Free Video-Based Mini-Course for Engineering/Technology/Energy Curriculum, Ready with Materials, Learning Objectives, Assessments

Mini-Course Overview:  Fast-Tracking Electricity Generation: Hydrogen, Natural Gas & More 

Ademola Fagade, CEO of Geoprime Energy, discusses the urgent global energy crisis, characterized by aging infrastructure, operational inefficiencies, and slow clean energy adoption in both developed and underdeveloped nations. Drawing on his background and extensive experience with companies like DTE, Fagade presents Geoprime's multi-fuel and modular approach to deliver advanced, reliable clean energy. A core innovation is their Synafox software, a "living digital twin" that uses a proprietary large language model (Synagogen) and AI-enhanced control boxes to aggregate data, predict failures, and optimize operations across the energy asset lifecycle, addressing communication silos and safety concerns. Geoprime is "very bullish on" ammonia as a safer and scalable hydrogen carrier, and their technology can convert carbon-based waste into hydrogen and valuable byproducts like carbon black and graphene. The company is actively pursuing projects for data centers, biotech facilities, and underserved communities, emphasizing collaboration with major utility companies to collectively "leapfrog" existing energy paradigms.

(This mini-course is perfect for courses in engineering, entrepreneurship, technology, technology strategy, and economic development)

Link to video: https://youtu.be/_fitd4_ss7A

Course Objective Evaluate Geoprime Energy's comprehensive strategy for addressing the global energy crisis, critically assessing how their integrated approach—combining innovative technologies like Synafox software and ammonia as a hydrogen carrier with scalable, modular energy systems and collaborative partnerships—aims to overcome challenges in both aging infrastructure and underserved energy markets.

Learning Objectives Incorporating Bloom's Taxonomy Verbs

1. Recall Ademola Fagade's early influences and educational background that shaped his career in the energy sector [Remembering].

2. Describe the key challenges contributing to the looming energy crisis as identified by Ademola Fagade, including issues in both developed and underdeveloped countries [Understanding].

3. Explain how Geoprime Energy's Synafox software addresses operational inefficiencies and safety concerns in energy asset management through its digital twin and AI capabilities [Understanding].

4. Differentiate between various types of hydrogen production (green, blue, turquoise, gold) and their respective challenges and cost implications [Analyzing].

5. Summarize the innovative role of ammonia as a hydrogen carrier within Geoprime Energy's solutions, highlighting its advantages over direct hydrogen storage [Understanding].

6. Apply the concept of modular and multi-fuel energy systems to diverse energy demands, such as manufacturing plants versus data centers, using examples from Geoprime's product line [Applying].

7. Evaluate the strategic importance of Geoprime Energy's collaborative approach and diverse partnerships in tackling the global energy crisis [Evaluating].

8. Propose how Geoprime Energy's technology could be adapted to address specific energy challenges in different geographical or economic contexts, such as areas with stranded gas assets [Creating].

20 Multiple Choice Questions (Lower-Level Bloom's Taxonomy)

For answer key, please contact E-Learning Corgi

1. What was Ademola Fagade's family primarily involved in before he pursued electrical engineering? a) Textile trade b) Civil engineering and construction c) Agriculture d) Banking

2. Ademola Fagade's grandmother was a pioneer in which industry in Lagos? a) Banking b) Civil engineering c) Textile trade d) Electrical engineering

3. What was Ademola's initial career interest as a child, leading to him building mini boats? a) Civil engineering b) Pre-med c) Electrical works/engineering d) Textile manufacturing

4. Which US energy company did Ademola Fagade first join, where he "department hopped" to learn various aspects of the industry? a) Consumers Energy b) Pratt Whitney c) DTE d) PG&E

5. Ademola's first contract for Geoprime Energy involved the decommissioning of what type of power plant? a) Natural gas power plant b) Nuclear power plant c) Hydroelectric power plant d) Coal power plant

6. According to Ademola, replacing coal-fired plants with natural gas-fired plants is considered what kind of option? a) Worse b) Neutral c) Significantly better d) More expensive

7. What organization in Michigan, tagged as an "opportunity zone," advised Ademola to conduct customer discovery for his company? a) University of Michigan b) Wayne State c) Techtown d) New Lab

8. How many energy executives did Ademola interview and consult across the US as part of his customer discovery? a) 50 b) 75 c) 100 d) 135

9. What is the primary purpose of Geoprime Energy's Synafox software? a) To manage human resources in energy companies b) To create an umbrella operating system for energy asset lifecycle management c) To design new power plants d) To forecast energy prices

10. Ademola compares the current energy industry's process for commissioning/decommissioning plants to a "wheel" where different contractors work in what manner? a) Collaboratively b) Siloed c) Synchronized d) Integrated

11. Which country is cited as an example of "leapfrogging" in development compared to Nigeria, despite receiving aid from Nigeria in the past? a) Japan b) South Korea c) United States d) Germany

12. What percentage of global energy investment is concentrated on clean energy, as mentioned by Ademola? a) Less than 2% b) 15% c) 50% d) 80%

13. What is a key limitation of solar energy for powering an entire city, as discussed in the recording? a) It's too expensive b) It only works during the day and requires battery storage c) It takes up too much land d) It's not clean energy

14. What substance is Geoprime Energy "very bullish on" as a hydrogen carrier? a) Methane b) Carbon black c) Ammonia d) Oxygen

15. Green hydrogen is produced through which process? a) Steam methane reforming b) Plasma torch separation c) Electrolysis d) Microbe conversion

16. What is the approximate cost per gallon for gold hydrogen, which uses microbes in depleted oil wells? a) $4.60 b) $0.13 c) $0.50 d) $1.00

17. What valuable byproduct, used for high-tech applications, can be obtained when turning carbon-based materials into hydrogen using Geoprime's anaerobic system? a) Aluminum b) Silicon c) Carbon black/Graphene d) Ash

18. What is the power range for Geoprime Energy's HG01 (Hybrid Grid) electrification system? a) 0.5 to 1 MW b) 1.2 to 10 MW c) 10 to 50 MW d) 100 MW and above

19. What is a "data grid" in Geoprime Energy's product line primarily designed for? a) Small residential homes b) Manufacturing plants c) Data centers d) Rural electric co-ops

20. What is a core component of Synafox that learns operations and aggregates data from various sources to find optimal paths for efficiency? a) PI tags b) Manual oversight c) Large language model (Synagogen) d) Network switches

5 Short-Answer Questions (Higher-Level Bloom's Taxonomy)

1. Analyze the multi-faceted nature of the "energy crisis" as described by Ademola Fagade, distinguishing between challenges faced by underdeveloped countries and those faced by developed nations like the US.

2. Evaluate the advantages of Geoprime Energy's strategy of using ammonia as a hydrogen carrier compared to directly handling pure hydrogen, considering safety, storage, and economic factors mentioned in the recording.

3. Propose a scenario where Geoprime Energy's modular HG01 or SG01 systems could be most effectively deployed in a specific community or industrial setting, justifying your choice with details from the transcript regarding the system's capabilities and benefits.

4. Justify why Ademola Fagade views the collaboration with large utility companies as essential, rather than acting solely as a competitor, in addressing the energy crisis, referencing specific points he made about his relationship with DTE.

5. Create an argument for how Synafox's "living digital twin" and AI-enhanced control box could have prevented the primary service transformer accident at DTE described by Ademola, focusing on how its features address the root causes of that incident.

Course developed by Susan Smith Nash, Ph.D. 

For additional materials (video summaries, additional reading, answer keys, and more, please contact E-Learning Corgi)

When Your Mind Plays Tricks: What Standing Rock Taught Us About Media Psychology

How cognitive science explains why complex Indigenous issues often get lost in translation

 Picture this: You're scrolling through your news feed in late 2016, and you see a headline about "pipeline protests" in North Dakota. Your brain instantly starts filing this information into familiar categories—environmental activists versus big oil, protesters versus police, David versus Goliath. It happens so fast you don't even realize you're doing it.

But what if I told you that this instant categorization—this mental filing system we all use—actually made you miss the real story? The 2016-2017 events at Standing Rock offer a fascinating case study in how our own psychology can be used against us, creating blind spots that make complex stories disappear in plain sight.

Image source:  Wikipedia https://en.wikipedia.org/wiki/Dakota_Access_Pipeline_protests 

This isn't about pointing fingers or assigning blame. It's about understanding something much more interesting: how the human mind works, and how that knowledge can help us become smarter consumers of information. Whether you're Native or non-Native, understanding these psychological tricks can change how you see media coverage of any complex issue.

The Mental Shortcut That Changed Everything

Back in the 1970s, two psychologists named Amos Tversky and Daniel Kahneman made a discovery that would eventually win them a Nobel Prize. They found that human brains don't process new information like neutral computers. Instead, we use mental shortcuts called "heuristics"—and one of the most powerful is something they called the "representativeness heuristic."

Here's how it works in real life: When your brain encounters the phrase "pipeline protest," it immediately starts pattern-matching. It searches through your memory for similar situations, then uses those patterns to understand what's happening. For most Americans, those patterns came from previous environmental movements—Earth Day rallies, tree-sitters opposing logging, Greenpeace activists chaining themselves to whaling ships.

So when Standing Rock hit the news, millions of brains automatically slotted it into the "environmental protest" category. Everything that followed got filtered through that lens. The water cannons and police dogs? Classic protest suppression. The camps and civil disobedience? Typical activist tactics. The corporate pipeline versus indigenous communities? David and Goliath environmental story.

The problem is, this mental filing system missed something huge. Standing Rock wasn't primarily an environmental protest—it was one of the largest assertions of Indigenous sovereignty in modern American history.

What Really Happened (And Why You Probably Missed It)

Let me paint you a different picture of Standing Rock, one that probably didn't make it through your mental filters the first time around.

In April 2016, LaDonna Brave Bull Allard, a historian and member of the Standing Rock Sioux Tribe, established the Sacred Stone Camp on her own land. LaDonna wasn't some outside environmental activist who showed up with a protest sign. She was a grandmother protecting the burial sites of her ancestors and asserting her tribe's treaty rights—legal agreements signed with the United States government in 1851 and 1868 that guaranteed her people's authority over their territory.

When tribal teenagers like Jasilyn Charger started running from Standing Rock to Washington, D.C., they weren't doing a youth climate march. They were citizens of a sovereign nation appealing to the federal government to honor its legal obligations. These young people could speak with sophisticated knowledge about federal Indian law, tribal jurisdiction, and the government-to-government relationship between their nation and the United States.

By December 2016, representatives from over 300 tribal nations had joined the camps. Think about that for a moment—300 sovereign nations coming together in solidarity. This wasn't a protest movement; it was the largest gathering of Indigenous governments in over a century, asserting their collective authority to protect sacred water and treaty-guaranteed territory.

Image source - Wikipedia https://en.wikipedia.org/wiki/Dakota_Access_Pipeline_protests 

But here's the kicker: the pipeline was originally supposed to cross the Missouri River near Bismarck, North Dakota's capital. When officials worried that a spill might contaminate the city's drinking water, they quietly rerouted it through tribal territory instead. This detail—which reveals the entire story was really about whose lives matter and whose don't—appeared in fewer than 30% of mainstream news stories.

When Your Brain Doubles Down on Being Wrong

Once people had filed Standing Rock under "environmental protest," another psychological mechanism kicked in to lock that interpretation in place: confirmation bias. This is your brain's tendency to pay attention to information that confirms what you already believe while ignoring information that challenges it.

Media outlets quickly discovered which aspects of Standing Rock got the most clicks and shares. Stories about environmental risks and pipeline debates? Huge engagement. Dramatic confrontations with law enforcement? People couldn't stop watching. Climate change discussions? Perfect for existing environmental audiences.

Meanwhile, stories about treaty law, tribal governmental authority, and sovereignty issues got much less attention. Partly this happened because these topics didn't match what audiences expected to see, and partly because understanding them required background knowledge that most reporters and readers simply didn't have.

Social media algorithms made this even worse. If you engaged with environmental content about Standing Rock, the platforms showed you more environmental content. If you shared posts about police confrontations, you got more confrontation videos. The algorithm essentially created personalized echo chambers that reinforced whatever angle you'd initially focused on.

The Information That Disappeared

When researchers later analyzed Standing Rock coverage, they found some stunning gaps between what actually happened and what the public learned about it.

Less than a quarter of major news reports mentioned treaty rights or tribal sovereignty in any meaningful way. The government-to-government relationship between tribes and federal authorities—which is the actual legal framework that governs these situations—was rarely explained. Most Americans still don't understand that tribal nations aren't ethnic groups or cultural organizations, but actual governments with specific legal relationships to the United States.

The cultural and spiritual dimensions got similarly scrambled. When Lakota spiritual leaders conducted traditional ceremonies at the camps, when they shared teachings about Indigenous peoples' responsibilities to protect the water, mainstream media consistently described these actions as "protest tactics" or "demonstrations." Chief Arvol Looking Horse, the 19th Keeper of the Sacred White Buffalo Calf Pipe, carries spiritual authority that spans multiple tribal nations and represents centuries of sacred tradition. But coverage described him as a "protest supporter" rather than recognizing the governmental and spiritual authority he represented.

Even the language choices revealed the psychological sorting at work. Over 400 Indigenous people were arrested during Standing Rock, but mainstream media consistently used phrases like "protesters arrested" rather than "tribal citizens detained" or "sovereign nation members imprisoned." These aren't just word games—language choices like these shape how audiences understand who has legitimate authority and who's breaking the law.

Why This Matters for Everyone

You might be thinking, "Okay, this is interesting psychology, but why should I care?" Here's why: the same mental mechanisms that distorted Standing Rock coverage are working on you every single day, with every news story you encounter.

When you see coverage of immigration issues, your brain is using mental shortcuts to categorize what you're seeing. When you read about economic policy, healthcare debates, or international conflicts, the representativeness heuristic is instantly filing these stories into familiar patterns. And confirmation bias is making sure you pay attention to information that confirms your existing views while filtering out information that might challenge them.

Understanding these psychological processes doesn't eliminate them—they actually serve important functions in helping us process huge amounts of information quickly. But knowing how they work can make you a much more sophisticated consumer of news and information.

Becoming a Smarter Information Consumer

So how do you work with your own psychology instead of being manipulated by it? The first step is simply recognizing when your brain is doing its automatic categorization thing. When you encounter a complex news story, pause for a moment and ask yourself: "What mental template am I using to understand this? What familiar pattern is my brain comparing this to?"

Next, actively seek out sources that might use different frameworks. For Indigenous issues, that might mean reading tribal newspapers, following Indigenous journalists on social media, or looking for coverage that quotes tribal officials rather than outside activists. For any complex story, it means recognizing that your first source probably isn't giving you the complete picture.

Pay attention to language choices, both in media coverage and in your own thinking. When you see words like "protesters," "activists," or "demonstrations," ask whether those terms accurately describe what's actually happening. Sometimes they do; sometimes they're obscuring more complex realities.

Most importantly, get comfortable with complexity. The human brain loves simple stories with clear good guys and bad guys, but real life is usually messier than that. Standing Rock involved environmental protection and tribal sovereignty and treaty law and cultural preservation and economic considerations all at the same time. Learning to hold multiple dimensions of a story in your mind simultaneously is like mental weightlifting—it gets easier with practice.

What This Means for Indigenous Communities

For Indigenous communities, understanding these psychological mechanisms offers both challenges and opportunities. The challenge is that sovereignty and treaty rights are complex legal concepts that don't fit neatly into the mental templates most Americans carry around. Environmental activism and protest movements are much more familiar, which is why those frames often get applied even when they don't really fit.

The opportunity lies in becoming strategically sophisticated about working with and around these psychological shortcuts. This doesn't mean accepting misleading frameworks, but it does mean understanding them well enough to counter them effectively. When speaking to mainstream audiences, Indigenous leaders and advocates can explicitly address the mental templates people are likely using. Instead of assuming people understand sovereignty, they can start conversations by establishing the legal and governmental context before audiences have a chance to file the information under "protest" or "activism."

Building Indigenous-controlled media systems becomes crucial in this context. When you control your own information platforms, you can establish accurate frameworks from the beginning rather than having to argue against misleading ones after they've already taken hold in people's minds.

The Bigger Picture

The psychological analysis of Standing Rock coverage reveals something important about how democracy works—or doesn't work—in an information-rich society. When complex political realities get filtered through oversimplified mental templates, citizens can't make informed decisions because they're literally not seeing what's actually happening.

This isn't just about Indigenous issues, though Standing Rock provides a particularly clear example. Any time marginalized communities, complex legal disputes, or unfamiliar cultural practices make the news, similar psychological processes are at work. Understanding these mechanisms can help us recognize when our own mental shortcuts might be limiting our understanding.

The goal isn't to eliminate mental shortcuts entirely—that would be impossible and counterproductive. Instead, it's about developing awareness of when these shortcuts might be inadequate and building systems that provide more complete information when complexity warrants it.

Looking Forward

The next time you encounter news coverage of a complex issue, especially one involving communities or legal frameworks you're not familiar with, try this experiment: Read the coverage with fresh eyes and ask yourself what mental template you're using to understand the story. Then go looking for sources that might use different frameworks. See what aspects of the story become visible when you change your analytical lens.

For both Indigenous and non-Indigenous readers, this kind of cognitive awareness offers practical benefits. In an era when we're all drowning in information, developing these critical thinking skills becomes essential for effective citizenship and advocacy. Understanding that your own psychology can be manipulated—and learning to recognize when it's happening—is one of the most powerful tools you can develop.

The water protectors at Standing Rock understood they were doing multiple types of work simultaneously: protecting the environment, asserting sovereignty, enforcing treaty rights, preserving culture, and fulfilling spiritual responsibilities. Media systems capable of reflecting this kind of complexity serve everyone better than those that reduce everything to familiar but inadequate sound bites.

Your mind is more powerful than you think, but it's also more vulnerable to manipulation than most people realize. Understanding how it works is the first step toward using that power more effectively—and making sure others can't use your own psychology against you.

The Psychology of Invisibility: Why Some Missing Women Make Headlines While Others Don't

Here's a disturbing statistic that might surprise you: Indigenous women are murdered at rates 10 times higher than the national average. Yet when you think about missing women cases you've heard about in the news, how many involved Indigenous women?

If you're struggling to remember many—or any—you're not alone. While 51% of white female homicide victims receive newspaper coverage, only 18% of Indigenous women do. This isn't just bad journalism or media bias, though those play a role. Something deeper is happening here, rooted in how our brains actually process and remember information. And once you understand it, you'll never see missing persons coverage the same way again.

Your Brain's Memory Trick

Think about this for a second: when you try to assess how common something is, what does your brain do? It searches through your memory for examples. The easier it is to remember instances of something happening, the more common and important your brain assumes it must be. Can't think of many examples? Your brain concludes it's probably rare and not worth worrying about.

Psychologists call this the "availability heuristic," and it's actually pretty useful most of the time. If you can easily remember several news stories about car accidents on a particular highway, you'll probably drive more carefully on that route. Makes sense, right?

But here's where it gets problematic: what happens when the media consistently covers some types of stories more than others? Your brain starts making judgments based on incomplete information. You're not getting the full picture—you're getting a filtered version that makes some problems seem huge and others nearly invisible.

This is exactly what's happening with missing persons cases. When some disappearances get wall-to-wall coverage while others barely make local news, your brain develops a skewed sense of whose disappearances "typically" generate concern and resources.

Two Women, Two Completely Different Stories

Let me tell you about two young women whose cases perfectly illustrate how this psychological trick plays out in real life.

In September 2021, Gabby Petito went missing during a cross-country road trip with her fiancé. She was 22, white, and had been documenting their travels on Instagram. Within days, her story was everywhere. CNN, Fox News, social media feeds—you couldn't escape it. Her face was on every major network night after night. Even after her body was found, the coverage continued for months. Documentaries were made. Podcasts dissected every detail. Her name became as recognizable as any celebrity's.

Now let me tell you about Ashley Loring HeavyRunner. She was 20, a Blackfoot woman from Montana, and a mother of two young children. She disappeared from her family's ranch four years before Gabby's case, in June 2017. Ashley was working toward her future, contributing to her community, and beloved by her family.

Ashley Loring HeavyRunner

Here's the stark difference: in the first five year after Ashley's disappearance, her case generated fewer than 40 news stories total. Most appeared only in local Montana papers. No major network picked up her story. No viral hashtags. No documentaries. Her sister continues to make people aware, but it is difficult (https://www.aetv.com/real-crime/ashley-loring).

Ashley Loring HeavyRunner

Both women deserved every possible effort to find them. Both families deserved support, answers, and resources. So why the dramatic difference in coverage?

The Unconscious Checklist in Our Heads

The answer lies in how our brains process stories about victims. Whether we realize it or not, we all carry around unconscious mental checklists for what makes a "compelling" victim. These templates have been shaped by decades of media coverage, and they create predictable patterns in what captures our attention.

The "Perfect Victim" Template: Our brains have learned to expect missing persons stories to involve young, white, middle-class women doing "normal" things—going to college, traveling with boyfriends, living what seems like a familiar life. Cases that don't match this template don't trigger the same psychological response that makes stories stick in memory.

The "Fair World" Filter: Here's something uncomfortable to consider: most of us desperately want to believe the world is basically fair. We want to think bad things happen to people who somehow invite trouble or make risky choices. Stories about Indigenous women often reveal uncomfortable truths about random violence, system failures, and historical injustices that make some people more vulnerable through no fault of their own. Our brains sometimes protect us from this discomfort by simply not retaining these stories as well.

The Attribution Game: When we do hear about violence against Indigenous women, there's a tendency to focus on individual circumstances rather than seeing bigger patterns. Instead of recognizing systemic issues like jurisdictional problems or inadequate law enforcement resources, we might unconsciously attribute the violence to personal choices or cultural factors. This makes the stories feel less urgent and less memorable.

The "People Like Me" Factor: Let's be honest—we pay more attention to stories about people who remind us of ourselves or our loved ones. When victims seem different in gender, race, culture, class, or geography, our brains automatically allocate less attention. It's not necessarily conscious prejudice, but it's a psychological reality that systematically favors some stories over others. If the majority of the individuals reading the news or finding out via social media are of a different demographic group, it's harder for them to pay attention.

The Vicious Cycle That Keeps Cases Invisible

Here's where it gets really insidious. These psychological patterns create a self-perpetuating cycle that's hard to break:

Indigenous women's cases don't get prominent coverage → They don't stick in public memory → People don't think violence against Indigenous women is a big problem → Media outlets don't prioritize these stories → Law enforcement feels less public pressure → Investigations get fewer resources → Cases are less likely to be solved → There are fewer "success stories" to report → Even less coverage happens.

Round and round it goes.

This isn't just about hurt feelings or media representation. This cycle has real, devastating consequences. Public attention drives political pressure. Political pressure influences how resources get allocated. Cases that remain invisible to the public don't generate the sustained outcry needed to improve law enforcement response, fix legal gaps, or fund prevention programs.

Think about it: when was the last time you saw a congressional hearing about a missing Indigenous woman? When did you last see protestors demanding answers about unsolved cases? The psychological invisibility directly translates into less political action and fewer resources.

When Cases Do Get Attention: Real Change Happens

But here's the thing—when Indigenous women's cases do receive adequate attention, amazing things can happen. Let me tell you about two women whose stories broke through the cycle and created lasting change.

Hanna Harris was a 21-year-old Northern Cheyenne college student who disappeared in Montana in 2013. Her family refused to let her case fade into obscurity. Their relentless advocacy and the attention they managed to generate led to May 5th being designated as the National Day of Awareness for Missing and Murdered Native Women and Girls. Hanna's story became a catalyst that opened national conversations about this crisis.

Family at Hanna Harris' grave near Lame Deer on the Cheyenne Reservation

Then there's Savanna LaFontaine-Greywind, a 22-year-old Spirit Lake tribal member who was eight months pregnant when she was murdered in North Dakota in 2017. Her case generated enough attention to expose massive coordination problems between different law enforcement agencies. The result? "Savanna's Act," a federal law that improved how agencies work together on missing persons cases involving Indigenous people.

Savannah LaFontaine-Greywind

These stories prove something crucial: when individual cases do receive the attention they deserve, they can expose systemic problems and drive real policy changes. The challenge is making sure more cases get that attention in the first place.

The Legal Maze That Makes Things Worse

There's another layer to this problem that makes Indigenous women's cases particularly vulnerable to being forgotten: the legal system is genuinely complicated when it comes to crimes on tribal lands.

Picture this scenario: a woman goes missing on a reservation. Who investigates—tribal police, county sheriff, state authorities, or the FBI? The answer depends on a complex web of factors including where exactly the crime occurred, whether the victim and perpetrator are tribal members, and what specific laws were broken. Sometimes agencies assume someone else is handling the case. Sometimes crucial evidence gets lost in the handoff between jurisdictions.

Here's a statistic that might shock you: until 2013, tribal courts couldn't even prosecute non-Native men for domestic violence against Native women. Even now, their jurisdiction is limited to specific crimes. Since most violence against Indigenous women is committed by non-Native perpetrators, many cases still fall through legal cracks.

These systemic issues would be front-page news if people understood them better. But because individual Indigenous women's cases don't get sustained coverage, the public never learns about these broader problems that need fixing. It's another way the psychological invisibility creates real-world consequences.

Fighting Back: How to Make Stories Stick

Once you understand how these psychological mechanisms work, you can start to see how to work with them rather than against them. The goal isn't to fight human psychology—it's to get strategic about it.

Tell Stories Multiple Times, Multiple Ways: Instead of relying on a single news report that quickly fades from memory, advocates are learning to create sustained coverage. Anniversary stories, connecting individual cases to broader patterns, using multimedia approaches that engage multiple senses—all of these help build the kind of lasting memory that drives action.

Show the Full Person: The availability heuristic gets stronger when stories have compelling visual elements. Missing persons cases need rich storytelling that shows victims as complete human beings with dreams, talents, and relationships—not just crime scene photos or missing person posters. Social media campaigns that share women's artwork, videos, and everyday moments create the emotional connections that make stories unforgettable.

Build Bridges to Familiar Concerns: Smart advocates are learning to connect Indigenous women's stories to issues that already concern mainstream audiences—domestic violence, rural crime, federal law enforcement problems. This isn't about hiding the unique aspects of these cases; it's about giving people familiar entry points that can lead to deeper understanding.

Control Your Own Story: Indigenous communities are increasingly building their own media platforms—newspapers, podcasts, social media accounts, documentary projects. When you control your own storytelling, you can provide the sustained, contextual coverage that builds lasting memories without depending on mainstream outlets that might not understand your perspective.

Connect Individual Stories to Big Solutions: The most effective advocates understand that memorable individual cases need to be explicitly connected to policy solutions. When people remember a specific woman's story, they're more likely to support legislation or funding that could prevent similar tragedies.

What You Can Do Right Now

Here's the bottom line: the psychological mechanisms that make some missing persons cases forgettable while others become national obsessions aren't set in stone. They're patterns we can understand and strategically address.

You don't have to be an advocate or journalist to make a difference. Every time you share a story about a missing Indigenous woman on social media, you're fighting against the availability heuristic. Every time you ask "whatever happened to that case?" months later, you're creating the sustained attention these stories need. Every time you contact your representatives about funding for tribal law enforcement or support for victims' families, you're translating psychological attention into political action. Share news about support for indigenous crime victims (see the story of Oklahoma's Ida Beard: https://www.investigationdiscovery.com/crimefeed/missing/oklahoma-tribal-citizens-disappearance-leads-to-law-in-support-of-indigenous-crime-victims).

The goal isn't to reduce attention to any victim—every missing person deserves maximum effort to bring them home safely. But we can work toward a world where psychological and systemic barriers don't prevent some families from getting the support that every family deserves when their loved ones disappear.

Next time you see a missing persons case in the news, ask yourself: Will I remember this story in a month? What would make it stick in my memory? And if it's already starting to fade, what can I do to keep it alive?

Because somewhere, a family is desperately hoping that their missing daughter, sister, mother, or aunt won't become just another statistic that disappears from public consciousness. Understanding the psychology of attention is the first step toward making sure that doesn't happen.

Converting a Webinar into a Learning Event with Google NotebookLM and Other Tools

The AAPG Enhanced Geothermal Systems webinar has been enhanced to make it possible to have an education version. The video now has learning objectives, multiple-choice questions, short answer questions, and a learning guide. Ideal for demonstrating knowledge in a quickly-evolving area of geothermal development and energy generation, and for incorporating in college / university courses in geosciences, energy, environmental science, an d more. The webinar was recorded using Zoom, and pdfs of the PowerPoint presentations were available, which was ideal since Google NotebookLM does not accommodate PowerPoint. 

Link to the webinar: https://youtu.be/mM3NtUAOyec

https://youtu.be/mM3NtUAOyec 

The learning objectives appear in the notes of the video, and the notes and assessments are available by request. Let's share the learning opportunity!

Here's the description of the webinar, and the learning objectives are listed below. I used Google LM to help me create them, and was impressed.  

Enhanced Geothermal Systems (EGS) are dramatically changing the landscape of geothermal energy, and it is a place where oil and gas technologies are being successfully deployed in the development of the resource. Join geothermal experts to compare enhanced geothermal systems with other geothermal resources along with subsurface characterization. Then, we'll look at where there are currently knowledge gaps and challenges, and explore possible solutions and project economics. We will close with an overview of what the USGS is doing to develop prospectivity and assessment using USGS basin and EGS modeling. This webinar is presented by the AAPG EMD Geothermal Committee, led by Nicole Wagoner, University of Nevada-Reno. Eric Stautberg, Colorado School of Mines Jabs Aljubran, NREL Justin Birdwell, USGS Nicole Wagoner, University of Nevada - Reno Susan Nash, AAPG Would you like to use this webinar as a module in your course?

Here are LEARNING OBJECTIVES

• Identify the key characteristics of EGS resources, including their reliance on engineering permeability in hot, otherwise impermeable rock units, often referred to as "hot dry rock".

• Describe the current state of geothermal energy in the US, including where utility-scale electricity is generated, its contribution to the national energy portfolio, and the US's global standing in geothermal production.

• Explain the basic concept of an EGS, including the process of creating an engineered reservoir through hydraulic, chemical, or thermal stimulation, and the circulation of working fluid to extract heat

• Differentiate between various power plant types used for geothermal electricity generation, with a focus on binary cycle power plants as the typical choice for EGS applications.

• Discuss the benefits of EGS, such as its potential to expand geothermal availability beyond traditional hydrothermal areas, provide clean, baseload energy with limited intermittency, and its low greenhouse gas emissions.

• Outline the U.S. Geological Survey's (USGS) methodology for assessing EGS potential in sedimentary basins, including the inputs used (e.g., heat flow maps, 3D temperature maps, bottom hole temperatures) and the consideration of various efficiencies.

• Identify specific sedimentary basins where USGS basin modeling tools are being applied for EGS assessments, such as the Williston Basin, Denver-Julesburg Basin, and Onshore U.S. Gulf Coast.

• Explain the concept of Levelized Cost of Electricity (LCOE) as an economic metric for EGS projects and how recent improvements in drilling efficiency have impacted EGS cost

Assessments that tie to the learning objectives (Multiple Choice, Short Answer) are available by request. In addition, a learning guide is also available by request.

PROCESS NOTE: I enjoyed using Google NotebookLM https://notebooklm.google/ as a part of the process. It was remarkably easy to do so since I had an audio file from the webinar that I could upload. I could have uploaded the transcript of the webinar, too. I also had two PowerPoints. Google NotebookLM points to locations in the uploaded original instructional materials files that correspond to the learning objectives, the questions, and the learning guide.

In working with Google NotebookLM, it's all about the way that the prompts are phrased and created. The fact that it uses a RAG model approach makes it easy to check for accuracy if you're a course writer or instructional designer, and not the subject matter expert.

How to Achieve Your Goals Using the SMART Method 🎓

The start of a new school year is the perfect time to set new goals, but it can be hard to know where to begin. The SMART framework is a simple, effective tool to help you set yourself up for a successful year.

Please watch the video: https://youtu.be/xav8p6ZpGYI?si=DkBspvmj6DCfIiiG  

What Does SMART Mean?

• S - Specific: Be specific and clear about what you want to achieve. Instead of a general goal like "I want to get more exercise," a specific goal would be "I will walk for 45 minutes every day."

• M - Measurable: Your goal should be measurable so you can track your progress. For example, the 45 minutes of walking is a measurable unit of time.

• A - Achievable: Make sure your goal is something you can realistically accomplish. If 45 minutes seems like too much, you can break it down into smaller, more manageable segments throughout your day.

• R - Relevant: Your goal should be relevant to your life and aspirations. In this example, walking is relevant because it has positive physical and emotional health benefits, which will help you succeed in school.

• T - Time-bound: Set a timeframe for your goal. This could be a deadline, or, in the case of daily walking, a clear start date, like "I will start walking 45 minutes a day, starting tomorrow."

By using the SMART framework, you can transform a vague idea into a concrete plan for success. What are your SMART goals for the new school year? Share them in the comments!

Problems formatting your articles using APA or MLA? Watch this video: https://youtu.be/dipEba5hTW4?si=CHPh23lDFj0qP1FU 

Does Trupeer Live Up to the Hype? Rapidly Converting a Basic Video into Polished Product with Guides, AI Voice, and Avatars

Please join me as I try out Trupeer in real time, using a video I just made (which you can check out here) on leveraging situated learning for writing courses. I had a lot of fun generating a script for my 2-minute video, then adding effects, substituting my voice for an AI voice, adding background music, and then, translating everything to Spanish and then Russian!

Trupeer, a start-up, just successfully attracted $3million in seed funding, so I expect that there will be additional features in the future. 

I am demonstrating the different voices and avatar selections. 

The only drawback is that I was using ScreenPal to create the video, and it did not pick up the voice generated by the video.  That was probably a settings issue. I would try again, but then you would not get a chance to see me actually try out TruPeer for the first time in real-time to get a sense of the ease of use and the overall UX. 

This is a follow-up to my first "discovery" video (https://youtu.be/2n8rwbOG9qY) where I tried out TruPeer (https://www.trupeer.ai/) for the first time and found the experience to be extremely intuitive, engaging, and something that sparks creativity and self-confidence. 

For this video, I went back to the 2-minute video I uploaded to show the results of trying out the AI voice-over, transcripts, AI avatar, and translation, along with other features.  You'll see how easily I was able to produce a professional end-result.  

This is my "live" first plunge into the program; unfortunately, I did not record the voices - check out the video I made after this one for a demonstration of the voices. 

I was a bit disappointed by the selection of voices and avatars, and was surprised that the avatars did not sync along with the voice. 

I was very impressed with the transcript and the ease of use.  I played around with my original video, filmed in English, then translated the transcript to Spanish and Russian. The transcript and AI voice were both in the target language. It was fun, and a great way to practice your languages! 

Let me know your thoughts.  What's the best application for TruPeer?

Text-to-Video in AI-Enhanced Training and Marketing Modules: Testing Synthesia's Platform

Synthesia https://www.synthesia.io/ is a platform that generates video from text to create product promotion videos, narrated training videos, corporate onboarding and more.  

My first reaction was “wow!” and imagined an AI-powered app that would read a short story or training storyboard and create a full animation based on it.  So, my expectations were really high, and I was envisioning creating videos that could change the world – or at least generate serviceable learning and training videos, and perhaps even creative work. 

Here's a video I made, where I walk through the platform and also play the brief video I made: https://youtu.be/AMJDR67IaXA?si=gx2NXDfmxyATazi1 

I misunderstood the capabilities of the platform, but still, when I experimented with it, I was impressed with what could be done. Basically, Synthesia centers itself around a cast of avatars which are based on real actors, and they can be used to narrate the text in training and promotional videos.  The images and voices are generated from AI.  To deploy the avatars in productive ways, Synthesia has developed templates, which are professionally designed and which have built in some basics of instructional design and marketing.  On the instructional design side of things, they are not as rigorous as they could be, and it’s clear that these templates are points of departure, but not the end product. 

What I liked most about Synthesia:

·      I love the name!  It could be a goddess in ancient Greek mythology, especially if you pronounce it Sin-TAY-zee-a. 

·      Ease of use is a major “plus” – fit for purpose templates reduce the time of content development, and the fact they are modifiable is a huge “plus.”

·      Excellent selection of avatars – they are amazing. The voices are nice, too. That said, the platform allows you to represent yourself or any other person who upload their own videos. 

·      Templates – whether they be for training or product marketing, the templates feature branching scenarios for adaptive learning, corporate training (compliance, etc.), softskill training, product marketing

·      Collaborative capabilities: the platform allows multiple collaborators, and in the case of boo-boos, version history for recovery of work

·      The platform claims to have the ability to translate into 145 languages. It does not say how well, accurately, or idiomatically such a task would be performed.  My personal feeling is, “Don’t hold your breath” and my second thought was “Caution! Never release unchecked and unreviewed from AI into the wild!!!!”

What I liked less about Synthesia:

·      The first thing I noticed when I tried out the program was that Synthesia must review the script and if there is anything that aligns with the program’s “trigger” words, the whole project will be shut down. I experienced that myself.  I thought it would be fun to see how Synthesia tackled the idea of marketing / promoting a novel, Todos Santos, which is both sci-fi and horror, with some zombie elements along with scary technology and a deranged scientist. Welp. Synthesia said “NO” and would not stomach such project. I get it. A rogue scientist creating zombies is not a universally appealing premise. That said, what happens if you are doing medical training or launching a medical product? Will you be censored? 

·      I was really disappointed in the voice-over and the awkward phrasings and pronunciations.  I don’t know how easily one can train the voice, but it’s important. Since the main area of competitive advantage for this product is the idea that you can use an AI avatar instead of voice talent or actors, this is an important point. I guess it depends on what you want your ultimate level of quality to be. 

·      A final little quibble is that the learning templates did not have assessments built in, and I would have hoped for multiple choice quizzes at the very least. 

Final Thoughts

It is fascinating to see how products are being developed that utilize AI in various products.  They test assumptions about how people learn best online, and also encourage engagement.  

As in the case of all AI products, there are ethical issues – for example, in recording and training your own avatar, there could be potential for abuse. Where does the new content reside?  Is your image now in the Synthesia cloud and not actually owned or controlled by you?  Just wondering… 

Bruce Goff, Brilliant Rebel Architect -- Good luck with building permits today!

I’ve always been captivated by the unconventional, the visionary, and the beautifully strange—and no architect embodies those qualities quite like Bruce Goff. His work speaks to me not just as an admirer of design, but as someone who values creativity that refuses to be boxed in by tradition. Goff’s use of unexpected materials—coal, glass cullet, feathers—and his imaginative, almost dreamlike structures make me feel like architecture can transcend mere function and become something poetic, deeply personal, and alive.

So, yes, I love Bruce Goff’s architecture – it’s fanciful, strange, utilitarian, drab, dramatic – and I’m just starting my list of adjectives. 

Since I grew up in Norman, Oklahoma, I feel a special connection to Bruce Goff. Even though he was born in Kansas, his long association with Oklahoma—especially through his work at the University of Oklahoma and the unforgettable Bavinger House—makes him feel like a kindred spirit. It inspires me to think that someone from this place, someone shaped by the same winds and skies, could create art that shook the foundations of architectural convention and opened new realms of possibility.

But what I’m sure of is that it’s not and never has been easy to explain to permitting and zoning people.  I think that’s why so many of the wilder architectural experiments have been built out in the country, far from city limits.  Was it necessary to obtain a permit to build the Bavinger House built on farmland northeast of Norman, Oklahoma.  Given that the main design looks like a cross between a Fibonacci sequence, a spiral, rock candy stuck on long thin wires, and some sort of medieval haystack, I doubt it.  It was a round structure with part of it subterranean – really amazing and fascinating, but I think that it was designed to essentially self-destruct by auto-disintegration, and that’s exactly what happened.  I could provide the details, but it’s easy enough to look them up.  I do remember seeing the structure when I was young, but after it became impossibly structurally unsound, it was demolished. It’s a shame, but it might have been rather horrendous to try to keep it from falling apart.  Like other Oklahoma home-growns, the cottonwoods, some just start shedding limbs and rotting from inside out once they hit a certain age.  Not every tree is a sequoia. 

But really – take a good look at the Bavinger House (photo taken before it crumbled into ruin and had to be demolished).  How do you keep those rocks suspended in air?? 

 

The Bavinger House (before it was demolished) in Norman, Oklahoma

On the other end of the spectrum is the Spotlight Theatre building on Riverside Drive between the 11th Street Bridge and 14th Street.  It’s a plain white blocky Bauhaus-esque building with an amazing circular window that is filled with rectangular panes of stained glass, and then rectangular windows and lights along the building. With the paucity of windows, it does have something of a bunker appearance, and it’s hard to imagine really enjoying being inside since there might be illumination coming from the panes of stained glass in the round window, and the too-narrow-for-escape, but literally no view.  I guess any and all air flow would come from the HVAC system, and ingress / egress would be in doors. There must be many doors in the building.  Otherwise, who on earth would issue such a dangerous building any permits??  This is particularly the case since it is a theatre, and appears to have a seating capacity of a hundred or so.  Originally, it was designed as an personal home.  There again, I have to wonder about permits.  Each room is supposed to have two methods of escape.  I just do not see how this building could satisfy such a requirement. That’s not to say it’s not a cool building.  It’s an amazing building and I have taken many, many photos of it.  The building behind the theatre was also designed by Goff and it’s definitely more traditional with windows. It is equally Bauhausian. 

The Spotlight Theatre on Riverside Drive in Tulsa, Oklahoma

The depth and breadth of Goff’s vision are amazing, and I often wonder how he was able to be so prolific and also to be so dramatically divergent in his styles.  Some of the influences seem to be consistently recognizable – Frank Lloyd Wright and Antonio Gaudi come to mind. There are also elements of Le Corbusier (thinking of the Riverside Drive buildings in Tulsa). 

I wonder if Goff kept notebooks, sketches, journals, and records of his ideas. They would be very interesting. I just did a bit of digging and yes, Goff’s archives are held by The Art Institute of Chicago and they are impressive: 

• 200 linear feet (263 boxes), 12 portfolios, 7 oversize portfolios, 12 tubes, and flatfile materials

It’s a shame that they’re not at the University of Oklahoma, but then again, he was fired and was not treated very well at all toward the end.  I have read conflicting accounts. 

Five Iconic Bruce Goff Works in Oklahoma

The Bavinger House (Norman, OK) (https://en.wikipedia.org/wiki/Bavinger_House)

A spiral structure built from native stone, glass cullet, and suspended platforms. It exemplified Goff’s organic architecture and whimsical material use. Though it was tragically demolished, it remains legendary.

Ledbetter House (Norman, OK) (https://www.oklahoman.com/story/news/2010/08/15/historic-home-in-norman-earns-national-acclaim/61296204007/)

Located near the University of Oklahoma, this is one of Goff’s preserved masterpieces. It features cantilevered roof elements and a dramatic geometric layout. It is still a private residence and a symbol of Goff’s lasting presence in Norman.

Prichard House (Oklahoma City, OK) (https://en.wikipedia.org/wiki/Pricilla_Myers_House)

Also known as the Joe D. Price House, this residence has been described as a fusion of Eastern influences and American modernism. The structure is known for its richly detailed textures and luxurious materials.

Shin'enKan (Bartlesville, OK) (https://www.okhistory.org/publications/enc/entry?entry=SH027)

Commissioned by collector Joe D. Price, this residence and museum incorporated Japanese aesthetics. Though it burned in 1996, it remains one of Goff's most spiritually rich and visually poetic designs.

Boston Avenue Methodist Church (Tulsa, OK) (https://tulsaworld.com/archive/bruce-goffs-boston-avenue-church/article_46d6ff6c-02d4-578b-8313-2205df88ff3b.html)

Though designed primarily by Adah Robinson with Goff’s involvement, this Art Deco marvel stands as one of Oklahoma’s most iconic churches. Goff’s early input helped shape its bold verticality and ornamentation.

Understanding the Whole Person

Although I've read articles, walked by houses and building designed by him, and taken many photos, I still do not feel as though I understand Bruce Goff, the person.  The more I study his work, the more intrigued I am. I think it would be worth a trip to the Chicago Art Institute, and definitely worth reading more about the people he grew up with, worked with, and dreamed with as they commissioned his work. 

Teaching Technical Subjects Online? Tap Into the Brain’s Design Creativity Engine

Designing effective online courses—especially for technical disciplines like engineering, data science, and computer programming—requires more than organizing lectures, videos, and assignments. It demands creativity at every level, from course structure to learner engagement. But what kind of creativity are we talking about?

A fascinating 2018 paper by Leslee Lazar, "The Cognitive Neuroscience of Design Creativity," provides a roadmap. According to Lazar, design creativity is distinct from both artistic and scientific creativity. It’s uniquely tied to how humans solve complex, ambiguous, and evolving problems—what the paper calls “ill-structured tasks.” For instructional designers in the digital space, especially those working with technical subjects, this insight is profound. To truly prepare learners for the real world, our courses must engage their "design brains."

Embrace Ill-Structured Problems

In traditional education, especially in technical fields, we often rely on "well-structured" problems—those with clear parameters, predictable outcomes, and established solution paths. Think of solving an algebraic equation or calculating the flow rate through a pipe. While these tasks are useful for teaching fundamentals, they fall short of preparing students for the ambiguity and complexity of real-world challenges.

Lazar emphasizes the power of “ill-structured” problems—open-ended scenarios where both the problem and the solution evolve during the process. These are the kinds of problems that designers and engineers face daily: how to reduce waste in a city, optimize a software interface, or create a sustainable energy model. In online technical education, embracing this approach means offering scenarios that encourage learners to frame the problem themselves. Instead of handing students a tightly defined task, present them with a realistic challenge and ask, “Where would you begin?” This not only cultivates critical thinking but activates deeper brain networks associated with creativity and real-world problem solving.

Foster Divergent Thinking

One of the hallmarks of design creativity is the ability to generate many possible solutions to a problem. This process, known as divergent thinking, involves connecting seemingly unrelated ideas, drawing analogies, and pushing past conventional answers. It’s also associated with right-brain activation—particularly in the prefrontal cortex and medial temporal regions tied to memory and mental imagery.

To foster divergent thinking in an online technical course, instructors can build in brainstorming activities and reflection prompts that go beyond “what’s right?” to ask “what else could work?” For instance, in a course on systems design, pose a challenge like “design a water filtration system for a desert environment,” and invite students to submit five distinct conceptual sketches or approaches. Tools like digital whiteboards, collaboration platforms, and creative forums can provide the space for learners to explore without judgment. Emphasizing breadth before depth in the early stages of learning taps into this essential phase of the creative process and helps learners become flexible, innovative thinkers.

Balance with Convergent Thinking

While divergent thinking opens up possibilities, convergent thinking brings clarity. It is the process of narrowing down options, analyzing trade-offs, and making decisions. According to Lazar, this phase activates more analytical regions of the brain—primarily the executive control networks in the prefrontal cortex. Together, these processes form what researchers now view as a “dual-process model” of creativity: oscillating between the expansive and the focused, the imaginative and the evaluative.

In online learning, this means we shouldn’t stop at brainstorming. Learners also need structured opportunities to analyze and refine their ideas. For example, after generating a set of potential designs for a circuit or a software interface, students can be asked to evaluate each against a rubric that considers feasibility, efficiency, and user experience. Peer reviews, instructor feedback, and self-assessment tools can support this critical convergence stage, helping students internalize the skills needed to assess and refine their own solutions. Building this evaluative loop into course design teaches not only technical accuracy but the judgment needed for innovation.

Integrate Emotion and Intuition

An especially intriguing insight from Lazar’s review is the role of emotion in design decisions. During evaluation and final decision-making, brain areas like the medial prefrontal cortex and default mode network become active. These regions are associated with emotion, intuition, and personal preference—what designers often describe as a “gut feeling.”

This has profound implications for online learning. While we often focus on cognitive load and performance metrics, we shouldn’t overlook the emotional and intuitive dimensions of learning. Giving students space to reflect—through design journals, voice notes, or video reflections—can deepen their engagement. When students articulate why they chose a specific solution or how they felt about their learning process, they begin to integrate their analytical and emotional selves. This not only mirrors how real designers work but helps learners develop self-awareness and intrinsic motivation.

Use the “Design Brain” to Train Technical Brains

The neuroscience evidence is clear: expert designers think differently than novices. Their brains activate differently, especially in regions responsible for hypothesis generation, analogical reasoning, and mental imagery. Importantly, these skills can be taught—but not through lectures alone.

To help online learners move from novice to expert, instructors must model their thinking processes. Use screen recordings, narrated walkthroughs, or “design thinking in action” videos where experts tackle real problems. Make your own reasoning visible: how you define a problem, discard options, draw analogies, and iterate. This transparency helps learners build mental models of expert thought. Scaffold assignments with opportunities for learners to practice these same steps—first with support, then independently. Over time, learners will internalize the cognitive habits of expert designers, which are essential for mastering technical fields in the real world.

Conclusion: Teach Like a Designer

Teaching technical subjects online is a challenge—but also an opportunity. By drawing on insights from neuroscience and design cognition, we can create courses that mirror how real problem-solving happens. Instead of just transmitting content, we can build learning environments that activate the same brain systems used by innovative designers, engineers, and thinkers.

When we do this, our courses don't just inform—they transform. They help students become agile, creative, and confident problem solvers, ready to tackle the complex challenges of tomorrow.

So the next time you open your LMS or course builder, pause and ask: am I laying out a lecture... or designing an experience?

Reference

Lazar, L. (2018). The Cognitive Neuroscience of Design Creativity. Journal of Experimental Neuroscience, 12, 1–6. https://doi.org/10.1177/1179069518809664