Thứ Hai, 26 tháng 2, 2018

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When it comes to 21st century advancement for education and jobs, their future is in STEM.

The Bureau of Labor Statistics project the fastest growing industries and highest paying

jobs with be in these fields.

To address the under-representation of students of color in these disciplines is IAMSSTEM,

the inclusive advancement of multicultural students.

Founded by students, weekly meetings give them a chance to discuss their schoolwork,

listen to presentations, and strategize about outreach opportunities.

These outreach opportunities take place not only on campus but in local communities as

well.

Conducting research over the summer gave me the chance to be more independent and confident

in myself to do research.

It is these people from different places and different backgrounds, people that are not

even from America, people that came here when they were older, people that came here when

the were younger so you going to have all types of perspectives.

IAMSSTEM is more than just a support group.

With the help of their faculty advisor and the support of Bridgewater State University,

IAMSSTEM actively explores ideas ensuring students access to opportunities and resources

for a bright future.

As the president of IAMSSTEM, I want you to know that you're not alone.

We're here for you to give you all of the support and opportunities that you need in

order to become successful.

For more infomation >> IAMSSTEM | Bridgewater State University - Duration: 1:35.

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#7: Data Science and Knowledge Engineering at Maastricht University - Duration: 10:12.

For more infomation >> #7: Data Science and Knowledge Engineering at Maastricht University - Duration: 10:12.

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Smithsonian-Mason School of Conservation | George Mason University - Duration: 0:56.

>> I'm not in a classroom with 150 students learning about something that I just

have to memorize. I'm out here actually talking to people that have gone out

there, have done this science. You're immersed. You're surrounded by passionate

people and you're surrounded by people that actually know what they're doing.

And that makes that makes a huge difference compared to a traditional classroom.

>> This is a great opportunity for anyone who's interested in wildlife,

nature, endangered species. To come out here and just get this immersive

hands-on experience.

>> Knowing that I'm not alone. You know a lot of science and a

lot of learning we do in the classroom just makes you feel sterile, but I don't

get that out here. I feel like I'm part of a community. I feel like the

people that are out here care about me.

>> This is like a dream come true. I get to go out and look for birds,

and look for bugs and hike through the woods and

that's our classroom.

For more infomation >> Smithsonian-Mason School of Conservation | George Mason University - Duration: 0:56.

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University of Toronto: Everton Gooden, Head and Neck Surgeon - North York General Hospital - Duration: 3:14.

Like anything else in life, things tend to flow where there's least resistance.

My immediate circle of friends loved hockey.

Any free time I had was spent planning how I was going to incorporate hockey to fill that free time.

It just enabled me to fit in a little bit better.

I remember being worried and concerned about the future.

That "Boy, what am I gonna do if I'm not able to do this?" Because the chance of someone making it at a professional level in any sport was pretty slim.

In our household it was very clear what the expectations were.

My parents were non-apologetic about the fact that they wanted myself and my sisters to pursue Higher Education.

Because they didn't have the opportunities that we had.

They felt that that was the way to open doors, to give you options, give you choice and I knew I had to get there somehow.

When I decided to commit I just excelled in science I did extremely well.

Before University I got a job on the weekend working in the housekeeping department at the Toronto General Hospital.

That was incredible, because my placement was in the operating room

and I remember walking the hallways and being able to peek through the windows and just get a glimpse of what was happening.

One particular room that was always working late was reconstructing head and neck surgery.

And the surgeon came out and he would freely just answer questions

and he actually invited me into the theatre and had me stand and just look over his shoulder.

That's when I started to dream.

Your potential in whatever you do, whether you're playing hockey,

whether you're practicing medicine, to a certain extent is determined by the skill of the people around you.

I remember when I first got to U of T how motivated I was just by the people around,

the calibre of students that I encountered internationally.

That no matter where you're from, you're gonna feel at home.

That was pretty powerful.

And I put myself in that environment and things just continued to progress.

The one piece of advice that I would give an incoming student to University of Toronto is that every

opportunity, whether your impression of that encounter is positive or negative, there's a learning point there.

To be able to embrace and absorb the learnings from those around you, you know, U of T encourages that.

The advantage of U of T is that for any particular problem that you can identify;

they have the experience and the breadth of expertise to provide you with all the necessary tools that you use forever.

My experience in medicine has been extremely positive.

Yes - I worked hard to get here, but also the fact that I was able to succeed in getting here is certainly in part due to the University of Toronto.

I feel extremely privileged and blessed on so many levels.

I think I have the best job, really, in the world.

For more infomation >> University of Toronto: Everton Gooden, Head and Neck Surgeon - North York General Hospital - Duration: 3:14.

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Mathematics, B.S. at Biola University - Duration: 3:21.

For more infomation >> Mathematics, B.S. at Biola University - Duration: 3:21.

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Computer Science, B.S. at Biola University - Duration: 3:53.

(bright music)

- Technology influences so many areas of our society.

I really felt it was important for Christians

to be able to be part of developing technology.

- I think it's everything in this world

is becoming more integrated with technology,

and more and more companies are using data

to make decisions instead of intuition.

The demand for computer science majors have increased a lot.

- What I like about Biola's curriculum

is there's a lot of different avenues that you can go down.

- It spans from artificial intelligence

when you learn about robots to database

into developing software apps and products,

and so I think they do a good job of spanning out,

so you can kind of get experience in different areas,

so that you know what you're more interested in.

- One of my favorite classes I'm taking right now

is called Theory of Algorithms.

It's where we study how computers do things,

and we look at which algorithm

you choose for this specific task.

We collaborate and build a user interface

using this lifestyle process.

It involves like testing and prototyping,

figuring out who are users are, what requirements are,

and this is stuff that you would do normally

as a software engineer.

- Learning about just like data management.

Dabbling around in different program languages,

which has been pretty cool.

I like to think of it as like linguistics

for computer science where they essentially teach us

how to learn programming languages.

They started us off on C++ but now we're into like Java.

Java Swing, HTML CSS.

Just a huge variety.

- You don't have to have any prior knowledge of programming.

The whole purpose of the program is to develop

the way you solve problems and think critically.

- With our computer science major,

we offer two concentrations.

One is information systems and one is a more general

computer science concentration.

I went to the industry expo that was held at Biola.

There were a lot of technical companies

that were interested in hiring computer science majors,

and through that I was actually able to get a job interview,

and eventually they offered me a job.

- We have alumni working for Google,

Amazon as software engineers, project managers.

IT staff for Microsoft.

- A lot of the other universities, you sit in classes,

and lecture halls with hundreds of students,

but here I can definitely say

that I know all of my students.

I know them by name.

- I've been in Professor Lew's class.

She's my advisor.

It's really cool.

I can go in, talk to her about my path and what I want to do

and she'll kind of work with me in that,

and how I wanna best get there through the program.

(bright music)

- I love Biola.

It had like a focus on quality academics.

It also focused on your spiritual,

and like social development.

- Here at Biola, they'll have the opportunity

to take all the bible theology classes,

but then they also get to study the solid computer science,

and I think that's a really rare combination.

It would be hard to find it in other places.

- So it's important for every workplace

to have employees that have integrity.

As a Biola student, growing in a faith community,

I think it fits the future workplace.

- When you go into the computer science world,

most people aren't Christians so I think

that provides a great opportunity to minister to others.

(bright music)

For more infomation >> Computer Science, B.S. at Biola University - Duration: 3:53.

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#2: Arts and Culture at Maastricht University - Duration: 6:01.

For more infomation >> #2: Arts and Culture at Maastricht University - Duration: 6:01.

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#8: Dutch Law at Maastricht University - Duration: 6:24.

For more infomation >> #8: Dutch Law at Maastricht University - Duration: 6:24.

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Choi Il Hwa Admits To Sexual Harassment, Removed From Drama And University(News) - Duration: 2:52.

Choi Il Hwa Admits To Sexual Harassment, Removed From Drama And University

Actor Choi Il Hwa has come forward and admitted to being guilty of sexual harassment. Following this news, Choi Il Hwa will be stepping down from various projects and roles.

Reports revealed that he was guilty of sexual harassment while working in a play several years ago. Soompi. Display. News. English. 300x250. Mobile. English. 300x250. ATF.

In an interview he said, I sincerely apologize. If there is anything, no matter how small, related to me I will come forward and accept the sin. I just have a heart of a sinner..

He continued, When the news came out I wanted to apologize and relay my feelings, but it is true that I had a lot of fear. Its late but I really wanted to apologize.

I want to sincerely apologize to them. I apologize for gathering courage late.

I dont want to cowardly evade this. While this will not heal their pain, I will have a time of self-reflection and be judged by the law according to the truth..

Choil Il Hwa will removed from his position on the board of directors for the Korean Actors Association as well as his role of being an academic advisor at Sejong University.

A source from Sejong University said, Choi Il Hwa was recently appointed as an academic advisor for theatre major classes, but his appointment has been withdrawn today.

He had not been an academic advisor and only got appointed four days ago to start working in March. He was supposed to give special lectures a few times a semester.

However, his appointment has been removed following the reports and the issue..

The actor will also be leaving upcoming drama MBCs Hold Me Tight. A source from the drama said, Following an internal discussion after Choi Il Hwa admitted to the sexual harassment allegations, we decided to replace him.

If there is ever any sexual assault or sexual harassment on set we will deal with it strictly.. Stay tuned for updates.

For more infomation >> Choi Il Hwa Admits To Sexual Harassment, Removed From Drama And University(News) - Duration: 2:52.

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University of Washington Psychology Program Admissions Requirements - Duration: 45:17.

I want to thank you all for being here today.

And you're in for a special treat.

I'm so pleased to welcome Carrie Perrin from University

of Washington.

And Carrie is the Academic Services Director

in the psychology department.

And she's going to talk about the requirements you need

by admission-- all that good stuff and answer questions

for you, OK?

The one thing I want to say is that Carrie

has to leave by 2:20.

So if you have questions, make sure you write it

down so that you can ask her.

And we need to get out of here by 2:20, OK?

So are we all set, ready to hear from the expert?

All right.

No pressure.

Hi, everyone.

I love that everyone's got the cookies in their mouth.

So I will say that I have handouts as well as business

cards.

And so if you think of a question

later that I didn't answer or we don't have time,

feel free to email me directly or give me a call

and I'm happy to talk with you later.

We also are always really happy to have students come visit us

in the psych department.

I know some departments don't have the capacity

to see prospective students.

But we definitely do.

And we'd love to see you as soon as you're thinking

that you want to be there.

UW does run, every Thursday, transfer

Thursdays in the afternoon.

And it's sort of a combination of hearing from admissions

and financial aid.

And then we have an individual psych session

every Thursday at 3:30 that kind of follows that directly.

So you're always welcome to come to that

or to make an individual appointment.

We're happy to see you any time.

So I have a bunch of things that I always try to cover.

So I'll be checking my little list now and then.

One thing I would say at the outset

is sometimes we end up veering a little bit into people

asking a lot of questions about getting into graduate school.

So I'd probably ask that just for the sake of time

that we just think mostly about undergraduate right now.

I'll a little bit on how our program prepares you

for different kinds of graduate programs.

But we'll go with this step for now.

But again, if you've got more questions

and you want to follow up with me, happy to do that.

So it's so gorgeous out today.

I think last year when I came, it was raining--

I'm pretty sure.

But it's just beautiful.

And I always joke that if I had a little powerboat,

I could be here like that.

Because if you look across the water to Vashon Island,

we're directly across here from Port Robinson.

And if you could get out of your little boat at Port Robinson

and walk a mile and a half up the road, that's where I live.

So I was looking at the MapQuest today

and because I always try to remember

which streets to turn on.

And it's like, OK, there's this point that I'm at,

there's this point I'm going to, and this is how you get that.

So it's always a fun little trip to come over.

So as I said I've been at the university

for a very long time, in the psych department

for a very long time.

So I'm going to cover some of the basics

about what our program's like, how it's set up,

and admission requirements to the major, the things

that you can be doing here at Highline when

you transfer to be as ready as possible to get into the major.

And definitely, I would say as we go along

if you have questions, just shout them out

or raise your hand or whatever works for you.

Just so we can make sure we to cover them.

So we are one of the largest majors on campus.

We have usually about 1,000 undergraduate majors

in psychology.

So we're a little bit behind biology.

But other than that, I think in the College

of Arts and Sciences, we're maybe second largest--

huge.

Wonderful faculty who are, most of them, doing current really

on the edge research.

And so you're having the opportunity

to take classes from them and also

to work with them as part of their research teams.

Almost all of our research labs will

take on undergraduate students to work with them for anywhere

from one to three or more quarters.

So it's a great way to get to see

the inner workings of a research lab

and look at how things are studied from that perspective.

And I think that's something that, as a huge research one

institution, that makes us unique.

And you get the big news, which is sometimes a downside.

But you also get a really huge range of opportunities

to get involved in and learn things

from different perspectives.

We do have faculty who are doing work in--

I'll try to remember all areas-- in animal behavior,

behavioral neuroscience, adult and child clinical psychology,

child development, cognition perception, social

and personality, a couple people in quantitative psychology.

And I feel like I'm missing one.

But I think that's mainly it.

So all of those areas are represented

in our undergraduate curriculum to one extent or another.

So there is a good opportunity to--

while we don't have specialized tracks within the major,

students often do end up kind of creating their own.

If they've got, let's say, a particular interest

in cognition perception, they're going

to take our core level course, move on

to more advanced upper division courses,

and perhaps do research or field work in the community related

to that.

What we do have in the way of tracks

is we offer both a Bachelor of Arts and a Bachelor of Science.

And I think people often hear the word science

and imagine chemistry and biology.

And our Bachelor of Science really

has a much heavier quantitative emphasis.

So you're going to do math through the calculus level.

You're going into a more in-depth two quarters

statistics series.

There'll be a requirement to do undergraduate research.

It's mainly the aim of that track is to prepare students

best who want to, perhaps, go onto research

oriented graduate programs in psychology.

So you get that stronger foundation

in data analysis and research.

Over the years, I'm sure if you look around in the community,

you look at the companies that are hiring

and what they're hiring and everything is very data driven.

And so we do nowadays certainly have a number of our students

who choose our Bachelor of Science track,

not so much because they want to go into a research

PhD in psych.

But because they want to get that stronger

foundation in quantitative and data analysis.

So that can be a reason to do that.

I would say a little bit fewer than a third of our students

do the Bachelor of Science, the others

are doing the Bachelor of Arts.

Both will prepare you very well for graduate programs,

in particular in applied psychology--

areas like social services, social work, counseling,

therapy.

So I think students hear very often blanket statements

when they get UW about if you want to go to graduate school,

you need to get a Bachelor of Science, not true.

So remember, you heard that here.

Is that true?

Not true, definitely not.

It's just that if you do want to go the research route,

the BS is probably a little bit stronger foundation.

There's about a 25 credit difference between those two

tracks.

And so a reason to perhaps choose

the Bachelor of Arts over the Bachelor of Science

is that it frees up 25 credits to spend in another way.

So you can spend that maybe with a second major, a minor,

by earning credit for field work or research, studying abroad.

So there are a lot of reasons to think carefully

about that choice.

And I think in particular, when you're coming in as a transfer

student and in most cases, you're

coming in at the start of your junior year.

So many people with like--

in those circumstances-- to only spend two years finishing

that undergraduate degree.

And so that means really careful thought about how to prepare.

Yes?

When you're applying to graduate school,

let's say and it's either or, is it more preferable?

Really, the label BA/BS itself isn't going to matter.

It's more if you're applying to a research focus graduate

program, what you want to present to that program

as the candidate is a really in-depth research experience.

And you want to be very strong in the quantitative areas.

To some extent, they'll look for that.

But more than that, our graduate students

all tell us the better you are at statistics and data

analysis, the more you hit the ground

running when you start your graduate program.

So it kind of just helps you.

Yes?

You also said that some of the classes

are going to require calculus.

I've never really focused on that.

Is it better to take those classes

at a community college like here and then they transfer?

Yes so I'll sort of move a little bit

into talking about our admissions and prerequisites

for our major.

So some students-- more and more students

now are transferring from Washington community colleges

ready to apply to our major.

Still the vast majority are not.

They still have one or two classes

that they still need to take.

But more and more, the community colleges

are starting to offer equivalents

to all of our site courses.

Highline's done that for quite some time.

So it has been leading edge on that.

Those prerequisites are intro psychology--

which, definitely, you have that here--

bio-psychology-- some schools call it physiological

psychology--

and psych research methods.

And I believe you still have all those here.

So if you're able to get all this done before you transfer

to UW, awesome.

If you're not, you're going to get into what you still

need in your first quarter.

We'll save spaces for you and get you in there.

So don't feel like if you just kind of missed out

on taking that class, it's not going

to impact your admission to UW.

it's not going to impact your ultimate admission

to the major.

So we'll just take a tiny bit longer.

So there are those three classes.

And then there's a math prerequisite.

And there are two ways you can go on this.

Admission to the major requires math either--

I'm looking at my little notes-- through--

I think it's your math, you call it Math 111?

Yeah, 111

Either Math 111 or the Math 141-142 combination.

And Math 111 transfers to UW as is our Math 111.

Math 141-142 transfers to UW as our Math 120,

which is precalculus.

And then you get another five credits of general math credit.

If you, before transferring, have a strong notion

that you're probably going to want

to pursue the Bachelor of Science in psych,

I would definitely suggest the 141-142 route.

Make sure you take both of them though.

Because to get into UW, 141 alone is fine

or 142 alone is fine-- if you tested it into it.

But to earn the credit that you need toward the major, the 120,

you actually have to take both of them.

And then to your question about calculus,

if you do want to go that Bachelor of Science route

and, therefore, are going to need calculus in order

to get into our statistics classes for the Bachelor

of Science, then moving on to your Math 151

here is the best thing to do, if possible.

So I feel, generally speaking, that any courses that

are in the sequences--

if you can take the entire sequence

at a single institution, it's advantageous usually.

Because there often is not real perfect

articulation from one institution to another.

So it may be a little bit bumpy, not impossible.

But where you can get entire series done,

try to do that, if possible.

The same in-- this is kind of an aside,

but the same holds true for foreign languages.

Foreign language requirement to be admitted to UW

is either two years of a high school language

or two quarters-- like 101-102 of a college language.

The requirement to get out of the University of Washington

to graduate is either three years of a single high school

language or three quarters through the third quarter

first year series of the college level language.

So if you're in a situation where you're thinking,

OK, I'm going to take through French 102.

And I'm good to go to get into UW, that's awesome, you are.

But then you're going to have to ultimately take

French 103 or Spanish 103 or whatever your language is

when you're there.

And that just kind of adds to the set in stone requirements

that you'd rather get done here, if possible.

So that you can sort of sample from a wider range of choices

and have more latitude in choosing your courses when

you get there.

If you are a native speaker of another language--

and UW defines that as a language that was spoken

in your home and that you were schooled in through

the equivalent of our 7th grade--

then that makes you a native speaker.

And that takes care of that requirement right there.

So if you have any questions about that, you can email me

or I can put you in touch with admission

if I don't know the answer.

So those are our prerequisites.

We do admit to the major every quarter, including summer.

And admission is competitive.

It's not like crazy wild competitive

like Foster School of Business and bioengineering

and places like that.

But it is competitive.

And what we're looking at very specifically

is the cumulative GPA for those three psych courses.

And we want that cumulative GPA to be about a 3.2 or higher.

We all know that people have rough quarters,

things go on in your life, hit some bumps along the way.

If you have a quarter when one of the three courses

just didn't really work out the way you would like,

you can retake that course.

Both grades are always part of your academic record,

but the retake, the higher grade, is what we will look at.

So we kind of give you a do over if you

need to retake that course.

I've had students retake two courses.

I've had students sometimes retake three courses.

That starts to get a little time consuming.

And you start to feel like there's the wall and your head.

And maybe you don't want to continue there.

And at that point, that's where a conversation with me

or one of my colleagues in psych advising would be,

is this really the route that you want to go?

But we do understand, certainly, that people having missteps

and need second chances to do things.

People will ask is there an essay.

Is there a statement of interest?

Are there letters of recommendation required?

No to all of those.

And on the one hand, it is a very cut

and dried admission process.

And on one hand, that's great because you know exactly what

you need to do to get in.

On the other hand, it kind of stinks sometimes

because you want to be able to explain things or talk

about your goals and have other things evaluated.

What I would say is I very much enjoy

working with transfer students.

I think that it's a group that brings

a tremendous amount of diversity to our university,

to our department--

and a diversity of experiences, really.

I have folks who I work with who are single parents, who

are older students, who are veterans, who

are international students who have been working in three

or four careers already.

And so people are bringing a real richness of experience.

And so I work--

one of my colleagues says too closely, but I don't think

that's true--

with our transfer students.

And I have a particular commitment to you

because I feel like if you've put in two years of effort,

you've done everything you can, you

got into UW, which is fantastic, I'm

going to do everything I can to help you continue along

that path toward your goal.

So I will sometimes, with our transfer students

in particular-- with everybody but in particular transfer

students--

I will sometimes take other things into consideration.

And so just know that there are humans working there

in my department.

And I try to be that very human face

when it comes to admissions and thinking about things.

You get there, maybe you still had to take a final course.

You're applying to the major in your second or even

third quarter at UW, I don't really

feel like that's the time to tell you to start over

with something else.

So I feel fairly confident that I'm

going to work well with you.

Yes?

So for Running Start students, I heard

that you have to apply as a freshman again.

And if that happens, what would happen to all of the credits

that I've earned here?

You still bring all the credits.

And so it's kind of funny.

You come in as a freshman and if I

look at somebody's transcript--

I was just looking at someone last week.

And we code them on the transcript.

They're a number one, if they're freshmen, two sophomore, three

junior, four senior.

And this was a Running Start student.

She brought 90 credits with her, all of which

were applying towards her ultimate credits

for the degree.

And in that first quarter she's a one.

In her second quarter, she's a three.

So you come in as a freshmen and then,

boom, you're a junior the next quarter.

But it is a different pool of applicants

that you're part of on the point of entry to UW.

So you get all the credits, definitely.

Other questions about that point of transfer

or of application or admission to the major?

Yes?

I just want to repeat so here at Highline,

we have all those math classes and we also have the Psychology

2, 022, 09 and basically I don't have to take anything.

I just first finish those and then talk about transferring.

Right, right.

So the more of those you can finish here at Highline,

the better.

If you're able to finish all those and you come to UW

and you're in your first quarter,

you're going to apply to the major

in that very first quarter.

So that's pretty cool.

Yeah, Michelle?

In case people don't know Psych 202, Bio-Psych, is only

given in fall quarter.

And our Psych 250, which is equivalent to UW's 209

is offered in the spring.

[INAUDIBLE]

So if you do miss out on one of those and you transfer in--

students come into UW in fall quarter

when the vast majority of students

transfer in or in winter quarter, not in spring.

And you also do have the option of applying for summer,

kind of summer slash fall.

For fall quarter, we typically see about 85 or 90 incoming UW

students who are planning to be psych majors.

And we work with our first year Programs Office

to sort of design specialized orientations for those students

so that they're getting orientation to the university.

But they're also getting a really in-depth orientation

to the psychology major, department.

You'll meet all the advisors.

You'll met some faculties, some alumni,

some peers who are just you're ahead of you in the process,

but who all came in as transfer students.

And so we try to help you from that first day.

That first orientation day, start to form some community

and then find your go to people and places.

Because that's, man-- it's you get there

and you really feel like you have

to hit the ground running because you didn't

have the freshman and sophomore year to sort of figure it

all out.

So we try to do what we can to make

that process more possible.

I also, in fall quarters, offer a two credit class

that is specifically for incoming transfer students.

This year, I have 70 students in the class.

So they're all in their first quarter at UW.

Most of them came from Washington community colleges.

And it allows them, in that first quarter,

to take a lighter academic load for one thing.

Because it's two credits and then

if they're taking two five credit academic classes,

they're there at the 12 credits they

need if they have financial aid or veteran's benefits

or are international students.

But also the main thing is that it

gives everybody in that class a really in-depth orientation

to the major, the department, resources

available to students.

We'll spend an entire day talking about getting involved

in research, an entire day getting involved in field work,

a day talking about study abroad,

a day about career development.

And through that, you're working in that class

with peer leaders who were in your seats

the year before and with fellow first quarter transfer

students.

So it really helps it in that first quarter when you're like,

oh my gosh.

They said it was going to be different.

And I didn't quite see how it was going to be this different.

But it is.

There's something about the feeling of the pace

and hugeness of the university and the overwhelming kind

of feeling of trying to navigate through all of this

and do it on your own.

So we try to give you an infrastructure

to help you land on your feet.

So those are possibilities.

We don't offer those things for people

coming in winter, at least at this time

because it's a much smaller group.

And so we just don't have the capacity to do that.

But we still, for incoming winter students,

will meet with students individually

and do individual advising sessions

as part of their orientation.

So they're still going to get a personal welcome from us.

Yeah?

Is getting into the psychology major

during fall quarter typically more competitive

than the other quarters?

Not really, not really.

We admit pretty equivalent numbers of students

in each of fall winter, spring.

We admit a much smaller group in the summer.

And so summer's actually our a super competitive quarter.

I mentioned before typically that cumulative GPA

for fall, winter, and spring is going to be about a 3.2.

In the summer, it's usually about a 3.6.

This past summer, it was a 3.8.

So we had just a huge number of people

with tremendously high GPAs applying that quarter and not

a lot of capacity.

So that was kind of horrible to write those e-mails and say,

oh gosh.

You have a 3.7, I'm sorry.

That's not quite good enough.

But they all got in this quarter.

So they're all they're good.

They're in.

They're happy.

So other things I need to make sure to cover.

Yeah?

For instances like that would to reapply?

Yeah we sort of for that situation specifically--

the summer to fall--

the email that we send students is oh gosh.

Once again, our summer admissions

were extremely competitive.

If you would like us to just sort of slide

your application into the fall virtual pile, let us know.

So you don't have to, as a student, do more legwork on it.

You just need to say yes please, move it on down the road.

So I'll talk a little bit more about some of the resources

available but we'll also stop and see

if folks have other questions at this time about any

of the logistics.

Yes?

So if someone were to not get in the major

the first time they tried, they can still take as many classes

any classes they want, right?

So like classes and psychology?

No, actually.

So classes in the major are kind of divided

into our gateway classes--

the 101, 202, 209 and a few other 200 level

electives that are open to all students.

And then everything else at the 300 and 400 level

is primarily majors only.

Some of them do open up.

In our registration, every quarter

is broken down into a couple of different portions.

And all of our upper enrichment courses

are initially every quarter open only two current majors.

And some of them in a later registration

open up to pre-majors But you can't do the major

without being in the major basically.

If you're not getting into the major,

you want to come and meet with me

and see kind of what the issues are.

Is it a pretty simple I need to retake bio-psych, do

a little bit better, and chances are great of that happening?

Or am I kind of again hitting my head against the same wall?

And that is probably a wall that you're

going to keep seeing in our classes before it goes away.

And so then it's just kind of a--

we're never going to say you cannot apply again.

But sometimes I'm going to say, you know,

this might not be the best choice.

So let's think about what your goals are

for your life and your career and future education.

And is there another pathway to do that?

And there pretty much always is another pathway

because we're not vocational technical majors.

So you don't come out with like the stamp that

says you are a this or that.

You're not licensed to be something with the degree

that we offer.

So there's almost always another way

to get there that sometimes might work better

for your learning style, the way you express yourself.

So once in a while, those conversations

end up with a different path.

But sometimes they end up with a plan of action

to continue on the path.

But there aren't a lot of psych courses

that you can take without being in the major.

So getting in is important.

Yes?

If that 3.7 student, for example,

doesn't get in because of a capacity issue

and they move over to the fall, would they typically

run through the same barrier or would they be admitted at that

point?

A 3.7 student-- the summer 3.7 is

for sure going to get in fall.

Yeah absolutely.

And it's not that we have arbitrarily set this 3.2.

And we actually don't have a GPA cut off that says 3.2.

We have a quota of students we can take each quarter.

And that, what we do in the summer is we look at OK,

we graduated 475 students last year.

We can take in maybe 500 students this coming year.

And we break it down by quarter.

So let's say in a given quarter the quota that we're looking at

is 150 students, perhaps.

We get the applications.

We sort them in our database by highest admissions

GPA to less high and go down.

And wherever that 150 is, that's going

to be that cut off for that quarter.

And it has very reliably settled into about a 3.2.

So that's where that comes.

From we feel like shooting for that, you're pretty safe.

And this GPA isn't the normal GPA.

It's the cumulative of the psychology classes

specifically, right?

Yes, of those three psychology classes specifically.

The math course that's the prerequisite

just needs to be at least a 2.0.

But it's not part of that equation, which for some people

that's like awesome.

And some people are like, I'm so good at math.

That's too bad.

So we do have a lot of our students making the BA

versus BS decision based on comfort level in math, very

honestly.

Yeah?

So for that deciding between the BA, BS

would you have to do that once you

get accepted into the psychology major or would

you do that once you apply for the psychology BS?

You apply to the major broadly.

And part of the application does ask if you

intend to do the BA or BA.

Just because we--

Can you change beforehand?

Well, we have to code you as one of the two

when you're admitted.

But you can change back and forth.

Like if you come in as a BA student

and then you decide you want to switch to BS,

you're not applying again.

We're just filling out a piece of paper.

Yeah.

And we do hope people change.

More often than not, they're changing

from the BS to the BA at some point

because they're feeling like they're running out of time

or have had a change of plans in their goals,

but sometimes the other direction.

Or other questions about grades or admission?

Well if no one has any other questions.

That's okay.

I just want to say because it's a little personalized for me.

So I don't want to in case anyone else has

any other questions.

But for me, I plan on I'm doing the bio right now because I

want to be a psychiatrist.

So I'm getting my psychology major

and then applying for pre-med before going to med school

and getting my prerequisites for med school

while I'm doing that.

So in my instance, which would be more preferable?

People would assume BS but no.

And so she's talking about she's going

to be doing pre-med coursework as well as a major.

The range of pre-med coursework is like doing another major.

It's pretty similar pre-nursing.

Pre-physical therapy is also pretty hefty,

pre-occupational therapy not quite as much.

But if you are planning to go into a health profession

ultimately in a graduate or professional program that's

health profession related, definitely

be working very closely with your advisors here.

Because you want to be able to start taking things.

You don't want to get to UW now say,

I need to start my whole pre-med sequence.

That will hurt.

If you study BS, didn't you say it's more credits?

So would I be able to fit the pre-rec classes?

Yeah and that's a question.

That becomes a deciding point, I think, for students a lot

of times.

Med schools don't care at all if you had a BA or a BS.

So it really doesn't matter.

It's just like better preparation

more likely because it's better to study science classes.

It's not really more.

It's more quantitative.

So it's honestly, if your aim is really going to med school,

BA versus BS doesn't matter.

So and it's the same kind of issue

if you want to do another major or if you want to spend

two quarters studying abroad.

It becomes choices.

And you can either stay at UW a little bit longer,

which costs a bit more, right?

And postpones the rest of life or you can really

think carefully about planning and prioritizing and making

decisions about the route that you want to take.

And we'll help you with that.

I mean that's a huge part of what we do.

We do a lot of the nuts and bolts

of what should I be signing up for next quarter?

And I need to apply to graduate and all of that.

But the much more interesting work

that we do and I think the work that

is more helpful for our students is working with you

individually to say, OK, these are my goals

or these are my interests.

How do I sort of put together a whole portfolio

that includes both my in-class academics and other experiences

so that I can get to that point?

And so that's where we're going to talk to you about getting

involved in research, getting involved volunteering

and interning in the community and trying things out

and finding out what you like, what you don't like,

opening doors and closing doors.

The closing the doors part is actually very valuable.

When doors get closed, they are, in my experience with students,

more often than not, being closed by the student and not

on the students.

So it's usually well, I thought that I really

wanted to do this.

I've tried it out.

And I like this part of it but not that other stuff.

So I'm going to go this way.

So it's fun for us.

And we can draw on the years of experience

we have working with students and the connections

we have in the community, hopefully,

to help you find the path that really works well for you.

I'm also a super big advocate--

I've mentioned a few times-- of studying abroad.

UW has a lot of different kinds of programs.

Is something that interests anybody?

A couple people.

Yeah and I think a lot of times, you get to UW

and you think, oh my gosh.

I've got two years here.

How can I possibly do that?

There are lots of ways to do it.

There are different kinds of programs all the way

from going abroad for an entire year to going abroad

for two or three weeks.

And so there's a program that usually

is going to meet your needs.

And we have a wonderful study abroad office.

I have great contacts there that I put students in touch with.

And I'm also the one who works with students

when they come back.

Here the courses I took at University of New South Wales.

How are they going to apply toward my degree program?

I'm the one who does those evaluations.

And I usually meet with students before they

go to think about the kind of course that they might take.

And then when they come back, to do those final evaluations.

And I'm super flexible.

Let's say it's a course--

we need to fulfill a particular group of core courses.

And it's not quite exactly like anything in that core group.

But it kind of fits the spirit of it,

I'm going to put it in that category for you

because you know I want you to be

able to have that experience.

I had the great fortune of being able to study abroad

when I was in college.

Back in those days if you went abroad,

you went for an entire year.

And you went in your junior year that was just how it happened.

And so that's what I did, and it was fantastic.

But I find with most of the students

I work with that leaving for a year is often not feasible.

A lot of people seem to have a lot more commitments

and responsibilities this year than I did.

So I was very lucky.

Yeah?

About those opportunities doing research

working out in the community, you

mentioned them for some majors like pre-nursing

for instance, getting into the project,

you would have to have a couple of hours

or a certain number of hours of volunteer work, for instance.

But for the psychology admission, would you need that?

No, no.

You don't need that for admission to the major.

That's just an addition that you could do while you're there.

Yeah.

Yeah, definitely.

But when you think about what you

want to do when you graduate from a four year school,

you probably want to go right into a career path

or you maybe want to go to a graduate or professional

school.

And all those experiences are the things

that are going to help you get there.

Not only do they help you sort of refine your interests

and know what the correct direction is

for you to be going, but they kind of

serve proofs to the program or the employer

of your background, your experience

your aptitude in that area, your dedication to the area.

So they're both a good way to sort of try things out and also

get the experience you need either to get a job

or to get into a graduate program.

So we don't require them.

They're not required to graduate with just

a bit of an exception, as they are for some programs.

Some programs require a hefty number of experiential hours.

And we don't.

But it's definitely recommended.

And for our students, it's rarely difficult

to find the time within your schedule

to do that because they are all credit bearing opportunities.

So you're earning credit if you're

volunteering in the community.

You're earning credit if you're doing research

with our faculty.

Your earning credit if you're doing peer teaching.

So it's a way to sort of fold it into the whole package

and have time to do it because I know most people are working

at least some hours a week.

And many people have families and other responsibilities.

So if we didn't give you the opportunity

to earn credit for these experiences, for many people

it's just not feasible to add it to an already very full

academic schedule and life.

Yeah?

How difficult is it to get into a research program

at UW for a psych major?

Well so UW-- the PhD program at UW

is probably one of the most competitive in the country.

And it is a strictly research focused program.

So even our clinical program, the aim of those programs

is to train clinical researchers-- so people who

are going to stay in academia.

They're going to become professors and researchers

at universities.

The aim is not to train people to go out into practice

and to be practicing psychologists and practicing

therapists.

The people in our clinical program

certainly are qualified to do that because that's part

of the training that they get.

But the aim of our program is to train researchers.

And so for any kind of research focus

graduate program, what that program is going to look for

is for your background experience and interest

to match well with what they actually do there.

So that becomes kind of a whole research project in itself

to figure out where you're going to apply.

To get into, let's say you're interested in one,

is it more like first come, first serve,

like whoever wants to comes up first

or what do they look at to check?

Because I know it's really a lot of people

want to do one research program.

They're really competitive.

They look at-- and I don't want to go into this too much.

But we can talk by email or phone afterwards certainly.

A research focused program is looking for candidates

who are going to be good fits for their program

and who have backgrounds that demonstrate that.

And it kind of varies from program to program.

Some programs, it's more like you're actually

applying to work with a particular person

than it is that you're applying to the program broadly.

That's what our university's like.

But other even research focus programs and other programs

at UW are not quite that way.

So it's a lot of exploring to do.

You have a question.

Yeah.

I don't know if this is getting too

off track because you say you didn't

want to get into it too much.

But I have heard that the research graduate schooling

is a little bit less likely to accept somebody who

got their bachelor's with them.

Is that right?

Yes.

So she's asking you know if you did an undergraduate degree

at an institution and then you applied

to their graduate program, do you

have a better or worse chance of getting in.

Our program, there's that thinking generally

that it's academically healthy or to go somewhere else

for your graduate work.

You get new perspectives.

You bring your perspective to a new institution.

But at least talking about our program, that being said--

so I've been in that department.

I'm in year 23 now.

And they typically-- for the whole of our psych

graduate programs-- get something

like 600 to 800 applicants for about what

ends up being about 15 spots.

And in every year that I've been there, at least one

of those spots has been someone who

got their undergraduate degree from us.

So the first answer is yes, generally, that's the thinking.

In practice, that's not always how it happens.

Carrie, so that you know, you have five minutes.

OK.

Oh my gosh.

Even if I don't stop you.

OK.

I'm going to put the glasses on to make sure

that I didn't forget anything.

So I guess I'll just finish by saying that myself--

as earlier I said I'm the Academic Services

Director so I'm in charge of the advising office.

But I'm also an advisor.

I see people every day.

I have two fabulous advisors who work for me Vicky and Psy.

And I always tell my colleagues at the university

because there's a lot of variability

in how well advising offices are staffed, how well they feel

supported by their department--

we are incredibly fortunate that we are,

I feel, sufficiently staffed, that we

can see all the students we need to see, that we can see

prospective students, that we can do things

like I get to run this class in fall for transfer students.

My colleague Vicky runs a class every fall

that's for students preparing to enter grad school.

My colleague Psy does, every quarter except for summer,

he teaches one of our field work classes.

So we get the opportunity to work with our students

in different contexts.

And to provide, I hope, the kind of support

that you really all deserve to have.

It's usually open doors when you come to our office.

Certain points in the quarter, it's a little crunchy.

You might have to wait a while but we're there

for seeing our students first.

So I hope that we support students in the way

that we set out to.

I generally do hear that students

are happy with our department and with the advising office

so I think we're doing it kind of OK.

So that's just to tell you that if you

come to UW either as a prospective student

to talk with us or as a prospective major

once you get there or new to the major,

we're going to be your home base.

And we're going to really help connect you with all the things

that you need on campus because that's half the battle.

You come to a huge place that's like a giant city.

And you don't even know where to turn.

So we'll try to send you to people instead of voice trees

or websites and put you in touch with the folks who can really

help you move along.

So I guess that's it.

OK well that's great information.

Thank you.

Thank you.

For more infomation >> University of Washington Psychology Program Admissions Requirements - Duration: 45:17.

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WELCOME TO RELATIONSHIP UNIVERSITY ON YOUTUBE - Duration: 5:43.

welcome to the relationship University channel I'm Melody Bacon I'm a licensed

clinical psychologist and I've been working for a long time in relationship

issues families couples marriages and this is Ron Bacon and I am a marriage of

family therapists have been licensed since 1991 prior to that studied as a

pastor so I've been working with people and the problems they faced for many

years yes and we have gosh a combined 50 years experience probably and over the

years we have worked with so many relationship issues and we thought it

would be helpful to put them together on a YouTube channel to give you access to

various issues that are fairly common that repeat themselves frequently

whether it's with your significant other your children your larger family your

parents even work relationships so we're going to be covering a host of topics

we'll let you know by the title of what the main topic is but we tend to be

fairly freewheeling and we certainly welcome your comments would love for you

to subscribe and share with your friends if you find this helpful let us know and

Ron's gonna give you a little bit of an overview of some of the topics

specifically that we're going to be covering and why we're covering them

what we've found and what we know for sure is that the most unhealthy family

is going to be the family that accommodates more pain that they can't

all toleration of pain is not a sign of health that you want to be feeling the

pain and taking action on it sooner and so that's part of the point which if you

feel the pain sooner it means that in a sense things have gotten a little worse

initially mm-hmm because now you're feeling more pain

but to not be just running away from pain because in life we know that that

leads to immaturity it's not going to be beneficial to run away from pain and in

fact we have many addicts started off with pain started using an opiate and

then it took them and so you're off to the races and you know that it has some

dynamics so we will be talking about how can somebody who's motivated beginning

change process and it doesn't have to be the addict

yeah it could be a an issue that has to do with communication with a significant

other it doesn't have to be about addiction per se but if you're the ones

searching out answers for how to make a relationship work or work better then

you have some kind of discomfort maybe you're not a huge amount of pain maybe

you are but I think your point is that let that pain guide you motivate you

keep you going because our experience has been that people benefit from the

ideas we're going to share over the time with our programs and by implementing

them they do create better lives for themselves the adage is it takes two

people to keep things the same it takes one to make young and if you're the one

if you're tired of things being the way they are you don't have to get agreement

from anybody else to begin a change process yes so some of the things to

expect in upcoming months are tips on communication and we're gonna go

a little bit different than what you normally hear for most people on how to

handle it. If you suspect your child maybe using drugs what to do when you're

being told you're overreacting and or similarly what just do if you suspect

your spouse may be unfaithful there's a lot of ways to handle

things that aren't what you normally think so

we say is what we suggest maybe counterintuitive it goes against what

you think would be helpful but if you're tuning in to this channel that means

probably you have tried everything you've already thought of, it hasn't work

so you might as well put those aside those things that didn't work and give

some of the suggestions we're going to make a try to improve your life the

suggestions we make aren't original with us that we are drawing from the research

and from theorists they just don't happen to be the kind that have made

great television right that have become very popular and yet these are

sustainable they've stood the test of time and we're happy to be able to put

them out there where more people can get access to them will they become popular

I don't know but if they're effective for you that's all the more I want

that's right yeah so we look forward to presenting these ideas to you and again

if you subscribe to our channel you'll be sure to get updates every time we put

a new video on and like us and let people know about us and we'll together

we're gonna go and help you create better relationships

For more infomation >> WELCOME TO RELATIONSHIP UNIVERSITY ON YOUTUBE - Duration: 5:43.

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Lauren Woodie - 2017 Auburn University 3MT Winner - Duration: 2:43.

We are on a diet.

We've cut out all fatty foods and sugary foods

and we're really committed to getting healthy.

One Saturday, our friend invites us to a tailgate.

We go, and we're having a really awesome time.

Sun is shining, Auburn is going to win the football game.

But then, we see the food table.

There are hamburgers, and hotdogs, and this cake that looks amazing

and we can't eat it.

We can't have any of that food because it would completely derail our journey to better health, right?

What if I told you this wasn't exactly true?

What if I told you we could have a giant piece of that cake and still be working towards better overall health?

It may sound too good to be true, but my research is working on a way to make this possible

simply by taking advantage of Circadian biology.

Whether we know it or not, the timing of sun up and sun down trains our bodies to expect certain stimuli at particular times of day.

This was very important for our early ancestors

because it meant they were hungry and searching for food during the day time, when we can see,

instead of hunting at night, when we can't see very well, but our predators can see us.

This also meant that their bodies were prepared to properly use this nutrition during the daytime.

Now, there are several differences between the world we live in today, and the world of our ancestors.

But a main one is that we now have constant access to food.

In the western world especially, these foods tend to be high in saturated fats and refined sugars.

Consistent consumption of this type of diet can lead to obesity, diabetes, and even impaired brain function.

So, we wanted to see if eating this diet only during the time of day when our bodies were prepared to use it,

could modulate from its negative effects.

To do this, we restricted the food access of mice to just nine hours during their most active period.

This is like humans only eating from 9 a.m. to 6 p.m.

We found that the restricted animals not only had less body fat,

but they were more insulin sensitive and even had improved memory.

All of this after eating a high fat, high sugar diet for 16 weeks,

just restricted to a certain time of day.

We believe this time restricted feeding model is a new and much more manageable way of combating the obesity epidemic.

It doesn't require any extreme dieting or significant lifestyle change.

It simply asks that we take advantage of the Circadian biology that we were all born with.

So, with time restricted feeding, we can, quite literally, have our cake and eat it, too. Thank you.

For more infomation >> Lauren Woodie - 2017 Auburn University 3MT Winner - Duration: 2:43.

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How To Coordinate Dave Ramsey's Financial Peace University, Week 6 - Duration: 7:32.

Hey! It's Angel from Weekly Welcome Mat. Thank you so much for joining me today.

We are gonna talk about Week 6 of FPU. Oh baby. This is a powerful lesson so --

thank you so much for joining me. It's Angel and we are normally here to talk

about real estate, all things buying it and selling it and living better in it,

but we've taken a break as you know and we are on Week 6 of coordinating FPU.

and this is a powerful week. I might cry because this week has so much in it -- so

much value in it. It's unbelievable. So this is the week that it can be a little

overwhelming. Dave talks a lot about the insurance and transferring risk

and what we need to do to tweak those numbers, whether they be coverages,

whether they be insurances we don't need, whether it be something that we didn't

even think we would need and we totally need. As somebody who's gone through this

course multiple times as a coordinator and as an attendee, I can tell you that

this class makes the biggest difference absolutely by far-- makes the biggest

difference -- whether we're talking about identity theft, whether we're talking

about life insurance, term life insurance, whether we're talking about the Steve

Maness story. Those three things I think are three of the most powerful things in

this entire lesson with all of the information that's given in this lesson.

I think one of the key takeaways is identity theft and term life insurance.

Term life insurance is just an incredible need that we tend to overlook.

We get sold the whole life or the universal policies and we get sold

policies that we don't need. And term life is really very, very very simple. And

when you have the younger members in your class who get term life insurance

and they get it at the cheap pizza-ordering rate that he talks about in the

video, you're amazed at what a difference and what a blessing that they have done

for their family -- even if they don't have a family. They've taken that step and it

just is amazing to see that they make one or two phone calls they get

qualified. They get it all under the Belt and and then you you touch back with

them in a couple of years and they say, You know what we did? Oh my gosh! The life

insurance --- blah, blah, blah, blah, blah, blah, blah. The second thing I would talk about

is the identity theft. Now there's nothing foolproof. Myself personally with my

husband we've had the identity theft. We've had fraud. We've had identity

monitoring. We've had fraud. We've had all sorts of all sorts of fun stuff that's

happened but I would not go without it, even with all of that. I still would not

go without anything. It's not a matter of IF you're gonna be frauded, it's just a

matter of WHEN. If you've got monitoring and recovery on your identity theft program

and what you're paying for it will totally make that situation easier. It

will not make it easy. I can guarantee that it's never an easy thing to know

that you've been frauded. Straight out. It's not easy. It's not foolproof as Dave

mentioned. As I will tell you as many many thousands of people who've been

frauded will tell you, nothing is foolproof, but it's better than nothing.

And you absolutely have to get it. The third thing I will share with you is the Steve

Maness story. And this is where I might cry so -- patience. In the video that Dave

plays about Steve Maness and his cancer battle and the relationship that

developed between Dave and the people that worked at Dave's office and the

Steve Maness family, it's very impactful. We had a similar

situation in our -- in our classes and they have become lifelong friends of ours. The

same thing happened, he put the pieces in place with his insurances. He was

self-employed. He was a doctor he had all of them -- he had all kinds of insurances

but they were all the wrong kind. And so after taking the class our friend who

ironically is named Joe -- Dave talks about a guy named Joe -- so our friend Joe went

through and did all of the tweaks and arrangements on his life. Wel,l fast -forward -- very similar to the Steve Maness story -- he got cancer. And he was able to --

just like the Steve Maness story --I mean almost play-by-play, he was able to fight

that disease and all those treatments and all of those surgeries and the

recovery, and the time off work and the extended time off

work, and the impact of the family and the care and all of that. He was better

able to fight that fight with all of that insurance in place now. I think the

thing that is a great takeaway from the Steve Manas story that you can share

with your class is that a wealthy friend of Dave's was able to gift them a trip. Now,

wealthy by whose standards we don't know, but if they were living the Dave Ramsey

life and they had no debt and they had no credit cards and they had money saved

I think we could all say that that would be something that we would love to be

able to gift to someone who's fighting that fight. I wish I could tell you -- I

wish I could tell you he was still here, with us but he's not he's with Jesus. But

his legacy is here. The impact on his family financially did not hit a beat.

They were able to pay off their house. They were able to keep the kids in

private school, they were able to fund his fight, and that is a blessing and a

gift. So if you take away nothing from this course, take away at Week 6. As a

coordinator to see that it can totally change somebody's life

it's beyond powerful. As somebody who has walked it with somebody that you love

and care about, it's incredible to know that all they

have to do is fight all they have to do is focus on the doctor's appointments

and the treatments. They don't have to worry about hurrying up and getting back

to work to make it happen. So all that to say we're now on the back end of our

nine week course and these last three or four weeks are so impactful and really

remind us that this course is so much more than just

cutting up credit cards and stuffing envelopes. It's about leaving a legacy

for your family, and it's about making some significant changes in your life. So

with that information, I pray that this is something that is a blessing to you

and that you find it helpful. And I apologize for the tears --it's real life.

So thank you for watching. I hope that you subscribe and that you Like, that

you Share this information and that you find it to be useful and helpful with

your class. And we'll see you next week on Week 7. Thank you!

For more infomation >> How To Coordinate Dave Ramsey's Financial Peace University, Week 6 - Duration: 7:32.

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#9: Tax Law at Maastricht University - Duration: 4:50.

For more infomation >> #9: Tax Law at Maastricht University - Duration: 4:50.

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DENZEL WASHINGTON BEST SPEECH IN PENNSYLVANIA UNIVERSITY - Duration: 7:26.

let me tell you the world needs your talents and does it ever I just got back

from Africa like two days ago so if I'm rambling on it's because I'm jet lag I

just got back from South Africa's beautiful country but there are places

there with terrible parvat poverty that need help when Africa's just the tip of

the iceberg the Middle East needs your help

Japan needs your help Alabama needs your help Tennessee needs your help

Louisiana needs your help Philadelphia need your help. The world needs

a lot and we need it from you we really do we need it from you young people I

mean I'm not speaking for the rest of us up here but I know I'm getting a little

grayer we need it from you the young people because remember this so you got

to get out there you got to give it everything you got

whether it's your time your your your talent your prayers or your treasures

because remember this you will never see a u-haul behind a hearse

I'll say it again you will never see a u-haul behind a hearse you can't take it

with you the Egyptians tried it and all they got was robbed so the question is

what are you going to do with what you have I'm not talking about how much you

have some of you are business majors some of you are theologians nurses

sociologists some of you have money some of you have patients some of you have

kindness some of you have loved some of you have the gift of long-suffering

whatever it is whatever your gift is what are you going to do with what you

have all right now here's my last point about failure sometimes it's the best

way to figure out where you're going your life will never be a straight path

I began at Fordham University as a pre-med student I took a course called

the cardiac morphus I still can't say it cardiac cardiac morphogenesis I couldn't

read it I couldn't say it that sure couldn't pass it so then I decided to go

into pre-law then journalism and with no academic focus my grades took off in

their own direction

yeah down I was a 1.8 GPA one semester and the University very politely

suggested that it might be better to take some time off I was twenty years

old I was at my lowest point and then one

day and I remember the exact day March 27 1975 I was helping my mother in her

beauty shop my mother owned the beauty shop up in my Vernon and there's there

was this older woman who was considered one of the elders in the town and I

didn't know her personally but I was looking in the mirror and every time I

looked at the mirror I could see her behind me and she was staring at me she

just kept looking at me every time I looked at it she kept giving me these

strange looks so she finally took the dryer off her head and says to something

she said something I'll never forget first of all she said somebody give me a

piece of paper give me a piece of paper she said young boy I have a prophecy a

spiritual prophecy she said you are going to travel the world and speak to

millions of people now mind you I'm 20 years old I'm flunked out of school in

fact like a wiseass I'm thinking to myself maybe she's got something in that

crystal ball about me getting back into school next fall but maybe she was onto

something because later that summer while working as a counselor to YMCA

camp in Connecticut we put on a talent show for the campers and after the show

another counselor came up to me and asked have you ever thought about acting

you're good at that so when I got back to Fordham that fall

I got in and I changed my major once again for the last time and in the years

that follow just as that woman prophesized I have traveled the world

and I have spoken to millions of people through my movies one more page now shut

up let me conclude with this one final point and actually the president kind of

brought it up has to do with the movie Philadelphia

she stole my material many years ago I did this movie called

Philadelphia we filmed some of the scenes right here

on campus Philadelphia came out in 1993 most of you were probably still in

diapers some of the professor's too but that

cracked me up but it was a good movie renting on it what do you call it

Netflix it's good movie renting I get 23 cents every time you rent it please

true parents up their rent rent rented Netflix

please tell your friends - it's about a man played by Tom Hanks who's fired from

his law firm because he has AIDS he wants to sue the firm but no one's

willing to represent him until the homophobic ambulance chaser lawyer

played by yours truly takes on the case in a way if you watch the movie you'll

see everything I'm talking about today you'll see what I mean about taking risk

or being willing to fail because taking risk is not just about going for a job

it's also about knowing what you know and what you don't know it's about being

open to people and to ideas in the course of the film the character I play

begins to take small steps small risks he's very very very slowly begins to

overcome his fears and I feel ultimately his heart becomes flooded with love and

I can't think of a better message as we send you off today to not only take

risks but to be open to life to accept new views and to be open to new opinions

to be willing to speak at a commencement at one of the best country vesica the

universities in the country even though you're scared stiff while it may be

frightening it will also be rewarding because the

chances you take the people you meet the people you love the faith that you have

that's what's going to define you so members of the class of 2011 this is

your mission when you leave the friendly confines of

Philly never be discouraged never hold back give everything you've got and when

you fall throughout life and maybe even tonight after a few many glasses of

champagne remember this fall forward

congratulations I love you god bless you

For more infomation >> DENZEL WASHINGTON BEST SPEECH IN PENNSYLVANIA UNIVERSITY - Duration: 7:26.

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Cheongju University male students revealed to have a 'manual' to protect their female friends - Duration: 0:19.

Cheongju University male students revealed to have a 'manual' to protect their female friends from Jo Min Ki

Cheongju University male students revealed to have a manual to protect their female friends from Jo Min Ki.

For more infomation >> Cheongju University male students revealed to have a 'manual' to protect their female friends - Duration: 0:19.

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State of the University Address 2018 - Duration: 51:17.

[ Bell rings ]

[ Laughter ]

>> So, thanks to everyone for taking the time ot come together today in community.

I appreciate the opportunity to make some remarks about Naropa today

and to share some thoughts about the future.

I understand that the State of the Union address last night was the third longest in history,

so I am not one to be outdone [laughter].

So, tea is at 4 and dinner is at 7, just so that you know.

So, while everyone here is a member of the Naropa community in some form and the questions

and the views and the thoughts and the views of students,

faculty and staff overlap in many ways.

We also naturally have some different concerns and aspirations as well

and that's what makes remarks like this a little bit challenging for me to figure

out what most people want to hear about.

But, we'll see where that goes.

My hope is to frame a conversation that can take place over the rest of the semester,

actually, not one that just ends today.

By touching on some of the highlights, sharing some of the successes

and naming some of the challenges that we face.

There'll be some time today for questions and more time over the next few months

as we do what we did last year, which was hold meetings at each campus in a less formal way

for people to go a little bit deeper in some of the questions and comments that you might have.

Weird topic, state of the university.

Clearly, there is no way to freeze time into something called a solid state.

And anyone who tries to do that should be looked at suspiciously.

Naropa, the reality is, is a living organism in many ways.

Evolving and also decaying.

And although we, the reality, huh?

You should've seen me when I was 19.

I mean, it's just, it's just different.

We might want to break from the constant movement,

but the reality is that it just can't happen.

I cannot see anything here, this is great.

This is going to be fun because I can't read anything I've written.

I guess there's nothing we can do, huh?

Well, all right.

We're going to try.

Ah, thank you.

That, no, this is good.

They did it.

That's very [laughter] yeah.

It might've been more interesting, well, anyway.

But the fact that movement is constant alone is not something that should be the cause

of either too much optimism or too much pessimism for that matter.

In addition to Naropa being a living organism, we live inside of a relative framework

so that our state is completely linked to the ways in which we sit

in the also ever-changing social and economic and spiritual universes.

That said, there are many ways for us acting alone or in community

to influence the nature of our cosmic relationships.

We've all experienced the results of our actions when we act from a place

of compassion and wisdom and skillful action.

And I believe it's probably fair to say that for most of us in this room,

we've also experienced the outcomes when our way of being in any moment is grounded

in ignorance and aggression and greed.

We have some choices to make all the time and I think that's true for us as individuals

and it's true for us as an institution.

What I might be able to do today is offer some information for us all to consider, to interpret

and to use as the basis for our work together.

Our friend and early board member, Roshi Bernie Glassman, the Zen Buddhist teacher,

drawing from the Zen master Dogan, considered information and life experience as a collection

of ingredients that could be creatively combined by the cook

and could make a feast that could feed a hungry world.

Our founder, Trungpa Rinpoche, used a metaphor that was a bit lower

down in the digestive tract, looking at the same information and experiences

as the manure of the past experience.

That, if used well, would support the emergence of healthy, new forms.

Both seem relevant at this point in Naropa's existence.

I've chosen to make note of what I think is worth looking

at as we support and nurture Naropa.

But my list, I acknowledge, may differ from yours so please consider this

to be an open-source presentation.

You can edit it, amend it as you find useful.

One area I think worth looking at is the nature of the body that is Naropa.

How we're organized and how we're integrated.

And it's worth making note and acknowledging some of the changes that we've made

to our administrative structure, which in a sense is the sort

of connective tissue of that body.

As many of you know, we made a choice last year to combine our marketing

and enrollment management work and to locate those activities

in the academic affairs division along with the responsibility for faculty

and curriculum and student services.

That decision was made for a number of reasons but I think most importantly was

to support the critically important need to stabilize

and increase both graduate and undergraduate enrollment.

And in November, Kelly Watt, our graduate dean of admissions, agreed to lead the marketing

and enrollment departments and has worked effectively to improve systems,

reallocate resources and to support the staff.

We're all grateful to Kelly in particular, yes, yay [applause] but also to the entire admissions

and marketing team who have, I think it's safe to say, have weathered some chaos.

And in doing so [laughter], hysterically so, they've done,

but have also retained their commitment, their good humor and their creativity.

And so gratitude extends to all of them.

[ Applause ]

Which one, who are the republicans and who are the democrats?

I want to figure out.

This is good.

One notable area of improvement which is worth mentioning is that Kelly and Jessica Breck,

who is our director of student financial services and supported by, this is great,

by many others, have simplified and accelerated the staff's ability

to offer financial aid packages to accepted students.

Now, that seems like a, it may seem like a very, you know, kind of level of detail

but the reality is that in the current climate, students enroll in colleges frequently

that reply the soonest with offers of financial aid, even if it's not the first choice.

Because they're concerned about securing a knowledge for the coming fall

of what their financial needs are going to be.

We've now improved our timing by some months, which is proving beneficial

and it's continuing to improve over time.

And that's taken a lot of work by a number of people to allow us to move forward in this way.

With respect to enrollment, I can say

that spring enrollment met our budget expectations, which is great.

Meeting expectations, always better than the worst.

Spring numbers are always smaller than the fall in any case just because of the rhythm

of our university but it's good to note

that we welcomed 63 incoming undergraduate students this January

which is the largest number of spring incoming students

over the past six years, which is even better, so.

And a product of considerable work by a lot of people here.

Fall 2018 numbers are trending in a good direction as well,

and I could tell that's why the numbers today look great, but that's going to be one

of those you can't freeze things stories.

It's probably not a good idea.

There is a long way to go between now and registration in the fall

and while today's news is positive, we have a lot of work to do to make sure that what we end

up with in the fall is equally so.

We've also seen an increase in applications from students with significant financial need.

As a university committed to improving diversity, we welcome those applications.

And I want to be clear - low and modest income is just one indicator that an applicant may come

from a traditionally underserved community and we need to do a lot more than find money

in order to support diversity at Naropa.

But providing financial aid, sorry, and providing financial aid doesn't substitute

for the need to be a truly supportive and welcoming environment.

However, meeting economic need is one way of addressing our goal to increase diversity.

Last year, I noted in my talk that we had moved our so-called discount rate, the amount of money

that we, from tuition that we return to students in the form of financial aid from 32% which is

where it had sat for quite some time, to 36%.

This last year, this current year, 2017-2018, our discount rate has actually moved to 44%.

That [applause] good, yes.

It is good and it puts us more in line with other schools with the,

that our students are looking at when they consider where to go to university.

That was accomplished without the use of the traditional tools, which is raising tuition.

That seemed very important to us, that holding tuition to where it was was something that was

of critical importance to the board and to the staff here.

It did take considerable hard work to add what amounts to a million dollars

in additional financial assistance this year from what we had available last year.

And so in addition to supporting diversity, the additional financial aid is also needed

to meet the increased competition that we have from traditional

and nontraditional alternatives, which are now available to our students.

Now, it has to be said that our entire staff and faculty body have been impacted

by this need to increase financial aid.

Most broadly felt was the need last spring to suspend Naropa's contribution

to faculty and staff retirement plans.

That retirement match costs us about $40,000 a month and in the spring, we balance the need

for overall fiscal health, the absolute goal to not pass

through what was a very significant increase in our health insurance premium,

something that's faced across the country by institutions like ours.

With the need for saving some money and being able to offer additional aid.

This is an unacceptable long-term solution.

I said it when I sent my note out in the spring and my commitment

to restore the match remains very much in front of my mind.

It's something that we are continuing to look at on a regular basis and as I said before,

we will restore it in whatever pieces we can as we can do it and not wait to get moving.

My appreciation to all the faculty and staff who are definitely struggling

with this suspension of the retirement match.

We're also looking hard at graduate school tuition.

Historically, we've more or less charged the same amount per credit hour

across all of our graduate programs.

But the reality is there's some programs with ample demand and some that are

in need of additional enrollment.

One way to address that reality is not to be tied to a single rate of tuition and to look

at our degree programs across the broader competitive landscape.

This kind of work is possible now because of the efforts of Merritt Dark,

our institutional research director, and my colleague,

Cheryl Barber, along with many other people.

Because now we have the ability to look at making changes that are actually data driven.

And reliable data is available to us,

which is something that's incredibly important for our future planning.

To continue to thrive, it's clear

that the largest counseling psychology graduate programs need investment

in facilities, in faculty and support staff.

And I can say that under the leadership of dean Kathleen Gregory, the provost,

the senior leadership and the faculty at GSCP, we're undertaking a comprehensive review of GSCP

with a view to we need a broader set of strategic objectives,

not a series of incremental changes.

We'll make changes as they become obvious to us,

but we need to have the bigger picture refreshed at this point, we believe.

The GSCP faculty and staff have worked tirelessly for decades

to deliver quality programming and they're deserving of that broad support.

The faculty under the leadership of the provost has also worked over the summer

to create an academic plan which establishes a framework by which programs,

existing and proposed degree programs can be assessed.

The hard reality is that some programs are not finding a market.

There's always a need to look at ways in which better advertising and marketing and outreach

of all kinds can positively impact enrollment.

But we also have to take a hard look at the more painful reality

that some programs may not be successful as they're currently structured.

We're walking a fine line between the need to control costs and to find the means

to gain enough time for program faculty to consider ways

to revise curriculum and delivery methods.

We do of course need to look at creative new programs as well,

and new ways of delivering the content that is at Naropa's heart.

So, that's the kind of balance that we're working on constantly, is kind of acknowledging

that we may be making, have some programmatic offerings that are in need of change

and we have others that are gaps in the market that Naropa's uniquely suitable to fill.

So, for example, I'm very supportive of the fresh thinking that's going

on around the interdisciplinary BA, enthusiastic

about the success so far of the BA in art therapy.

And we're especially excited, as I mentioned a little bit last year,

about the new BA in elementary education and teacher licensure.

I described that degree last year.

I thanked the faculty specifically that were involved in creating that program.

But what I said last year was only in aspiration.

It was what we hoped would happen.

What I can say this year, which is the most important, is that over the past few months,

we received both state of Colorado

and higher learning commission accreditation approval for this unique Naropa degree.

And so the fruition of all the work that was done by faculty and staff

over years is now something that we will realize in the fall when we launch this program.

[ Applause ]

As I mentioned last year when we celebrated, we received an $800,000 three-year lead gift

to launch this program this coming fall, which has allowed it really to take off.

From my view, as mindfulness and contemplative practices are offered in public schools

and those schools have limited ability to actually ensure quality

and as new teachers themselves are in great need of tools to support their personal health

and their personal resilience, our new Naropa BA is a tremendous opportunity to us

and I think a real offering to elementary and soon

to be higher 7-12 education in the United States.

So, it's something that we should be very excited aabout.

We need more students, so those of you that have friends that are interested in teaching,

we're open for business and we would love to talk to people about that.

And as a result of the gift that we got last year, we have some targeted scholarship money

that will enable, we hope, a variety of students

that might not otherwise think this education is affordable to come to Naropa.

So, it's something that we'd love to look at.

The faculty is now reviewing a proposal

to add a massage therapy component to the undergraduate curriculum.

You might recall, we talked a little bit last year that Naropa owns the curriculum

of the former Boulder School of Massage Therapy.

Cheryl Barber has done a lot of work to coordinate a massage therapy track.

She met this morning with the faculty curriculum committee, which was good.

As a way of reinforcing a health and healing offering within our undergraduate college

and also to add a career and livelihood opportunities to the undergraduate curriculum.

We're also going to bring a proposal forward to next week's board of trustees meeting.

Some of my colleagues are here so I'm not going

to presume what you're going to do but I'll say it anyway.

That Naropa acquired the Leap Now program.

We have a formal relationship with Leap Now which for those of you who don't know,

offers a four-credit alternative, first year, freshman year experience to undergraduates.

We're currently the school of record for Leap Now, so that students who attend

that program actually apply to and are accepted by Naropa.

And so they are Naropa students.

And we receive revenue, a fee for providing that service.

The founders of the program, both of whom have had a long connection to Naropa in the past,

are looking to retire and came to us first to see whether or not we'd be interested in talking

to them about acquiring the business.

In part, I'm interested in doing it because we can increase the revenue

that we earn simply by moving the US portion.

It's not a study abroad program but it has a domestic component.

Moving the US portion from California to Colorado, where we have less expensive ways

of delivering the in-country program.

But more than that efficiency, we see it as a strong opportunity to successfully retain more

of the 40 students that right now attend the Leap Now program each year

as Naropa students in years 2 and beyond.

We always keep some but we're distant from those students

since they don't really come to Boulder.

And our view is that if we have them here, if they're actually working in Boulder,

if they're on campus and they're meeting students, the motivation to want to stay

on after the Leap Now experience would be greater.

So, it's something that we're looking at.

We're still negotiating the financial component but I can say that the plan is

that the purchase price will be tied to the revenue generated by the program.

We're not looking to fund the program from other Naropa resources.

And I'm sure there'll be questions at the board meeting.

I should have more to talk about after the meeting,

and we have a deeper discussion about this.

Some other things that are happening which I think are important to note is

that under the direction of the director of library services and archives, Amanda Rivencoob,

and the generosity of one particular donor, Jane Dower of Bull Hollow,

we've taken some significant steps to improve archive access, both physically and digitally.

We're moving the archives from a now offsite location to new space

which is adjoining our offices at 63 Street.

We're kind of trading space but moving it next to the offices

that now house human resources development and business and finance.

That's going to allow, it's a bigger space to allow more access and allow a lot more security.

So, exciting to be moving the archives closer.

Amanda's done a ton of work with a consultant that we were able

to hire because of Jane's generosity.

And there's more to say about that over the next couple of months.

It has to be noted that Naropa's biggest financial challenge and same as the challenge

for any small school is the considerable reliance that we have

on traditional tuition to fund our operations.

As I've discussed already, we've been focused on increasing other sources of revenue

such as the potential of the Leap Now program, but there's more that we have to do.

Philanthropy clearly needs to increase.

Now, last year the office of development raised a record number of gifts.

Fantastic, it was extremely helpful and it was due to the hard work

of the development staff under Angela's leadership.

[ Applause ]

The even better news is that this year we're on track

to exceed what happened last year, which is even better.

We're in the fourth year of our $10 million fundraising campaign and last year I noted

that we were about 40% of the way toward meeting that goal.

And I can say that this year we're at 60%.

So, great progress in the last 12 months.

Now, much of that money, this is not a traditional capital campaign.

We're not squirreling away or prairie dogging away the money for,

always have to have a prairie dog reference in these talks.

For new buildings, but we are using the money to support students through scholarships,

housing and other means of support.

The campaign is clearly, message of the campaign is clearly resonating

with an increasing number of donors.

One of the ways for us to continue having success in the fundraising area is for me

to be able to serve in the same way that most college presidents do, by having the flexibility

to travel and to cultivate donors.

I've been involved in raising funds for nonprofits for 30 years or more

and what I can say is that the donors today do want a deeper relationship and deeper engagement

than anything I've experienced previously.

They're also looking for creative ways to be supportive.

So, not just with money but also with ideas and energy and effort.

We need to be creative and we need to be able to work with donors and meet them where they are.

So, for example, we recently received the gift of a house

in northwest United States by a donor.

It took a lot of work.

The door was open by Angela and by our recently retired major gifts officer, Erin Ferrell,

the result of which was the donor ended up with a significant tax writeoff and at some point

in the future, Naropa will receive a house that's worth about $1 million

that we will be able to sell and bring funds back to Boulder.

Now, in this particular case, we have to wait for the donor to pass on,

so we hope it will be awhile before we get the house.

But there it is.

But pass on, we will.

So, that's what's going to happen.

Closer to home, a local real estate developer who's doing a significant affordable housing

development in North Boulder had a small parcel of land as part of a bigger project,

that he had to have a nonprofit owned for a period of time.

And it's complex, but that was the requirement by the city.

He approached us and we worked out a situation where Naropa now owns this parcel of land

that will ultimately become 20 units of low-income housing.

And later this summer, we'll receive $350,000 in proceeds for serving

as the nonprofit home for awhile for this land.

And have no idea where it will go but the same guy just sent me a note and asked me

if I would have coffee with him tomorrow because he has another idea.

So, we'll see.

I don't know what'll happen but think good thoughts about that.

So, we'll see.

But these are the kinds of complex and time-consuming oonversations

that are essential for our long-term health.

And as I noted, you know, the doors are open by the development office.

I then am able to come and step in and hopefully carry these ideas to a successful outcome.

Naropa has a great story to tell.

I think that's obvious for anybody in this room.

But what I need most is the time and opportunity to tell it.

Certainly not alone.

All of you have that same opportunity and I hope feeling, passion about telling the story.

But for me, it is my day job and it's something that I need the time to be able to do.

That can only happen because my colleagues are ready and able to take on some

of the administrative leadership tasks

that traditionally the Naropa president's have handled as well as the fundraising.

And I can say that people have done so willingly.

Taking on the leadership is not limited, however, to just the members of the cabinet.

And the cabinet, for those of you that don't know, are Janet Kramer, our provost

and vice president for academic affairs, Tyler Kelsh, our VP for operations.

Cheryl Barber, who's the special adviser in the President's officer.

Regina Smith, the director of the office for inclusive community

and Angela Medura, the development director.

Some months ago I talked with Janet and Tyler and asked them to consider ways

that a greater number of administrative leaders

at Naropa could be more effectively engaged in decision making.

This idea flowed from the creation of the create 2022, the strategic plan that Janet coordinated.

When I saw how many hundreds of people connected

to the Naropa community felt real ownership of the outcome of that plan.

And realized that we needed to continue to take advantage of the wisdom and the energy

that those people brought to that project.

And the result of that conversation was the creation of a university leadership group

which today is about 23 staff and faculty members.

It moves a little bit but I think 23's the most current number.

Who are the most responsible for the stewardship of Naropa's resources

and who've supervised the vast majority of our staff.

That group is meeting weekly for several months.

My goal is to find ways through Janet and Tyler's work to delegate leadership

around the crucial issues that we face and to delegate it to a greater number of people

who have the wisdom and experience to step up.

I temporarily suspended the meetings, regular meetings of the cabinet,

specifically so that the leadership group could actually have a chance to become established.

That has happened and the example I gave about the financial aid change happened

because a conversation started around that table and then carried on with a smaller group

of people that were actually able to get it done.

So, we have some very specific examples of how it's working.

The cabinet is now meeting again but I think with more clarity around its mandate

and less motivation to overly manage our senior staff.

I'm sure people'll let me know if that part of it isn't true, but it's at least the aspiration.

I also want to say that the leadership group is not a replacement

for the elected staff executive council and I realize we've got a lot of entities

so people can be confused about it.

My view is that the SEC now can focus on overall staff health and more effective integration

of the staff needs within, with those of the faculty and the students.

So, there's definitely place for both.

The leadership group is, I think, the most significant structural change we've undertaken

in a long time to work across divisions and break down the silos that often evolve

in any kind of complex organization.

So, both increased enrollment and improved fundraising success means that Naropa also has

to be outward facing and look at fresh and effective ways to share our founding story.

He's on, listening to Pandora there or something.

I don't know what it is.

I can't tell the tune.

I'll let you know.

But we have to know fresh and effective ways to share our founding story, the accomplishments

of our faculty and alumni, and to be a visible thought leader.

Also to broaden our offerings to include content and competence,

not always tied to traditional for-credit degree programs.

And it's worth recognizing some examples of that work that's happening now

and has happened over the last year.

In October, we produced, and Kelly was in the middle of this,

a series of Spark talks at Naropa.

Paul Fowler, was our MC and we invited eight alumni to offer TED-like talks on a wide range

of topics, the areas that they're actually working on as they've left Naropa.

All of them are viewable on YouTube and they're wonderful ways

to show somebody the impact of the Naropa experience.

And also I think a chance for us to take great pride

in the exceptional people who've graduated from this place.

Because the talks were incredible.

So, thank you.

I know a couple of people here that gave those talks and I want to thank you for that.

[ Applause ]

Also, Naropa photographer and videographer, David DeVine,

who apparently is at a music festival in Hawaii, who knew, is producing a series

of podcasts featuring faculty and staff.

So, this has been launched since sometime in late October and to date,

about 7000 people have downloaded the podcast.

10 of them are posted and 16 more are underway.

Now, I found out that Phil Stanley and Judith Simmer-Brown seem to be neck and neck

with about 1000 downloads each from their podcasts.

And not that it's at all important, but I'm third [laughter].

And we're going to do something about that [laughter].

Also, what's really interesting is that David reports that listeners from Thailand

and Japan are tied for the most downloads from abroad but notes to me,

he sent me an email noted that Trinidad and Tobago is hanging in there.

So, that may be an opportunity for us.

I know these examples as ways that fresh forms

of sharing the Naropa story can indeed have impact.

The authentic leadership center led by Susan Shea and her team has taken

on the overall strategic management of extended studies in professional development offerings.

The impactful 15-week certificate program in authentic leadership is happening now.

In fact, the onsite is happening this week at Nalonda.

This is, I think, Susan I don't think is here but I think it's the 15th year

that we've done this program or something like that.

It's been quite awhile.

And we have just expanded it to include a summer option which is already, this being the end

of January, it's already very well enrolled for June, which is exciting

and seems to be meeting a market need.

The ALC has also been offering a mindful at work program, both in person and online.

Some of the clients that we've been selling, to be clear,

these services have included Rodale Publishing, Organic India, Naturally Boulder,

the University of Colorado Family Medicine Department and others.

We've also just contracted with the government of Jamaica to offer Mindful

at Work training to their finance ministry.

Cool. A project which was funded by the World Bank, requiring us to become a vendor

to the World Bank and therefore a project

which we think can be replicable to governments across the world.

This came about really, it's a Naropa story.

There's a woman who works for the government in Jamaica who's responsible

for professional development training.

She has a certificate from the authentic leadership program that she took in Boulder.

It was personally and professionally transforming for her.

And when they asked her to come up with some mindfulness program,

she basically presented our tiny little Colorado-based university as the option.

And after many months of bureaucratic negotiation,

we signed the contract a couple of weeks ago.

Now, before you ask, we have all the staff we need

for this coming Jamaica program next month [laughter].

So, you can take that up with Susan but if it works, we will need more.

So, I would encourage you to look at the mindful,

look at our authentic leadership certificate.

An online version of mindful at work is also available to the general public.

We're launching, I think the third in the series of classes.

And we're working now on a mindful leadership

at work online program geared toward leaders and supervisors.

And that really came from the request from a number

of the customers that we've been working with.

Also, in terms of work that we're doing externally.

As many people here know and many have the scars to prove,

hosting on-campus conferences is a challenging place to go.

So, if I never had to host another on-campus conference again, I'd be very happy.

However [laughter], there is some value to it as well and I do need to note the success

that we had in December at the Reimagining Death and Dying conference, which was held at Nalonda,

cosponsored by a number of organizations including Boulder Community Health,

which is the Colorado Hospital Association,

the Colorado Chaplain's Network and the Humira Foundation.

Particular thanks here to Elaine Nguyen and Judy Leaf in the Authentic Leadership Center team

for making this event so successful

[ Applause ]

Now, you know, we should all know that many of the sponsors and many of the participants

in the program accept and work with Naropa interns and hire GSCP graduates.

So, the long-term benefit to Naropa through these collaborations is very important.

This coming March, we're actually going

to be hosting the American Psychological Association Society for Human Psychology.

They have a regular national gathering which this year will be at Naropa.

It's called, it's a long name.

It's called Liberation Through Wisdom and Love: Humanistic Psychology,

Social Justice and Contemplative Practice.

Kind of hits the sweet spot, right?

And so great thanks to people here, particularly Carla Clements, and Ian Moscara

and to Rachel Solemn in my office for really working hard to organize this event.

They're particular about their events and we are rising to the occasion.

Naropa will have a national platform with the American Psychological Association in March

and that's a very good thing for us.

We also just, some of you may have seen some notes from Professor Sue Wallingford.

She and several of our art therapy alums just coproduced a very successful conference

on art therapy and wellness in Cambodia, kind of flowing from the work

that they have done in Cambodia over the years.

That was attended by people from 25 different countries.

All of the Naropa material was gone by the first, end of the first day, which was great.

And another example of ways in which Naropa is going to the world.

Something that really kind of funded by incredibly passionate alumni.

This was something that we provided some marketing support but the money came from them

and much gratitude to them for that work.

Finally, in terms of outreach, let me say that both Drs Judith Simmer-Brown

and Amelia Hall have just launched a free five-week online course which has been produced

in partnership with Shambhala Publications.

It's called The Heart of Mindfulness Meditation and in it,

Judith and Amelia are providing a taste of basically our wisdom tradition curriculum.

Again, something that if you know somebody that you'd like to expose to Naropa,

this is a pretty low commitment way to experience Naropa and you can go

onto the Shambhala Publications or the Canvas websites, Canvas being the platform we're using

and people can just register for this course.

So, it's something, and it's free.

Yes, free.

Case, the center for advancement of contemplative education directed

by Charlotta Rotterdam and advised by Judith Simmer-Brown,

has had its own impact, both in Boulder and beyond.

Case is continuing to offer internal resources to the Naropa faculty as the many ways

in which contemplative pedagogy continue to evolve.

And again this year Case will host the Rocky Mountain Dialog for university faculty,

representing institutions up and down the front range who are engaged

in bringing contemplative work into the classroom.

This year the dialog will happen here at Naropa.

At the risk of jinxing it, I will say we're also in dialog with the Colorado Bar Association

and the Colorado Supreme Court to offer compassion training to judicial officials.

[ Applause ]

Again, something that, you know, I think we're suited to do

and something that's quite replicable if we have the opportunity to do it.

Case is also running the second public compassion training course this spring

with the help of many faculty.

I think this prototype has relevance across many disciplines and sectors and really brings

to heart what can be, really brings to heart, sorry,

to what can otherwise be pretty sterile mindfulness training,

which is what a lot of people are exposed to.

A little further from home, case is going to be offering two events in New York City this spring

in partnership with the large retail store ABC Carpet and Home.

One of them will feature professor Jeanean Cantieu, I think is here.

And one led by Ann Waldman.

This is not random, but ABC actually reaches into a very wealthy,

very curious and progressive customer base.

They get great response to the programs that they offer at their facility

and it's an opportunity for Naropa to make connections in New York and New York City area.

So, a lot of thanks to Charlotta for putting that together.

And then finally with respect to Case, I want to say that I was really honored

to experience the extraordinary work of our faculty at a recent national conference

that we cosponsored, that was produced by the contemplative mind

in higher education, CMIND, organization.

Particularly, Regina Smith, Carla, Cheryl, and Judith Simmer-Brown, took the attendees.

There were more than 150 faculty and staff who are engaged

in higher education contemplative practice and social justice,

through a truly transformative Naropa experience, and reinforced the importance

of our role in this crucial intersection of contemplative practice and social justice.

So, gratitude to them.

I was an observer for the conference and it was amazing to kind of watch people resonate

with what was presented to them by people connected to this place.

[ Applause ]

I also want to make note of the significant impact that the office

for inclusive community is having on our university [applause].

As many of you know, for the past few years, under the leadership of Regina Smith who,

from a somewhat traditional office of diversity, to the not just renamed

but I think really significantly re-envisioned office for inclusive community.

Diversity and inclusion remain central to the work but it now covers so much more.

In recognition of the university-wide commitment to inclusion and community, Jerry Kalona,

who's the chair of our board of trustees, with the help of other trustees,

has established the first new board committee I think that we've established in years,

to support the office, the OIC, and its work.

So, that motivation came from the board.

It wasn't something that we asked the board to do and it makes it all the more important,

I think, that at the highest level of leadership and really,

amongst the group of our most generous donors,

that the work from the OCI is actually being recognized.

The first meeting of that committee will happen

at the upcoming board meeting next week, so we'll see where that goes.

But I'm excited about it.

Within OIC and building on the commitment to find alternative ways to address concerns

and other interpersonal challenges at Naropa, we've invested in training many staff

to restorative justice practices.

And people have worked very hard to learn these techniques.

We've also moved our title IX coordinator, Sara Silves-Bernstein,

into the office for inclusive community.

And we did it very deliberately so that the more formal and legal process that's directed

by title IX is also supported by the restorative justice

and other less formal processes when that's called for.

So, I still have a direct relationship as I need to have with Sara about the legal issues

but Sara's now within a bigger office that has a more expansive mission.

And I have to say that speaking of all things legal, I'm personally incredibly happy

that Joy Valenia, I don't know if she's here, but happy that Joy returned to Naropa

after her endless parental leave [laughter].

I think her daughter's graduating from high school I think in March.

And has seamlessly picked up her crucial work.

So, when you see Joy, say welcome back.

It's a good thing.

Also talking about office for inclusive community.

Very excited that as I noted last year, following the very generous gift by Christopher

and Louannn Hormel, we conducted a national search for a director of sustainability

and successfully completed that search with the great help of the faculty connected

to the Joanna Macy Center and of students.

The success resulted in the hiring of Michael Bower who may be here, I can't tell,

who started work about four weeks ago.

And also in the office for inclusive community, that was the plan from the beginning.

And we're very happy that we were able to work it out.

I would be remiss, however, if I didn't express gratitude on all of our behalf to our director

of safety and facilities, Aaron Cook, who held the sustainability values and mission for years

with limited resources and great passion.

So, I want to thank Aaron for that.

[ Applause ]

We're also looking to house the contemplative practices office in the OIC.

Joe Venina-Jobson, who's been so diligently directing that work for so long,

will continue to offer contemplative practice resources to students

and she is currently sitting within the student affairs office.

But is also going to be working with faculty and staff in the broader community

which is something she's also been doing.

So, it's not new work but it's maybe a new home.

Joe Venina will also continue to be a meditation instructor to people who are frequently asking

for that support and able to teach in ways that the faculty find helpful as well.

So, really with all of that, I think we can look at the fact that with diversity and inclusion,

sustainability in contemplative practice, all within the office of inclusive community,

we can aspire to supporting the broadest

and most impactful community that Naropa can imagine.

And so I think it's a really exciting moment for us.

[ Applause ]

I was pleased last week to be invited to a recent retreat

that was organized by Sun, the student government.

We had not so much time together but had a chance to have some dialogue

about how we could work together more closely.

I'm also happy, as I think are many people, that we were able to move the Sun offices

to the much more visible location next to the Pavilion.

I'm hoping that that will have an impact on student engagement

with student government which is extremely important.

Sun succeeds with increased student engagement.

And so anything that we can do to encourage that I think is very important.

And the student voice, this is important.

It was the student voice, I would say, that led most immediately to the message

that I offered last September in solidarity with the sanctuary campus movement.

Staff and faculty were working with me on that statement

but when the student voice became evident, we move with a special urgency to issue something

to the Naropa community and beyond.

And I think that's an example of how student engagement can actually have direct impact.

And as you should know, there is a student trustee who is a fully empowered voting member

of the board of trustees, nominated by Sun and elected by the board.

And so the student voice is heard at the board table and the more people that show interest

in participating in that way, the better, from our point of view.

Few other things just to note.

The Naropa community counselling center, which is serving low-income residents

of Boulder county and also offering more internship opportunities for GSCP students,

was granted a Medicaid license this past year, which is fantastic.

[ Applause ]

I said last year we were going to apply, not knowing what that meant,

and it actually moved at sort of record speed.

So, assuming there's still a Medicaid, we have a license [laughter] which is good.

Whoops. But the counseling center is now able to offer affordable mental healthcare

to a population of people who are frequently going without important mental health services,

sometimes seen as of lesser importance to physical healthcare.

And so thanks to the efforts of the staff and the faculty

at GSCP for moving us in that direction.

Our mental health work is also extending far beyond Boulder.

Through the efforts of the center for Bhutan partnerships led by Professor Jane Carpenter

and faculty at GSCP, we just marked the one-year anniversary of two programs

at the Royal University of Bhutan.

There are master of arts and a postgraduate diploma in contemplative counseling psychology.

Amazingly, and I think just remarkably, this is the first professional degree

in counselling offered in Bhutan.

And 62 Bhutanese students began the program last January.

The opportunity, and the faculty of that program

who are Bhutanese faculty are working hand in hand with Naropa faculty.

They're working in Skype.

They're grading papers together.

They're getting mentored.

It's a quite wonderful relationship.

And I think to me the opportunity to influence the mental healthcare system

in Bhutan is an honor for Naropa and will have a lasting impact on a country which really,

up to now, has been reliant either on medical doctors who have limited counselling skills.

They have prescription writing skills but not much more.

Or on some occasional foreign volunteers who come from Europe or Australia or New Zealand

and provide some very short-term counselling services.

I was thinking about this when I wrote it that nobody exactly understood

when Trungpa Rinpoche a long time ago, almost 50 years ago, said to us that students

from the West would eventually be taking genuine understanding and effective application

of contemplative practice back to Asia.

I think we're beginning to understand what he meant.

I also need to note that several long-time faculty will be retiring this year.

And I'm not going to name names today because more will be done over the course

of the semester to celebrate their accomplishments

and their hard connection to Naropa.

But we can't underestimate the impact that these faculty have had on our university

and the impact that their departure will have.

As our recent successful searches have shown, we're also attracting skilled

and committed younger faculty as well, which is a really good thing.

But change inevitably brings a degree of sadness along with celebration.

We correctly say that Naropa has a founder, but think the fact is it is a place

that constantly reinvents itself in both large and small ways.

Everyone who engages here is a founder and so the departure

of the founder is something that's worth noted and deeply worth honoring.

As is obvious, Naropa is not without its challenges, practical ones, emotional ones,

interpersonal ones, existential ones, the whole range.

And while I think that diagnosis is true for any organization that you can think of,

the interesting aspect of working at Naropa is that our family business is actually to study

and practice ways to undermine the solidity of the apparently intractable problems

and to do so with discipline and humor.

So, we don't get to bring in consultants.

We are the consultants.

On the day of the Tibetan new year, and I think it was about 35 years ago,

Trungpa Rinpoche made a statement called the future is in our hands.

Which I somehow, at 6 o'clock this morning thought was apt.

So, we'll see if it still has legs now.

What he said was we hold the threshold of the future of the world in our hands, on our path.

When we say this, we're not dreaming.

We're not exaggerating.

We hold a tremendous hope, maybe the only hope for the future dark age.

We have a lot of responsibilities and those responsibilities are not easy to fulfill.

They won't come along easily like an ordinary success story.

They have to be stitched, painted, carved, step by step, inch by inch, minute by minute.

It will be manual work.

There will be no automatic big sweep or solution.

When something good is done in the world, it's usually difficult.

It's manual rather than automatic.

When something bad is done, usually that is automatic.

Evil things are easy to catch but good ones are difficult to catch.

They go against the grain of ordinary habitual tendencies.

There you go.

So that's kind of us, at least my version of us today.

I'm going to end by just saying that last summer, as my 5-year contract was winding down,

I actually put a lot of thought into whether or not I would renew it.

And that was a surprise to me.

I kind of assume because I'm not the guy, kind of retired kind

of guy that I would just stay around.

But I thought that actually that Naropa was owed a more careful

and deliberate consideration on my part.

And ultimately, in consultation with the board and my colleagues,

I did elect to stay on and did so obviously happily.

Because I think I came to the realization if you have to wake up at all,

being awakened by the students, faculty and staff

of this place is a blessing and my good fortune.

In the future, I think it's quite safe to say that there will be better presidents

and believe it or not, there might be better students, staff and faculty as well.

But to go back to Bernie Glassman's work in Instructions to the Cook,

what we have right here I think are all the ingredients

that Naropa needs to cook the supreme meal.

I look forward to sharing the cooking, the serving and the cleaning up with all of you.

So, thanks for what you do to maintain the pilot light that we ignited 44 years ago and thanks

for all of your commitment to Naropa.

[ Applause ]

Thank you.

For more infomation >> State of the University Address 2018 - Duration: 51:17.

-------------------------------------------

Md Motiur Rahman - 2017 Auburn University 3MT Runner-up & People's Choice - Duration: 2:44.

George Orwell, the famous English novelist, once said, "all animals are equal, but some

animals are more equal than others." Yes, I'm here to talk about the disparities.

United States of America spends the highest per capita in healthcare, yet the

quality ratings lag behind than many developed countries. These low quality

scores are often attributed to the inequalities among the sub population

within the U.S. Previous research has demonstrated African-Americans and

low-income individuals had poor access to care. Uninsured individuals have poor

communication with their health care provider and the African Americans and

Native Americans had higher hemorrhage mortality. Yet, the disparities across

medication use have never been studied. I am a pharmacist and an epidemiologist.

I look for the root cause of a health problem and its clinical implications. A

medication is said to be potentially inappropriate when alternative

medication exists with equal efficacy but lower risk profile. Another form of

inappropriate medication is use of multiple medications together which can

be detrimental for the patients. The purpose of my research is to assess the

association between potentially inappropriate medication with the

socioeconomic status of the patients like income, education, their race, their

sex, their age, and also their rural and urban residents. For this purpose a total

of 30,000 patients from all the states of the United States were selected to

represent the entire U.S. population. Among which 50 percent of them were above 65 years or

older. Inappropriate medications were selected based on the list provided by

the American Geriatrics Society and American Family of Physicians. As you can,

see my results shows that 80 percent people above 65 years that at least one

inappropriate medication and as we hypothesized people with lower income

and education had higher inappropriate medication as compared to their higher

income and education counterparts. African-American males had higher

inappropriate medication than the white males and among the whites, females had

higher in appropriate medication than the males.

Yes, disparities across medication use do exist.

To address a problem first we have to accept a problem. Let's raise our voice

against this. Future studies should seek to better understand the factors

contributing to this inappropriate medication. At the end, I would like to

say like Martin Luther King Jr. that I have a dream that all of our patients

will one day live in a nation where they will not receive treatment by the color

of their skin, their income, their education, or gender, but the content of

their medical conditions. Thank you.

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