10 10 239 https://archivingcovid19.libraries.rutgers.edu/files/original/890cdfb796099c041d7f684301f01ef7.jpg 4b8e23867a41db948acb40b1d19221b9 https://archivingcovid19.libraries.rutgers.edu/files/original/66a9345cc05b2ca3948d98789f33cc44.m4a dca8d97f24bcc3bf866b26fa3ad55c66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pandemic Sex: How the Covid-19 Pandemic has Affected the Sex Lives of Gay and Bisexual Men. Subject The topic of the resource Covid-19 / LGBTQ+ / Sex Life Description An account of the resource A collection of oral histories concerning how the Covid-19 pandemic has affected the sex lives of gay and bisexual men. Interviews conducted by Paul Orlowicz. Creator An entity primarily responsible for making the resource Paul Orlowicz Publisher An entity responsible for making the resource available Rutgers University - Newark Date A point or period of time associated with an event in the lifecycle of the resource Fall Semester, 2020 Format The file format, physical medium, or dimensions of the resource Audio Files Language A language of the resource English Type The nature or genre of the resource Oral Histories Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The Covid-19 Pandemic / The United States of America and Canada Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Paul Orlowicz Interviewee The person(s) being interviewed Hao Location The location of the interview WeChat: Interviewer in East Rutherford, New Jersey / Interviewee in Vancouver, British Columbia, Canada Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio File / MPEG-4 / .m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 10:18 Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 31 kbps Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hao: Oral History Subject The topic of the resource Covid-19 / LGBTQ+ / Gay / Sex Life Description An account of the resource An oral history concerning how the Covid-19 pandemic has affected the sex life of the interviewee. Interview conducted by Paul Orlowicz. Creator An entity primarily responsible for making the resource Paul Orlowicz Publisher An entity responsible for making the resource available Rutgers University - Newark Date A point or period of time associated with an event in the lifecycle of the resource December 3, 2020 / 1:08pm Format The file format, physical medium, or dimensions of the resource Audio File Language A language of the resource English Type The nature or genre of the resource Oral History Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant The Covid-19 Pandemic / Vancouver, British Columbia, Canada Canada China gay gay apps Hubei hygiene long-term care Vancouver https://archivingcovid19.libraries.rutgers.edu/files/original/b945fc33c4f99604ac15277f11bf1052.pdf 4905ea76c52757723d79838adc5bcb91 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Beyond the Election on November 3, 2020: Snapshot Archive Subject The topic of the resource A snapshot archive of news and events not related to thee American election, on November 3, 2020. Description An account of the resource A snapshot archive of news and events not related to thee American election, on November 3, 2020. This archive was collected in the afternoon (EST) of November 3, 2020` Creator An entity primarily responsible for making the resource Akshay Warrier, Kyle Amadeo, Paul Orlowicz, Alexander Tedesco Date A point or period of time associated with an event in the lifecycle of the resource November 3, 2020 Contributor An entity responsible for making contributions to the resource Hyperlink A link, or reference, to another resource on the Internet. URL https://www.nbcnews.com/think/opinion/armenia-azerbaijan-violence-shows-danger-u-s-diplomatic-indifference-foreign-ncna1242337 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource History of the Armenian Azerbaijan conflict. Subject The topic of the resource History of the Armenian Azerbaijan conflict. Description An account of the resource A news article by NBC that offers and INTRODUCTION to the conflict which is currently taking place in Nagorno-Karabakh region. Creator An entity primarily responsible for making the resource Rebecca Shimoni-Stoil Source A related resource from which the described resource is derived https://www.nbcnews.com/think/opinion/armenia-azerbaijan-violence-shows-danger-u-s-diplomatic-indifference-foreign-ncna1242337 Publisher An entity responsible for making the resource available NBC Date A point or period of time associated with an event in the lifecycle of the resource October 8th, 2020. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource News Article 2020 America Armenia Armenia Azerbaijan War Azerbaijan Conflict Ethnic Conflict Historical News Historical Tensions News Article Russia Turkey US War https://archivingcovid19.libraries.rutgers.edu/files/original/df9a1a15dded52a0e9b2d107aabbcc42.jpg 5e306cf8b4c2ecdafd5d295d7b6a1ac3 Physical Object An inanimate, three-dimensional object or substance. Note that digital representations of, or surrogates for, these objects should use Moving Image, Still Image, Text or one of the other types. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Homemade Mask Description An account of the resource Homemade mask made during the coronavirus pandemic in March 2020 Creator An entity primarily responsible for making the resource Nicole Arena Date A point or period of time associated with an event in the lifecycle of the resource March 2020 Format The file format, physical medium, or dimensions of the resource jpg Subject The topic of the resource Homemade mask sewed by Paula A. in March 2020 Source A related resource from which the described resource is derived Paula A. Publisher An entity responsible for making the resource available Nicole Arena COVID-19 homemade Mask Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource First Days Records from Rutgers Students and Instructor Subject The topic of the resource Material Related to the experiences of students and their professor during the Early Days of the COVID-19 pandemic, mostly in March 2020. Description An account of the resource Material Related to the experiences of students and their professor during the Early Days of the COVID-19 pandemic, mostly in March 2020. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document The “First Days” of a Teacher Alexander Tedesco On March 10th 2020, I was a 5th year student at The College of New Jersey. It was the finishing semester of my Master’s in Education. Student teaching was a serious commitment, as it was 8 AM until 3:15 PM most days. Afterwards, I would normally have a three hour class waiting for me later that evening. In other words, I was teaching 40 hours a week in a Trenton public school, while also having to attend class four out of those five days. In the simplest words, I was a full time teacher, as well as a full time student. I enjoyed my life, as I loved my students dearly and was invested in my classes as both teacher and student in many amazing ways. It still bothered me to see my friends go out every night, as I stayed behind either too busy or too exhausted to come along. Then it simply all stopped. The morning of March 10th was no different from any other day. I woke up and put myself together for another day of teaching. These days, conversations of my 4th grade students drifted from innocence to dark concern over this unknown COVID-19. Trying to be a responsible adult, I would typically brush these conversations aside. Before the 10th I would say “The virus is only in China.” Days later it was upon the west coast. Soon after, right in the middle of Mercer county. I would make jokes about “The Ides of March” being upon us (such a history teacher thing to say), and the “dark days upon us.” I was never serious, and my students knew it. That evening existed different from no other. I made dinner, hit the gym, and prepared myself for yet another day of my busy lifestyle. I checked my email before I went to sleep. An email from my cooperating teacher explained that school was cancelled for the remainder of the week, and that I was to be off until Monday. He finished the email as so: “Envoy the break as well as the peace and quiet, but if you’d ask me, I’d say get ready for a long couple of months.” I was thrilled to have a break, as I was definitely overworked. However, with the death and destruction to come, how dare I to have ever welcomed so horrible. If only I had known. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource How a teacher became educated on COVID-19 Subject The topic of the resource The perspective of a teacher during the first days of a declared pandemic (March 10-March 12). Creator An entity primarily responsible for making the resource Alexander Tedesco Date A point or period of time associated with an event in the lifecycle of the resource March 10th through March 12th, 2020. Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant New Jersey Description An account of the resource The perspective of a teacher during the first days of a declared pandemic (March 10-March 12). https://archivingcovid19.libraries.rutgers.edu/files/original/f747c9c7d180ed7068f177111a2ddc0a.jpg 77c25a1e3ec64324a5656fe9274c8f19 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource How Joe Biden won the presidency – a visual guide Subject The topic of the resource Image of How Joe Biden won the presidency – a visual guide Description An account of the resource Guardian news article image, How Joe Biden won the presidency – a visual guide Source A related resource from which the described resource is derived https://www.theguardian.com/us-news/ng-interactive/2020/nov/07/how-did-joe-biden-win-presidency-visual-guide Date A point or period of time associated with an event in the lifecycle of the resource November 9, 2020 Biden election president https://archivingcovid19.libraries.rutgers.edu/files/original/6a0db84727e228911a9c933bc51aace3.pdf 6aa7c994a41f5713df319cb9e5fcb7d6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rutgers Responds Subject The topic of the resource Rutgers University responses to the Novel Coronavirus Pandemic, beginning in March 2020 Language A language of the resource English Creator An entity primarily responsible for making the resource Audrey Truschke Description An account of the resource This archive collects some key moments in the responses of Rutgers University, especially the Rutgers administration, to the COVID-19 pandemic, from March 2020 through Fall 2020. This has been a period of unprecedented austerity measures from Rutgers, prioritizing the wealthy and advantaged while laying off hundreds of the most vulnerable of the Rutgers community. Rutgers has faced criticism for its decisions from many corners, including from its own faculty and students, many of whom argue that the administration's approach to the pandemic is heartless, lacking in leadership, and inappropriate for a state university that is supposed to prioritize education. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document <h4>How to have School Spirit: Unions, Solidarity, and Creative Writing</h4> I remember being a senior in high school and reading Marina Keegan’s essay, <a href="https://yaledailynews.com/blog/2012/05/27/keegan-the-opposite-of-loneliness/">“The Opposite of Loneliness</a>”. I had heard people’s nostalgia about their “college days” or the “college experience” but Keegan’s idea of what she had felt at Yale was the first that I really aspired to. “We don’t have a word for the opposite of loneliness, but if we did, I could say that’s what I want in life. What I’m grateful and thankful to have found at Yale, and what I’m scared of losing when we wake up tomorrow and leave this place. It’s not quite love and it’s not quite community; it’s just this feeling that there are people, an abundance of people, who are in this together. Who are on your team. When the check is paid and you stay at the table. When it’s four a.m. and no one goes to bed. That night with the guitar. That night we can’t remember. That time we did, we went, we saw, we laughed, we felt. ” -Marina Keegan, The Opposite of Loneliness We spend a relatively brief amount of time as undergraduates yet for many of us it can be a space of transformation and momentum. Our “college experience” is a part of our lives through which we grow, learn, and actively share collective energy that we acquire in a nuanced way. So what actually makes a University feel like the opposite of loneliness? Undergraduate students, graduate students, professors, staff, dining hall workers, janitorial staff, and of course the towns that Universities exist in, do the actual work of cultivating the college experience and creating a meaningful environment. Without the work of students and faculty who consistently build vibrant communities and student organizations, it would be impossible to attract prospective students and donations. When people visit campus to determine if they want to come here, you give them a tour of student activities, the dining halls, the nearby city, and academics- you don’t simply have them meet an administrator to talk about the endowment. But if students, faculty, workers, and surrounding cities are what sustain a university’s reputation and profit, then why are administrators given free rein to contribute to gentrification, use the endowment for unethical investments, and fail to provide adequate benefits or salaries for faculty and workers? No matter how affectionately we wear our school spirit, university administrative decisions are increasingly determined by accountants and lawyers (rather than faculty governance boards, worker councils, student representatives, or long term university members). Administrators and Board of Governors members seem to only see assets or expenses instead of an actual community that deserves a voice in university matters and recognition as stakeholders. And while the corporatization of the public university has been a major issue that unions and students have been pushing back against for decades, the pandemic has only made it worse. At Rutgers University, where I am a senior, our administration has the money to not need to make departmental cuts due to Covid. As a state university, we did not see drastic changes in enrollment or government funding. We also have a $1.5 billion endowment, and this is the exact type of crisis that calls for tapping into it. Yet, Rutgers has announced over 1,000 layoffs including dining hall staff, mental health professionals, librarians, part-time lecturers, and departmental-level administrators. Graduate students are facing threats that the administration will not be extending their research, which effectively acts as a layoff by stopping their funding and benefits. Ultimately, students (many of whom are experiencing financial crises) are being asked to pay the same tuition while the classes that they love and the employees that are essential to the university are being cut. And yes, education as a whole in this country is underfunded—we see this with both K-12 schools and universities— but administrators can protect themselves while unions have to consistently advocate for the bare minimum. In fact, as unions pushed back against layoffs, Rutgers administration hired Jackson-Lewis, a notorious union-busting law firm, which cost millions of dollars that they simply could have spent on sustaining the actual livelihood of Rutgers community members. They continue to now hire administrators and managers while declaring a hiring freeze for faculty and staff. To lay off adjunct faculty while prioritizing administrators feels like false advertising for the value of education that Rutgers is projecting to students. Part-Time Lecturers (Adjunct/Contingent faculty) teach over one-third of undergraduate classes at Rutgers but are paid as little as $5,500 per class without benefits. You may not realize which of your professors are adjuncts because they put in the same amount of work and are asked to perform at the same level as non-adjunct faculty. Lindsay Zafir explains the historical trajectory of adjunctification in her article “<a href="https://forgeorganizing.org/article/organizing-neoliberal-university">Organizing the Neoliberal University”.</a> “It’s a well-worn line in the rap for any academic union: three-fourths of all faculty in the United States are contingent laborers. And well-worn for a reason. It’s an astounding number, especially when compared to the number of contingent faculty fifty years ago — roughly<a href="https://prospect.org/labor/adjuncts-go-union/"> three percent</a>. This remarkable reconfiguration of labor in higher education coincided with the influx of more diverse groups of students and workers on college campuses in the latter half of the 20th century. At the same time, state disinvestment and subsequent privatization of public universities transformed higher education into a private commodity rather than a public good. As a result, women and people of color<a href="https://www.insidehighered.com/news/2016/08/22/study-finds-gains-faculty-diversity-not-tenure-track"> disproportionately fill the ranks of contingent faculty</a> while the makeup of the tenured faculty (largely white, majority male) has remained relatively unchanged since 1969. “ -Lindsay Zafir, The Forge Fighting the privatization of public universities, along with calls for making Academia equitable and fair to more diverse faculty who previously were not represented by the university, entails a large quantity of work. Adding a broader discussion of how universities like Rutgers push contracts that create luxury apartments for students in surrounding cities or displace local middle school students to warehouses (read about the Defend Lincoln Annex Coalition in the references below), is an even more extensive conversation. For students, these conversations may require redefining how we show school spirit by using our voices to advocate for faculty and worker unions and the cities that we have entered and taken up space in. It also means fighting for our own voice in the Board of Governors/Trustee meetings and decision-making processes, as we are the biggest population at the university and we have a real ability to determine the reputation of the school. We should be vocal in defending the people and spaces that make us feel the opposite of loneliness, especially when they are made vulnerable by the university that is funded by our tuition and school spirit. The Creative Writing Department at Rutgers is a space that is truly vital to my experience here and it is currently being threatened by a 20% budget cut. Getting to know strangers through their creative work is one of the most underrated ways of experiencing connection and community. I’ve met my best friends in my writing classes and have felt seen as a person in ways that will always stick with me. The department is mostly taught by PTLs whose salaries only take up 0.8% of the school’s total budget, yet somehow cutting PTL classes for Creative Writing was chosen as the best way to deal with the pandemic. By treating this department as sacrificial, it feels like the work of Creative Writing and Creativity is being deeply underrated by the university. But you don’t have to take just my word for it- I’ve created a <a href="https://forms.gle/bm1qfWHK9krSnrX76">google form</a> asking for testimonials from Creative Writing students at Rutgers which received 72 responses in one day, and then passed 150 responses within five days. Many students talked about creative writing as one of the ways they were able to cope with personal traumas and mental health. They also, regardless of their academic discipline, described the creative writing classes as their favorite courses that they truly looked forward to and felt the most engaged in. All of the responses signaled that Creative Writing classes should not only be saved, but given more recognition and funding. We should be honest about what creative writing sustains at Rutgers and what it empowers students to do whether it be through improved writing skills or overall community connection. We should value PTLs for how they are inspiring students to be creative despite the state of the world and the bleakness of corporatization and climate crisis. We should safeguard these wonderful parts of the university because without them many students would have no place to believe that creativity is important to academia and that their thoughts matter. I encourage everyone to read the anonymous responses <a href="https://docs.google.com/spreadsheets/d/1vzmcTPgObKTNLTi2qrpm8iE92UiWa-uwQssbTR1J_S8/edit?usp=sharing">here</a> and to follow the campaign on Twitter: @norulayoffs! Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource How to have School Spirit: Unions, Solidarity, and Creative Writing Subject The topic of the resource A Rutgers-New Brunswick Creative Writing student responds to the Rutgers administrations' lay-offs and other anti-people ways of responding to the pandemic. Description An account of the resource A Rutgers-New Brunswick Creative Writing student responds to the Rutgers administrations' lay-offs and other anti-people ways of responding to the pandemic. Creator An entity primarily responsible for making the resource Anjali Madgula Source A related resource from which the described resource is derived Unpublished Magazine Date A point or period of time associated with an event in the lifecycle of the resource November 18, 2020 Rights Information about rights held in and over the resource Anjali Madgula Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant New Jersey creative writing layoffs New Brunswick Rutgers students Teachers https://archivingcovid19.libraries.rutgers.edu/files/original/afc453bc7c624227b40e28c0e4c73059.jpg 3d947163eb25da755fedfd7aad37f075 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource First Days Records from Rutgers Students and Instructor Subject The topic of the resource Material Related to the experiences of students and their professor during the Early Days of the COVID-19 pandemic, mostly in March 2020. Description An account of the resource Material Related to the experiences of students and their professor during the Early Days of the COVID-19 pandemic, mostly in March 2020. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Physical Dimensions The actual physical size of the original image 4032w by 3024h (pixels) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hudson Yards - The Vessel - March 11, 2020 Subject The topic of the resource Covid-19 Pandemic Description An account of the resource A photograph of Hudson Yards, with New Jersey in the background, as seen from The Vessel, on March 11, 2020: the day that the WHO declared the Covid-19 crisis a pandemic. Creator An entity primarily responsible for making the resource Paul Orlowicz Publisher An entity responsible for making the resource available Rutgers University - Newark Date A point or period of time associated with an event in the lifecycle of the resource March 11, 2020 Format The file format, physical medium, or dimensions of the resource JPG File Type The nature or genre of the resource Photograph Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant New York City / New Jersey 2020 COVID-19 First Days Hudson River Hudson Yards Manhattan New Jersey New York City pandemic The Highline WHO https://archivingcovid19.libraries.rutgers.edu/files/original/a507ccc4fde21bd8b6a344c036d286ff.pdf 156db4e62adcbdc41da2b39640555b8e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pandemic Life: Fragments of Our Stories Subject The topic of the resource Archival material cited in curations of excerpts from students' and professor's journal Description An account of the resource Archival material cited in curations of excerpts from students' and professor's journal Creator An entity primarily responsible for making the resource Audrey Truschke Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource If Trump has learned anything from getting Covid-19, he’s not showing it Subject The topic of the resource Vox News article: "If Trump has learned anything from getting Covid-19, he’s not showing it." Linked to from journal curations in sentence: " It doesn’t seem that Trump’s contraction of the disease will change his behavior." Description An account of the resource Vox News article: "If Trump has learned anything from getting Covid-19, he’s not showing it." Linked to from journal curations in sentence: " It doesn’t seem that Trump’s contraction of the disease will change his behavior." Creator An entity primarily responsible for making the resource Vox Source A related resource from which the described resource is derived Vox Date A point or period of time associated with an event in the lifecycle of the resource October 5, 2020 Language A language of the resource English hospital hubris Policy Trump https://archivingcovid19.libraries.rutgers.edu/files/original/01b10fb0d19896598e335a37404fd6c4.tif a3c9fa8ece7b8bfdea8c17b6a8cdb094 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Working From Home Subject The topic of the resource COVID-19, Home Life, Professional Life Description An account of the resource Oral history accounts of the experiences of transitioning from a traditional work environment to working from home. Creator An entity primarily responsible for making the resource Donald Koger Publisher An entity responsible for making the resource available Rutgers University Date A point or period of time associated with an event in the lifecycle of the resource Fall Semester, 2020 Format The file format, physical medium, or dimensions of the resource Text Language A language of the resource English Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Illustration by Emmanuel Lafont Subject The topic of the resource Working From Home Description An account of the resource An illustration by Emmanual Lafont, featuring commentary on the change during the 2020 COVID-19 pandemic wherein many people found themselves working from home when previously they had worked in traditional offices. Creator An entity primarily responsible for making the resource Emmanuel Lafont Source A related resource from which the described resource is derived Featured as the banner image on https://www.bbc.com/worklife/article/20201023-coronavirus-how-will-the-pandemic-change-the-way-we-work Publisher An entity responsible for making the resource available BBC Date A point or period of time associated with an event in the lifecycle of the resource No date given Rights Information about rights held in and over the resource unknown Adapting to live under lockdown anxiety oal history Rutgers work from home Zoom https://archivingcovid19.libraries.rutgers.edu/files/original/63535d28f336e941b2d4592cb0e1ed02.pdf 8d970d3e739fbb72cbf1fa15c3867db0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Americans and New Mexico: The Impact of COVID-19 on Indigenous Life Subject The topic of the resource COVID-19 impact on Indigenous folk. Description An account of the resource A collection of images, articles, statistics, and other resources on the impact of COVID-19 on Indigenous life in New Mexico and Beyond. Creator An entity primarily responsible for making the resource Akshay Warrier Publisher An entity responsible for making the resource available Akshay Warrier Date A point or period of time associated with an event in the lifecycle of the resource 11/16/2020 Hyperlink A link, or reference, to another resource on the Internet. URL https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2913884/ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Indigenous Native American Healing Traditions Subject The topic of the resource COVID-19 Impact on Indigenous Folk Description An account of the resource A brief description of the power of tribal and natural remedies/medicine outside of the context of COVID-19 but a powerful reminder of the potency and often-forgotten nature of tribal resources. Additionally the paper ventures into the impact of colonialism on these traditions and the health of Native Folk. Creator An entity primarily responsible for making the resource Mary Koithan and Cynthia Farrell Source A related resource from which the described resource is derived PMC Publisher An entity responsible for making the resource available J Nurse Pract. Date A point or period of time associated with an event in the lifecycle of the resource June 1, 2010 Format The file format, physical medium, or dimensions of the resource hyperlink, pdf Language A language of the resource English Type The nature or genre of the resource Article COVID-19 Indigenous life Native America Tribal Medicine