games Research and Meetings

Over the past week I met with two really helpful professors at school: Nick Fortugno (Friday November 6) and Mike Edwards (Monday, November 9). Both Nick and Mike gave me some great advice on how to get started with planning out my urban game.

Nick recommended that I go to the locations of the schools and figure out what assets are available in the environment. He said to start thinking about the game mechanic and to just take a stab at it- not worrying about the big picture.

Mike directed my attention to the book Space, Time and Play. We talked about a few ways to get started including making a scavenger hunt and investigating mystery games and clue.

In terms of research and what has been done, my friend Grace Salem pulled together a delicious page on urban games.

My research to do list/brain unload also includes:
research educational games
qr codes
go to the beach and look for landmarks and things that they can use in their playground
give them a problem to solve
point system?
get parents involved?
give them missions, get in groups
are people working together/ against eachother
how does someone win game
sea monsters are helpful- giving them hints
sea good and bad
seashells: bad
sea can have good and bad things
seashells lose points if you get a sea shell card
if you find one
what i need to teach them.

PS3 User Testing/ Research

The classroom was really awesome. The kids had their own domain maps!







Note the "screen" that we had for watching a video as a class.
Said screen ran out of power, but I had a back up.

School Beach Survey

link

Here is a survey that I am preparing for bringing into the schools in Rockaway

complex plots for courtroom proceedings

I just happened upon this funny project. The description says "Client: Private Lawfirm
Goal: Coordinate and design complex population plots for use in courtroom proeedings." It made me think about my project and about how some people really just view maps as a more complicated way to approach a topic. I agree, but I also feel that it can be used to uncover mysteries and hidden stories, which is why lawyers implore this technique so often. Lawyers after all are just telling their clients stories...

presentation-2nd attempt

Where I am

I realize that if you are reading this blog that you have no idea what's really going on with my thesis. This is partially because I have just been using the blog recently to collect sporadic thoughts, meetings, classes and inspirations. Anyway, enough excuses, this is where I am.

I thought about water.
I read a lot about water.
I got mad about the water crisis.
I learned about sustainability vs. resilience.
I thought about thinking global but acting local.
I turned to the NYC waterfront.
I initially learned about watershed and sewage issues.
I read and read, articles and books (which I will talk about in detail another time)
I learned of another issue that is deeply affecting NYC waters.
I learned that every year people are drowning, dying and getting hurt on NYC beaches
I learned of the lack of education support tools for NYC beachgoers
I learned of the lack of an educated beach culture in NYC.
I talked to some people from the parks department
I talked to some lifeguards
I talked to some beachgoers
I talked to some kids
I felt compelled to focus my project on developing needed tools.
I freaked out a bit because this is a big departure from my original concept.
I wrote a survey to get an idea about what kinds of questions I should be asking
I am now trying to get more specific about my design questions and user group.

So, that's where I am. I am letting things resonate in my head right now and am starting to come up with ideas for what kinds of deliverables would be appropriate. I am somewhere between website, psa series, flags, print materials and an interactive map. It's a lot, but at the heart of it all are the PSA ads... so I am going to think about that first. yikes. craziness.

BEACH SURVEY!

Here is my first attempt at data collection. Please support the cause:
Click Here to take survey

New Yorkers for Parks

Today I had a great conversation with Cheryll Huber, Director of Research and Planning for New Yorkers for Parks. Cheryll and I discussed my interest in beach safety and education and she was very interested in my creating resources that could raise the overall awareness and understanding by New Yorkers of these issues.

Initially we talked about Rockaway Beach and how one issue that is quite apparent is that there are different levels of coverage and resources for beaches depending on the region, which is particularly odd considering that they are all maintained by the Parks Department.

She mentioned many great resources for me to look into, some which I knew of and others that I didn't. These included:

Rockaway Waterfront Alliance, Gene Dupont
The Parks Department swim to safety and learn to swim program
The NYC health dept tracks info on beaches swimmable
-safety inspections of beaches
The parks dept goes out and hires lifeguards
The Parks inspection program- regular inspections of beaches
The Surfrider foundation -Doug Parent chair of nyc chapter
DOITT
Mayor's Office

We talked about the need for a website that links all of the resources into one user-friendly cohesive site. We also discussed how NYC doesn't have the same kind of beach culture that other coastal cities have, and therefore there is a lack of self awareness and education that a general beach goer should have when they walk onto the beach.

Cheryll said that I can continue to be in touch with her about my research and work.