- Biggest discovery: that if you have a can of Starbucks Hot Cocoa mix that you haven't been using since you developed a lactose intolerance, you can mix it with just hot water and it is even better than it is with milk.
- Second biggest discovery: hearing from a colleague that students really love a class that I have been working very hard at this semester but had worried about.
- From Vanity Fair, that the New York Public Library has sent/is sending the rest of its books to a storage area in New Jersey "where they would join the two million of the library's books that are already there. In theory, any book could be retrieved and sent to New York within 24 hours. A day isn't much if you are working on a two-year research project. But if you are a student or a visiting scholar who has saved up to come to New York to do research on books you can find only at the New York Public Library, the delay can be critical" (185). Yes, it could be critical indeed.
- That it takes 6.59 minutes for my ancient Vista-based laptop (which I need to use for a specific program for a university function) to boot up and find the wireless but that it has only 7 minutes of battery life if it is not plugged in. For 1 second, it's "Yes! The screen at last!" followed by "Click--battery death."
- That I have been totally spoiled by the open-the-lid-and-type speed of the MacBookPro.
- That spending 14 hours plus transit time on campus teaching and in meetings makes me fall exhausted into bed where I dream of . . . teaching and being in meetings.
- That if your brain is in some sense a production line for writing, the writing part (Production) can't get done until the reading part (Raw Materials) is available.
- That thinking about a new course and new texts to teach is an enjoyable distraction from thinking about a current course or your writing.
- That it's possible to think about adding new texts to a course you've taught before--an online course--until you see all the pages and pages of material, links, and questions you wrote the last time and realize that you would be a total crazy person to reinvent this particular wheel, especially when you realize, after reviewing student feedback, that they really liked the course the way it is.
- If a library or archive had a fantastic online archive with great, close scans of the material you needed to see and there was no doubt about the readability of the online text, would you still feel that you needed to go to the archive?
- Would you think that people might doubt your conclusions if you did so?
- Is there a solid reason for reducing the value of results or conclusions based on an online scan of a text, or is it more about "too easy--you have to earn the research results by going to an archive"?
- Are the answers different for historians and literary scholars?