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Good evening Chancellor, Vice-Chancellor, distinguished guests, graduates, family

and friends, thank you to everyone for the opportunity to speak to you all on

your special night. I have been a student at the School of Biomedical Sciences,

a nursing student, a Midwifery student and before it was a university degree, I even

had a go at being a Paramedic student. I've been an undergraduate student,

a postgraduate student, I've thought about being a Master's student, but I don't

think I'll ever be a PhD student. So to the 350 graduating students here today,

I'm sure that I can relate to most of you on some level. When I was invited to

do this address, I was gobsmacked to say the least.

Why would Curtin want someone like me to inspire this new bunch of graduates?

Although in recent years I have had many successes, in the beginning I was fraught

with setbacks. So the theme of my speech tonight is setbacks. My first setback.

When trying to decide what I wanted to be when I grew up, nursing was always

number one on my list. However as my ever wise mother pointed out, I was incredibly

squeamish, would faint at the mere sight of blood and had the biggest needle

phobia you could possibly imagine. So probably not the greatest career move.

Being 17, I had no clue what to do next, so we thought given that I loved human

biology in high school, I'd apply for that degree. Back then the TEE score

required for that was 330, easy. Enter setback number two, I failed and scored 230.

Curtin weren't even going to look at me. Plan C, repeat year 12 at Canning College, great

let's do that. Setback number three, they didn't want me either. You see the

average improvement in marks was about sixty points and I needed a hundred. I'm not

sure how, but we convinced them that I was capable and they let me in.

I was capable because I got my 100 points and scored 330 as promised. And then by some

ridiculous twist of fate, the aggregate for my dream course went up to 340.

Hello setback number four, you suck. But here's my first piece of advice to you,

there is nothing wrong with begging, and boy did I beg Curtin for that second

round offer, and luckily for me it worked. So three years later, I graduated

with my Human Biology degree from the School of Biomedical Sciences, now what.

I gave education ago and started doing a DipEd,

but after one day at Rossmoyne Senior High School with year 12 students

who looked older than me, and a preceptor who wanted me to teach their geology class,

I realised this was not the course for me. I tried paramedics and made it to

the final 40 applicants of hundreds that applied. Surprising, given that during my

driving test, I was asked what I thought about driving the ambulance and I

completely took my hands off the wheel saying, I expected the steering wheel to

be bigger, as I was turning right through a set of traffic lights. Then armed with

my needle phobia, I made the bizarre decision to give

phlebotomy a go. Obvious choice for a needle phobic. That course was held here

at Curtin just a week I think. I didn't sleep the whole weekend before,

absolutely packing my dacks that not only was I going to learn how to take blood,

but that someone was actually going to practise on me. You can imagine

my sheer delight when the morning of the course, we all received phone calls that

the facilitator was ill and the course had been postponed.

I took my refund and ran. So education, paramedics, phlebotomy, that's another three

setbacks, I think we're up to number eight by now. It's ironic but after

applying for a special late withdrawal from the Diploma of Education, I actually

got a teaching job here at Curtin. I started hanging out with one of my old

Human Biology lecturers, we were a small cohort, very close bunch and it felt like

our own little Human Biology family. Georgina took me under her wing and I

did a little bit of filing, helped her enter exam marks, just a few menial tasks

to keep my mind off the fact that I was feeling like a complete lost failure,

whose only achievement so far was a list of setbacks and a staff expert badge at

Pizza Hut. It was Georgina that listened to me

complain bitterly about how horrible I found the Education prac and it just

wasn't for me, and no way did I have the confidence to teach. It was also Georgina

who at this point suggested I might like to teach some first-year Human Biology

units here at Curtin instead. Yeah, because that would be better. Either she

was crazy or I was crazy or we were both crazy, but I did it and I loved it.

And I've taught these two Human Biology units 133, 134 or now known as HSF

and ISAP for about 15 years. Hindsight tells me that this was

probably my setback turning point. Don't get me wrong, there was still plenty of

setbacks to come, but I was finally heading in the right kind of direction.

My thirst to do nursing never really went away. Every semester I would have a bunch

of nursing students in my class and we'd often get a little distracted and talk

of their prac experiences. It made me want it so much more, but I just couldn't

get past that fear of blood and those horrible pesky needles. So how did I get

over my disgust of blood..? Well exactly 368 days after I got the biggest setback

of my life, being told I would never have children. I had a baby, I actually have four.

[Laughter]

I often tell...

[Applause]

I often tell my women when they give birth, that they also acquire superpowers,

because when I gave birth to a nine-pound butterball after 26 hours of labour,

a large episiotomy, vacuum extraction and a postpartum haemorrhage, I somehow knew

that if I could do that, I could do anything. So when my said butterball was

seven months old, I came back to Curtin and finally did my nursing degree.

I took a semester off halfway through, to have baby number two and graduated pregnant

with baby number three. And once I completed my post-grad in Midwifery,

he finally let me have baby number four. And no there will not be a baby number five,

or so I'm told. That is how I became a midwife.

Being a midwife is an awesome job, to be with a woman when she brings life into

this world, is such a privilege. To be with a woman when she brings stillness

into this world, is more than a privilege. It changes us, it hurts us, it challenges us.

This is not what any of us signed up for, nor is this how life should play out.

Starting 'A Midwife's Gift' has been the highlight of my career. I did not set out

to do this intentionally, it just happened because it needed to.

I consider myself very lucky to be doing what I'm doing and walking alongside

those that are on their journey of grief. In 2014, a beautiful boy, the most perfect

baby boy, was born at my hospital. He was full-term and his mum had had a very

uneventful textbook pregnancy. She woke up one morning with some blood loss and

by time she arrived at the hospital her baby had passed away.

Lincoln was perfect, ten fingers, ten toes, chubby cheeks, button nose, truly perfect.

Lincoln's short life inspired me to fundraise for a cold cuddle cot that I

wanted to purchase for my hospital. I emailed an Australian based foundation

who was aiming to provide a cot to every maternity hospital in Australia, stating

that I wanted to fundraise to purchase one cot, just one, for my hospital and

asked how I should go about doing this. It took me at least half an hour to

press the send button. I said to my husband, I've done something.

He looked at me with that "what now?" look that only he can give, and when I

explained that I was going to attempt to raise four thousand dollars for a cuddle

cot package, he rolled his eyes, questioned when I thought I would find

the time to do all this extra work, and then bowed in the knowledge that I would.

The foundation suggested I open a GoFundMe page and a Facebook page to

share my story and attract donations. She also told me I would have the money in

two weeks, so she would get the ball rolling on my order.

Panic set in at this point, how on earth would I make four thousand dollars

in two weeks? I needn't have worried, in just ten days my Facebook page,

A Midwife's Gift, had raised just over five thousand dollars. This in itself set my

mind racing and my husband's eyes rolling, again. Maybe just maybe I should

keep going and try for a second cot. In November 2014, I officially handed over

the cuddle cot to St John of God, Mount Lawley. To my absolute surprise and

delight the CEO presented me with a $4,000 check to pay it forward. My mind

was now made up, I contacted the Foundation again and said take WA off

your list, I've got it covered. Since September 2014, A Midwife's Gift has

raised just over a hundred and ten thousand dollars and twenty-one cots later,

we have almost ensured that every WA maternity hospital has a cuddle cot

available to anyone who experiences the tragic loss of their baby. I'm sure some

of you may be asking what...

[Clapping]

Some of you may be asking, what is a cuddle cot. The cuddle cot is a bassinet

with a mattress that has refrigerated water pumped into, allowing the

deceased baby to remain with its parents and not have to be taken to the morgue.

It gives the families the gift of time with their baby, time to hold, to love,

to cuddle, to grieve, to bathe, to make memories. Last October I won a Curtin

Alumni Achievement Award, and as honoured as I was to receive this, it highlighted

to me in my path of setbacks. Here I am being recognised by the very university

I had to beg to get into. After three degrees and teaching here for about 15 years,

it's good to know I've finally proved my worth to get that elusive uni offer.

I should leave you with some wise words of wisdom but clearly I'm way too young to

be wise. All I have for you is, don't give up. Curtin didn't want me, now they're

proud of me. Don't take no for an answer, I wasn't supposed to have kids, I have four.

Don't settle, you've always got more in you. Enjoy the process,

the good, the bad and the ugly. Do what ought to be done. Sometimes you

don't find the right path, but the right path will find you. And in case my kids

ever happen to watch this on YouTube, listen to your mum, she always knows best.

[Laughter]

I've lost track of the number of setbacks I've had, there's been a lot.

Small ones, significant ones, devastating ones, but at the end of the day, they were

all the right ones. If you do it right, failure is success, as long as you're

learning from each setback, you're on your way. Thank you for listening to my story,

congratulations to all of you tonight as you sigh that big sigh of

relief that you did it, you graduated. Good luck to you all as you enter your

next chapter and I wish you just the right amount of setbacks to put you on

your path to greatness.

[Applause]

For more infomation >> Setbacks as the key to success | Curtin University Graduation Speech 2018 - Duration: 11:23.

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Syracuse University Tour of the iSchool with Ghufran | VLOG - Duration: 7:16.

Hi, are you here for the two o'clock iSchool tour? All right.

So, I only have ten minutes before I get to class, but let's go.

Have you been in the iSchool before? Oh well, you're in for a treat.

Welcome to hinds hall, home of the School of Information Studies, that's my school. My name is Ghufran,

I'm a sophomore in the iSchool.

And I'm gonna tell you a little bit about my school.

So when you walk in the first thing you see is this really nice lounge area.

And there's also a wall of all of our professors and trips that we go on. It's actually pretty cool and over there

if you look

We have TV screens because we're the School of Information studies, and we want you to be informed.

All right, let's keep going. So the first floor

which is this floor. We have the quiet zone. If you need a place to study?

You'd like those quiet hours and to get some work done. You go to the quiet zone. Hours are posted, right here in green.

Right next to it is a classroom. This is one of the digital learning zones. The iSchool

has a lot of places like this where you come in there's a lot of technology in their room because that's what we're all about

and you sit and you learn, and there's charging ports for your phone and laptop which are very very important.

Over here we have a art. I think. I don't know what art is.

It's all information based. Yay! Information. Over here, we have student services.

For all your service needs. Let's go inside

It's really quiet in here

But a lot of people come in if they have any problems with their schedule, any problems with

school in general. People can just come hang talk to your counselor your advisor and just you know. I

don't know what to say. Well cut that out.

Let's go.

This hallway again

beautiful professor faces and PhD students and assistant Dean's. More classrooms on this side,

117 is actually home to our cooler classrooms. There's like individual desks. You can sit in fun colors. How fun?

All right, let's keep going.

There's more to see we have a conference room over here. Where students come in and collaborate.

We're all about collaboration here

and this is the iLounge lot of students wait here during the cold weathers for classes and everything like that and

it's pretty cool.

More TVs.

Coming down here is awesome because we have something called the iCafe. Can you tell that like the letter 'I' yet?

Should I walk backwards? Yes I will.

So the iCafe is where a lot of people come to grab a snack. Maybe study for a little bit between classes or at night.

I found people here way late at night.

Some people like it quiet. So listen here. But there's more TVs

We don't have time for a snack wait. Let's keep going. So down to the basement a lot of our labs right here

So we have learning centers and labs with computer screens especially ones with double monitors. Those are pretty cool.

So you can do all of your homework down here. A lot of classes are scheduled down here too.

Now this hallway even more labs. More students actually in class. These are actual classes happening.

Here we have a bulletin board with all of the happenings and goings on in the iSchool. Also a lot of posters like

Advertisement, Tech Trek Chicago's, we're super exciting. You should definitely apply.

Down here we have more vending machines because we always want you to be hydrated well nutritioned. Is that a word? I don't know.

We also have their recruiting admissions office down here.

Let's take the elevator to the second floor.

Elevators here, let's go

I love you guys

Welcome to the second floor.

So on second floor we have a lot of professors offices we have conference rooms

And we also have ice box. The ice box is the innovation collaboration and entrepreneurship area.

It's kind of like a really cool lounge for iSchoolers to come and hang out in there cruelly cool couches and TVs

Projectors whiteboard wall. its a whiteboard wall. I'll show you.

Welcome to the icebox. Another TV.

Here we have some really cool couches and the reason why they're so opening so that you can sit down you can see everyone who's

on the couch.

Collaboration. Well over here.

Whiteboard wall. I don't have many markers right now, but usually you can just collaborate, write ideas down if you have them.

And it's really a place for ideas to be born and bred.

Come with me.

It's also home to some individual rooms or group rooms.

So you can work in your groups. These really cool chairs. You have some really cool chairs in the iSchool. You just pop down talked about your idea, you know.

Another vending machine. Icebox. Let's keep going.

Sorry I had to climb all the stairs, but welcome to the third floor.

Up here, we have Nexus. Nexus is a really really cool program

where people apply they can get funding for their projects and actually do them right here in front of us

And it's so open and everyone sees it. It's just really really cool.

All right, and if you don't want to go inside of the Nexus lounge.you can just sit on this couch and read connections.

The iSchool news letter and

Magazine. It's pretty cool. I read it every month.

All right, let's keep going.

Welcome to the Dean suite. You can just come here and hang with a bunch of faculty. It's pretty cool.

Hi. Hi there. Take some candy. Let's go.

People are working. There's always some sort of free candy or something. Pretty cool.

Well that was my tour of the iSchool.

Thank you for joining me on this tour of the iSchool, and I'll see you next time.

Bye, guys!

For more infomation >> Syracuse University Tour of the iSchool with Ghufran | VLOG - Duration: 7:16.

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News Update: Western University's Registration Black Market - Duration: 0:58.

hey Western I'm Serena English and here are your top stories of the week

so as we all know minimum wage has gone up to $14 an hour and this will be

affecting your on-campus food favorites prices up the spoke have gone up by 5

percent on my personal favorites such as chicken fingers and quesadillas prices

at the wave have gone up by 10 percent on things such as spinach dip and

buffalo chicken wraps this wage hike will also be cutting shifts at the wave

so if you already don't have a part-time job Western TV suggests that you hit up

LinkedIn. If LinkedIn isn't working out for you summer registration opens up on

Friday so you could sell your spot for courses online yep students are selling

their spots for courses such as geo of tourism on a Facebook page with prices

ranging from 20 to 100 dollars per spot

Thank you so much for watching Western

make sure to like share and subscribe and for more information about these

stories make sure to check out The Gazette online and on stands today

For more infomation >> News Update: Western University's Registration Black Market - Duration: 0:58.

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Obama Foundation Scholars Program at the Harris School of Public Policy - Duration: 2:50.

SPEAKER 1: My 10 years as a practitioner, working

in India and the US, taught me the importance of being

on the ground, working with local communities,

understanding local context, and different factors and processes

that can influence decisions.

SPEAKER 2: Students who come to the program

will have access to world-class faculty, working

on conflict resolution, international development,

economic prosperity around the globe.

But they'll also have access to the Obama Foundation networks

of leaders around the world.

And when you put those two together,

it's an amazing opportunity to really make a difference.

SPEAKER 3: We at the University of Chicago

and the Harris School with the Obama Foundation

puts the pieces together.

And it does it in the context of a community that

provides rich opportunities, so that you

can take the learning that you develop in the classroom

and put it into practice right away.

[MUSIC PLAYING]

SPEAKER 4: I think the Master's Degree

in international development of policy

is a really unique opportunity for the students.

They can take advantage of the core skills

that the Harris School is able to communicate to students.

We have this incredible knowledge

at the University of every corner

of the world in the faculty.

We have this amazingly diverse student body.

We're in the one of the world's great cities.

There are just so many opportunities

to learn and gain from the community here,

and to contribute to the community, as well.

SPEAKER 5: A lot of the past 15 years

has been working in places after conflict is over

and helping to reconstruct, helping to reduce poverty,

helping to reintegrate people.

Most of my research works with armed groups and the young men

in armed groups, whether that's Chicago, or Colombia,

or Liberia, or Uganda, trying to figure out

how to reduce violence.

[MUSIC PLAYING]

SPEAKER 6: This scholarship covers full tuition

plus a living stipend.

So students will walk out of here without any debt.

And they also will have the ability

to not have to work while they're in school,

so they can be fully immersed in connecting

with their classmates and studying the areas that

speak to them and that they want to drive

meaningful change toward.

SPEAKER 1: Obama Foundation Scholars,

because they come from such a diverse range of backgrounds,

and perspectives, and this wealth of knowledge,

gives me a tremendous hope for the future

of policy in our world.

[MUSIC PLAYING]

For more infomation >> Obama Foundation Scholars Program at the Harris School of Public Policy - Duration: 2:50.

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How the University of Michigan Invests in Animal Cruelty. - Duration: 2:24.

For more infomation >> How the University of Michigan Invests in Animal Cruelty. - Duration: 2:24.

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Thoughts about JRC University - Duration: 1:46.

We just attended the soft wash program here at J.Racenstein taught by Doug Apt.

We came down just to learn about this and pretty much the do's and the don'ts

and it was great because Doug taught us a lot of things that we could do and the

many things that we have to be careful of going into softwash.

We certainly don't want to end up being liable for anything so to know all the

do's and the dont's it was really good. It was very educational we appreciate the time

I'm looking to get into house washing and soft washing took the flatwork

pressure washing 101 and a soft washing today

they were very informative I learned a lot. I'm a lot more comfortable now to move into

my new season offering soft washings. Great class, definitely recommend taking it.

Just took the three-day course for window cleaning powerwashing and soft

washing. We've been in business for 30 years, me and my father, learned a lot of

new styles of cleaning, new chemicals that are out on the market that just

came out, new tricks on how to use the chemicals, new style machines definitely

enjoyed the three-day course learned a lot from it. Got to meet a few new guys

talked about work and what you could do with these new machines and these new

chemicals. Definitely enjoyed it and got to learn a lot from it

I've come to J.Racenstein University for three days of training on window

cleaning, pressure washing and soft washing and the three-day training was

informative and helpful and certainly is positioned me to be ready to go out in

the field and be successful doing whatever our customers need

For more infomation >> Thoughts about JRC University - Duration: 1:46.

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Nuclear Science at Augusta University - Duration: 3:39.

I always was a math major it just made sense to me.

It was easy for me and that's what I always wanted to do.

I was always for whatever reason absolutely scared to death of physics.

I put it off, put it off, put it off and I didn't take physics until my junior year of

college and it was after that experience there was that if you were willing to do the work

then when you were sitting in class you got to have these like no other subject i'd ever

seen before these aha moments where it's like oh that's how that works.

I've always wondered how that worked.

And that was what really drew me to physics.

I decided to be a physics major because I enjoyed sci-fi things when I was growing

up you know I like Star Wars.

I'm that kind of nerd and I was really interested in just how the world works like I wasn't

really in it for the career I just wanted it to be an experience that would change who

I was so I went into physics and I haven't regretted it since.

When I got here I was pre-med.

I wanted to be a radiologist and I met Dr. Newton he said that radiology involves nuclear

science and I was like well I have to take this class and I fell in love with nuclear

science and I've never looked back since.

It's one of those things where it just branches out so much and there's so many different

opportunities for people it's one of the main reasons I got into this field because medical

is big but there's so many people going into medical that it's becoming such a competitive

field.

What I like to tell the students is you know you're going to have all of the doors and

opportunities opened to you that a chemistry major or a physics major would have, but you've

got this extra nuclear that's much harder to find and so you know it's going to open doors

for you.

With somebody coming out of school with a degree in chemistry or physics or engineering

or one of the sciences there is an incredible amount of opportunity in the nuclear industry

and that will just continue to grow over the upcoming years as the workforce as parts of

the workforce retire and we develop and build new nuclear facilities like we're doing

with Vogtle 3 and 4.

They're going to be retiring in droves over the next you know several years and one of

the things about nuclear jobs is they're very secure they're very well paying and people

don't leave them.

Augusta University's nuclear program is benefiting the nuclear industry because when we hire

people from that program they're able to be productive sooner and contribute more and

it sets them up for a higher level of job satisfaction and it sets them up to have a

long career in the nuclear power industry.

I do my absolute best to be 100% honest with my students.

I always say no one's ever guaranteeing you a job anywhere, but what we are doing is trying

to open up as many doors so that you can go do with your life what it is that you're excited about.

My goal at the end of the class is people either think wow I really want to do this

for the rest of my life or you know there must be something cool here cause that idiot up there

sure loves this stuff.

For more infomation >> Nuclear Science at Augusta University - Duration: 3:39.

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Geoff's Presentations at the University Of Westminster Pt2 - Duration: 13:46.

Fees. Local authorities normally publish a fee scale. However there is

still room for negotiation. Approved inspectors by the way, typically

don't have published scales and they'll offer you and bespoke free quote. But

what you need to find out is what service you're actually getting for that

fee. Because that's not necessarily publicised. So over to the dark side

as it's often referred to by our colleagues in local authorities. To the approved

inspector system. Approved inspectors, hands up anyone in here who thinks that

they could become an approved inspector? Okay.

Just you, okay. Well welcome on board. In order to become an approved inspector

you have to go through a licensing process okay. Every local authority is by

default the building control body for their area. Okay but for an approved

inspector you have to go through an approval system. That approval system

checks out whether or not you're actually competent to carry out the building

control function. Okay so you have to go through a test. In addition to that test

you're also monitored on an ongoing basis, you are audited by the

construction industry Council to see that you are maintaining your staff, your

training, your up-to-date knowledge in a fit and proper manner in which to

continue to practice. There is a complaints procedure, a code of conduct

and there are disciplinary measures that the CIC can put in place.

Ultimately they can withdraw your right to act as an approved inspector. In total

there is somewhere around a hundred or so approved inspectors within the country.

Now they can range from effectively an individual to the largest approved

inspector in the UK is the MHBC okay who have several hundred staff.

So dealing with the approved inspector route itself, what you would do is you

would select an approved inspector with appropriate experience and resources to

handle your proposal. Now that's different from the local authority. If

you're dealing with a project in Westminster your only option effectively

is to use the local authority and Westminster okay. Whereas with an

approved inspector you can pick any one of the hundred from the list, so you can

go out and you can tender your proposal to any one of those 100. You'll need

to negotiate the terms and conditions with your approved inspector. This

includes the fee, the level of service that you're looking at etc okay. So it is

down to you to enter into a contract there and then and that can specify

whether or not for example you wanted attendance at design team meetings and that

is entered then into a contractual obligation for the approved inspector to

attend the design team meetings, if that's what you want. When you're working

with a local authority it's far more difficult for the local authority to

contract to do something. That doesn't mean to say that they won't choose to do

something doesn't mean that they won't attend design team meetings but what

they would turn around and say is that they're not obliged to, they're not

contracted to do those things. What would then happen is you then give a, something

called an initial notice to the local authority. That's where we act together

and we issue a combined document called initial notice setting out what the project

actually is. So if for example we were building a new office block in

Westminster we would submit to them a notice that says we're proposing to deal

with this new office block in Westminster it's at this address.

That sets out the fact that from that point onwards we take over the function

of the local authority okay. We are effectively doing exactly the same job

as the local authority. The approval that you get at the end of

the project is effectively exactly the same. If you're dealing with a

residential scheme our approval is accepted by the council's mortgage

lenders in exactly the same way the local authority approval would be

accepted. There is a minimum of a five-day period during which the local

authority can check that notice to see whether or not

it's an acceptable notice. Now things for example they would be checking is, is the

address that you've submitted it for actually in our local authority area.

So there's a very limited number of things that they would accept or reject

that notice on. They check are you actually an approval inspector. So are

you on that register that I mentioned earlier? Have you actually got approval

to be an approved inspector? Once you've done that you can then

technically start on-site five days later. So you don't have to wait for

an approval. I would advise that you get us on board as early as possible and not

leave it until the five days beforehand but you can work through that.

Unlike the local authority system we do not have a five to eight week prescribed

period in which to approve your drawings. So you will not get an automatic

approval rejection or conditional approval at the end of that period of

time. So if you haven't got together all of that list of information that I

mentioned before, we won't turn around and go you have failed to meet the

standard therefore we will reject your application, you have to go through the

process again. So it's not that kind of confrontational, you submit something,

it's approved or rejected. It's a working together. You would still notify us at the

various stages during the construction. We would still come out and inspect it

and we'd still sign it off and complete it at the end of the day. So again very

few actual differences between the two systems. We can issue something called a

planned certificate. Now a planned certificate is an approval of a

particular drawing or drawings that are submitted within a scheme. So for

example if you had a set of drainage drawings and foundation drawings you can

have a plan certificate for just that element of work, effectively up to a

particular level or you may have multiple buildings on the site and want

a plan approval for one of those. The benefit of having a

plan of certificate is that it protects your position with regards to that

approval. So if you have the approval in place and you build to that approval the

local authority cannot take enforcement action against you, providing you build

to that drawing and you're not obliged to build to the drawings I've said but

if you choose to you cannot have enforcement action taken

against you because you have an approval in place. In terms of site inspections

which is the second phase of any approval process, effectively both local

authorities and approved inspectors offer the same service. We have what we

refer to is the good old-fashioned statutory notifications. Hands up anyone

here, has anyone ever dealt with a building control body itself.

All right. Anyone that's actually submitted an application to building

control? Yeah? When you actually start the work on-site they will normally say that

you need to do a certain number of inspections. What is the minimum number

of inspections in law that a building control body is required to carry out?

Let's make it simple, sorry? One and the answer is one

and that doesn't matter what the size of project is, the actual statutory minimum

number is one inspection. I remember working for local authorities back in

the probably early 1990s and because of the lack of staff that we had at that

time we had a policy of only doing foundation inspections, drainage

inspections and completion inspections. They were the only inspections we'd

actually carry out. There's a common misconception that there are seven or

more statutory inspection stages, foundations, damp, drainage, roof, joists

etc they are statutory notification stages.

So they're stages where you as the contractor were expected to notify

Building Control. There has never been a requirement for Building Control to

actually come out and inspect. Unless you're contracted to do it which

again is a different situation. So if you've contracted to give seven

inspections and you're only give five then that's a different set of

circumstances. One of the more recent changes that have come about within

Building Control is that the traditional seven inspection stages have generally

been abandoned by all building control bodies and instead they've adopted

what we refer to as a risk-based inspection regime. So all building

control bodies should still give you a list of the times when they expect to be

notified but that's bespoke to your individual project. So if for

example you're carrying out a new complex scheme that's got some innovative

material in it but was not at one of those original stages, so it could be

some new fire protection material, it could be something particularly unusual

from a drainage perspective, any of those things would be something that I

would probably say I want to see that because that's new or different.

So for example we've dealt with some projects that have ICF insulated

concrete formwork. I don't if you've come across this particular scheme. Which

effectively is two pieces of insulation that you fill the center of with

concrete. Because that is relatively unusual we would want to be sure that

the contractor is doing that correctly so we would identify that as one of the

inspection stages that we need to see. Site inspection records, all building

control bodies are expected to keep an accurate record of your inspections that

you've carried out. That's an important thing when you go to look at the project

in future particularly if there are any subsequent issues or problems on it.

I remember well that the original way in which we were taught back in the 1990s

was to say as little as possible because if you didn't say anything on

the inspection report you couldn't be held liable for anything on the inspection

report. So what would typically happen is you would say works in progress and

literally that would be about the extent of the inspection record. Things have

changed subsequently, much for the better I must say and we now would expect

photos to be taken so you've got a record of the stage you're actually

inspecting and what it was you were inspecting and that you would have some decent

notes about what you're actually inspecting and to cover what it is that

your next inspection is actually due to come out and see. So for example if you'd

come out at foundation level you'd probably say and our next inspection

will be at drains level or it will be at whatever level. Within that it should

also set out, in that inspection record, any defects or any areas that you've

been asked to rectify. So if there any contraventions or any changes to the

approved scheme they should be being picked up in those inspection records

and those inspection records should be made available to you. Now you will find

that Building Control bodies have a very very different approach to whether or

not they will release inspection records to you. So one of the things that I

would suggest that you would look for is to ask as part of the appointment

process, whether or not you are entitled to copies of the inspection records.

The other thing that I would say that's very important is early consultation. The

earlier that you get whichever building control body on board, the easier it is to

go through the process. I've seen projects that have gone all the way

through planning and have been tended out and then building control has been

appointed at which point we've said this building has one staircase to few.

This building doesn't work because it's got too many stories. This building

doesn't work because of the way in which it's positioned. That has been a major

delay in the process. So you want to engage Building Control probably before

or at the time that you get planning consent. Don't leave it as long in the day to

literally five days before you start work on site because if you want to get

value out of building control the way to get value out of building control is to

get us on board early. We can flag up those key issues. We can flag up whether

or not your site has the appropriate disabled access to it or not. Whether or not

you have the correct number of stairs. Whether or not this scheme needs

sprinklers or not. Because all of those things will have a major effect on the

costings and the viability of the scheme going on and it's better to know that

before you've got planning consent and tendered it, than after you've got

planning consent and tendered it.

For more infomation >> Geoff's Presentations at the University Of Westminster Pt2 - Duration: 13:46.

-------------------------------------------

UW-Stout: Wisconsin's Polytechnic University (48 sec. Version) - Duration: 0:48.

(light music)

- A polytechnic university means that we're going to be able

to apply what the students learn.

- The polytechnic university is a commitment

to applied learning, to collaborations,

and a real connection to industry

and the needs of a community in a region.

- They also get a chance to work directly

with a client or an industry partner

or a community partner, so they work on real-world projects

as part of their education.

- [Bryan] When you come to Stout,

you want to learn by doing.

(light music)

For more infomation >> UW-Stout: Wisconsin's Polytechnic University (48 sec. Version) - Duration: 0:48.

-------------------------------------------

Rondini family drops lawsuit against University of Alabama - Duration: 0:40.

For more infomation >> Rondini family drops lawsuit against University of Alabama - Duration: 0:40.

-------------------------------------------

Jo Kwon Shares Reflections Amidst Kyunghee University Investigations - Duration: 1:16.

For more infomation >> Jo Kwon Shares Reflections Amidst Kyunghee University Investigations - Duration: 1:16.

-------------------------------------------

University for Missouri: Research, Creative Activities & Economic Development - Duration: 51:36.

>>Thank you all for being here.

My name is Al Willsey.

I work as a research assistant in the Philosophy Department, and that's where I'm a third year

doctoral student.

I serve as the treasurer of the Graduate Professional Council, which is the student government for

more than 7,000 graduate and professional students on campus.

The president of GPC wishes he could be here today but he's at home on bed rest for a minor

injury.

I keep trying to tell him that exercise is dangerous.

So it's my pleasure to welcome you all here today.

I first came to Mizzou from Kansas City in 2011 as an undergraduate pursuing mathematics.

As part of my STEM degree, I was required, though I prefer to interpret that as encouraged,

to take humanities courses in the College of Arts and Science.

It was this encouragement that led me to take philosophy classes from logic to philosophy

of mind.

This selection of courses inspired me to take an extra academic year of coursework just

to get an extra degree, one in philosophy.

And now I'm continuing along in that field at the graduate level.

I'm grateful to Mizzou that there is so much opportunity present on campus that we'd never

expect.

And I've been able to follow that opportunity into a new career path.

I'm also grateful that Mizzou has been able to offer me a tuition waiver and stipend to

keep me around.

I would not have been able to pursue my graduate degree at this institution nor serve my fellow

students without the financial package offered to me.

As treasurer of the graduate professional student government, I've had the opportunity

on a couple of occasions to speak with Chancellor Cartwright in person.

The GPC leadership has seen the Chancellor's dedication to furthering students success.

What has been of particular importance to me is the Chancellor's dedication to pursuing

genuine innovation in how we train, utilize and place our graduate professional students.

As Missouri's only public R1 AAU university, finding dynamic and innovative ways to make

graduate professional students more central to Missouri's sense of identity offers significant

opportunity just waiting to be capitalized on.

As a graduate student leader, I look forward to working with the Chancellor in the future.

But without further ado, I'm pleased to introduce the man himself, Chancellor Alexander Cartwright.

[ Applause ]

>> Thank you Al for that introduction, and thanks to all of you for being here today,

both in the auditorium and listening online.

Al spoke of many of the things that make Mizzou a great institution - and his experience is

an example of the opportunities provided to both graduate and undergraduate students as

part of a public research institution.

By working with our faculty, students at Mizzou have a unique opportunity to gain an outstanding

education, whether they are working on a philosophy doctorate, an M.D. degree, an engineering

degree, or any other degree at MU.

In November, after my first 100 days at Mizzou, I shared with you our renewed commitment to

supporting student success.

Today, after a little more than 200 days here, I want to focus on some of the ways Mizzou

makes a positive impact on the state, the nation and the world.

And, I want to share with you how we will increase this positive impact through our

research, our creative activities and through our ability to drive economic development.

There are many things that make a great institution like Mizzou exceptional.

We are a public institution, an AAU institution - one of only 32 publics in the country.

We are classified as a Carnegie 1 research institution, the highest level.

We are a land-grant campus that is accessible to the people of the state, a campus that

extends its knowledge out to the people through Extension.

We are a Midwestern institution, with strong Midwestern values, and a member of the SEC.

All of these things help define who we are, and what we are able to do for our state.

But what really makes us exceptional are our people.

It is our students, and it is our faculty and staff who contribute to our mission of

teaching, research, creative activities, service and economic development

in their work every day.

And we have the tremendous support of our alumni, our supporters and our friends across

the state, nation and world.

Today, we are going to explore the areas of research, creative activities, and economic

development.

I'll share some successes, and also share my thoughts on where we plan to go in each

of these areas.

And what I want to show, as we go through each these areas, is the significant impact

Mizzou has on society today, and how we can have an even greater impact in the future.

That impact begins with the quality and breadth of the scholarship of our faculty.

They are shaping views on economics, politics and society.

They enrich our lives through the arts and humanities.

They are able to develop solutions to the world's grand challenges - food, water, health,

and others.

And they engage our community - both on and off campus.

Our faculty truly are thought leaders.

They have received more than 400 major national and international awards.

Six are National Academy of Inventors members and six are National Academy of Sciences members.

And they are prolific in publishing - more than 500 books in the last ten years.

And 600 conference proceedings in the last three years.

And more than 7,000 articles published during the last three years, which are cited numerous

times by other researchers in their field.

And there's even more I can brag about - and I do believe we need to brag more about ourselves.

Our faculty have helped Mizzou achieve national and global recognition.

We're ranked number 1 in the world in the area of animal reproductive physiology.

We're competitively ranked in accounting, law, journalism, business marketing, nursing,

Mizzou Online, and many other areas.

But the impact we have on society doesn't end with the faculty.

Consider what our students contribute - nine Fulbright grants in 2017.

Mizzou juniors selected as prestigious Truman scholars nationally each of the past three

years for their commitment to public service.

Nearly 100 students interning in state and federal government offices each year.

Our students served more than 1.7 million hours in the community last year.

And 500 undergraduate students participated in research.

You can see some of these students and their work in the atrium after this talk.

Now, we just went through a lot of numbers.

And I have to warn you that this talk is full of numbers.

I didn't just show you these numbers to brag, although bragging about Mizzou is an important

part of my job.

I don't expect you to remember all of these numbers but I use these numbers to quantify

the significant impact of our faculty and students at Mizzou, across the state and around

the world.

Our impact is amplified by the support of our tremendous supporters - many of whom are

our alums.

Our donor supported signature centers of excellence enable our internationally recognized scholars

to impact the world.

These centers include the Kinder Institute, the Reynolds Journalism Institute, the Thompson

Center, the Novak Leadership institute and the Murray Center for Documentary Journalism,

among others.

The impact of Mizzou is the result of the outstanding work of our faculty, students

and staff.

I would like to highlight some of the individual examples of their incredible contributions.

Autism is a spectrum of closely related symptoms involving behavioral, social and cognitive

deficits.

Early detection is key to producing the best outcomes.

At Mizzou, a multi-disciplinary team including Chi-Ren Shyu, in the College of Engineering,

created a new method to identify several target genes for autism.

Using advanced computational techniques as well as the capabilities of the National Science

Foundation (NSF)-funded big data center at Mizzou, Shyu and his team were able to identify

193 new candidate genes.

Judith Miles, professor emerita of child health-genetics at the Thompson Center, says that these new

targets are ones that she and her fellow geneticists might not have considered previously.

Funding for the project was also provided by the National Institutes of Health (NIH)

as well as the Simons Foundation in New York.

The decline in wild and managed bee populations is threatening the pollination of flowers

in more than 85 percent of flowering plants and 75 percent of agricultural crops worldwide.

Widespread and effective monitoring of bee populations could lead to better management;

however, tracking bees is tricky and costly.

Candace Galen, professor of biological science in the College of Arts and Science, developed

an inexpensive acoustic listening system using data from small microphones in the field to

monitor bees in flight.

The study shows how farmers could use the technology to monitor pollination and increase

food production.

The team is even developing a smartphone app that records bee activity.

Many middle school students can be at a disadvantage when it comes to learning science, technology,

engineering and math principles.

For learners with disabilities and those from culturally and linguistically diverse backgrounds,

understanding these principles can be especially challenging.

To address this, Delinda van Garderen, professor and director of graduate studies in MU's Department

of Special Education; and Bill Folk, professor of biochemistry in CAFNR and the School of

Medicine, have applied understanding of these principles to improve professional development

for teachers and assess the materials they are using for instruction.

This is funded by a $1.25 million NIH grant.

Spinal muscular atrophy with respiratory distress type 1 (SMARD1) is a rare genetic condition

with a high mortality rate that develops primarily between the ages of six weeks and six months.

It targets the spinal cord and leads to atrophy of body muscles and paralysis of the diaphragm,

which is responsible for breathing.

The average life expectancy is 13 months, and it affects 200,000 people in the U.S.

Currently, there is no cure or effective treatment for this disease.

Chris Lorson, a professor of veterinary pathobiology, has spent decades studying this disorder.

Chris and his team, through funding from the NIH and the Silas Warner and Catherine Sims

Families, developed a gene replacement therapy that can be used to treat and control the

disease in the future.

Chris' research highlights the power of translational precision medicine that I will discuss later.

It is exciting to see the work we are doing on the creative side as well.

Art on the Move provides professional opportunities for students to interact with the public exhibitions,

workshops, and internships, while they're still in school.

This effort is part of the new School of Visual Studies in the College of Arts and Science,

which realigned programs in art, art history, film studies and digital storytelling.

This interdisciplinary approach has resulted in a significant number of students seeking

these majors.

In the School of Medicine, our Functional Assessment Screening Team is developing motion

analysis technology in areas such as sports medicine, physical therapy, strength and conditioning,

biomechanics and computer science to improve the health and well-being of patients - including

athletes - by identifying risk factors for injury, tracking rehabilitation outcomes and

optimizing athletic performance.

This program is housed in our newly expanded Missouri Orthopaedic Institute.

Another great example of collaboration can be seen in the iLab initiative.

The iLab is a virtual reality facility, housed in the College of Human Environmental Science's

Architectural Studies area, that enables stereoscopic 3-dimensional (3D) visualization and design

collaboration.

These collaborations involve engineering, medicine, the Thompson Center for Autism,

journalism and more.

TigerPlace is a 33-unit housing facility built by Americare Systems, Inc. in collaboration

with the MU Sinclair School of Nursing.

A high-tech independent housing facility, TigerPlace allows elderly people to age in

place through the end of life, maximizing independence and function.

It is a state-of-the-art eldercare facility where residents volunteer to participate in

research projects that help to advance care practices.

As an example, researchers at the University of Missouri have been collaborating for the

past 14 years on a project aimed at helping to prevent the nightmarish scenario of an

elderly person falling and lying injured for hours before help arrives.

"The eldertech team," as it's been nicknamed, is an interdisciplinary group of remarkable

scale, with researchers from multiple fields such as engineering, veterinary medicine,

nursing, medicine, health professions and other areas working closely together.

Marjorie Skubic, professor of electrical and computer engineering, is leading the effort

on the engineering side.

To predict falls, researchers used data collected from sensor systems at TigerPlace.

The system generates images and an alert email for nurses indicating when irregular motion

was detected.

This information could be used to assist nurses in assessing functional decline, providing

treatment and preventing falls.

As we go through these examples, you see how we have faculty who are on the cutting edge

of their fields.

They are discovering new knowledge that benefits society.

And we often say that our professors not only teach from the latest books, they write them.

These are just a few of the dozens of books that our faculty publish each year.

We also find achievements in professional divisions such as the School of Law.

Our MU Board of Advocates won the American Bar Association regional championships in

client counseling and arbitration.

Our MU Black Law Students Association have advanced to the National Frederick Douglass

Moot Court and the National Thurgood Marshall Mock Trial competitions.

We have many incredible faculty at Mizzou, and here's a great example.

MU bioengineering Professor Sheila Grant, who also serves as associate dean of research

at the College of Engineering, has been named a 2017 Fellow of the National Academy of Inventors

(NAI).

Election to NAI status is the highest professional accolade bestowed to academic inventors.

This is just one of many accolades that Dr. Grant has received during her career.

She holds seven U.S. patents related to sensors, nanomaterials and biomaterials and holds many

international patents.

Three of her technologies have been licensed.

She is the founder of three startup companies, and she has published more than 100 peer-reviewed

research articles.

When we think of research and creative activities, we often think of the faculty, along with

their staff who support the efforts.

But at Mizzou, these activities are a big part of graduate and undergraduate experiences.

Let's look at some examples of how research and creative works support our graduate and

undergraduate students.

We are able to connect research with many of our teaching activities at MU.

Whether it is in agriculture, medicine, music, history, teaching or business, hands-on experiences

based on our faculty's scholarly expertise are what make a Mizzou unique and give our

students a competitive edge, whether in the work force or in advanced studies.

Consider the example of Alexa Thein, one of many students working with Dr. Michael Marlo

and Dr. Rebecca Grollemund who are both in English and Linguistics.

Alexa was one of four undergraduates who traveled to Kenya this past summer to do linguistics

field work as they document and analyze Bantu languages, which have many dialects spoken

throughout most of the continent.

And here is Dr. Ruchi Bhattacharya and Dr. Terrell Morton, both post docs who won a 2017

Student Teaching and Learning Research Grant for their exploration of learning to think

with data in a graduate statistics course.

She is an aquatic biogeochemist and quantitative ecologist in the School of Natural Resources,

and he is a scholar in the College of Education.

During the reception after my talk, I invite you to visit the Mezzanine area just upstairs

here at Bond Life Sciences Center, where you can see displays of the work of our faculty

and students.

These displays include work in many areas - linguistics, anthropology, art, biochemistry,

mathematics, architecture - and are examples of innovative exploration taking place across

all of our schools and colleges.

Please take time to check this out and to talk with our students and faculty about their work.

I believe that one of the most powerful ways we can thrive as an institution, and increase

our external recognition as thought leaders among our AAU and Research 1 peer institutions

is by bringing people together.

In 2010, MU began investing strategically to amplify our areas of expertise through

the Mizzou Advantage program.

This program focused our research efforts in five key areas: One Health/One Medicine,

Sustainable Energy, Media of the Future, Education and Food for the Future.

You can see the leaders from each of these areas on the slide.

We have seen several outcomes from Mizzou Advantage, including the work of the Aaron

Ericsson with the MU Metagenomics Center; the Based on a True Story Conference led by

former Chancellor Brady Deaton; Bill Ma's Oscillating Pipes research that led to a new

company; Twyla Gibson's work in the digital humanities, and a Summit on universities fighting

world hunger led by Sandy Rikoon in Human Environmental Sciences.

Our Mizzou Advantage investments of $12.12 million have resulted in more than $49 million

in external support, including more than $42 million in grants and more than $4 million

in donations to support the program.

I believe we have several individuals who are part of Mizzou Advantage, along with many

of the staff, who helped with this program.

I'd like to take a moment to recognize our entire Mizzou Advantage team for their work.

Please stand up. [ Applause ]

Thank you for your contributions to this important program and for your efforts to promote the

incredible work of our faculty, staff and students.

Here we can see our research expenditure trends at MU over the past few years.

It has been a challenging environment for all research institutions during this time.

The federal government has decreased funding to some agencies which in turn reduces our

access to funding.

Moreover, real growth of research funding has stagnated.

We must all become more competitive.

This graph of our Higher Education Research and Development expenditures shows that our

research expenditures have increased slightly during this challenging time.

So while I've gone through many examples of successes and outcomes, we want to do more

Creative activities are critical to the advancement of our society.

We value the arts, music, theater, humanities and how they impact our lives.

Today I am announcing plans to launch an artist in residence program at Mizzou that will bring

exciting artists and creative thinkers here to share their expertise with our faculty,

staff and students and the public.

I'm asking the Dean of the College of Arts and Science to lead this university wide effort

and an associated showcase event.

To further explore the contributions creative arts bring to our lives, we will reimagine

the chancellor's showcase to provide dozens of examples of creativity by our students,

faculty, staff and the community.

I look forward to seeing what ideas our campus community brings forward toward this concept.

Curators' Professors hold the highest and most prestigious academic rank awarded by

the Board of Curators.

Recipients are outstanding scholars with established reputations.

We are going to set up a new Academy of Curators' Professors.

This will feature many of our best and brightest researchers.

I'm asking the Provost to take the lead in organizing them in a way that provides more

interaction with junior faculty and scholars, and enables them to share their expertise

with a broader range of our community.

John Jones, a Curators' Professors participating in this Academy, will serve as a resource

for the entire university, providing guidance and mentorship to students and junior faculty

alike.

I am committed to increasing opportunities for students and faculty to receive national

recognition awards for their excellence.

Our faculty and students are doing amazing things, and we will prioritize helping them

gain national awards of excellence, recognition and appreciation they deserve.

I am asking the Office of the Provost to have a renewed effort in nominating our students

and faculty for prestigious recognition awards.

We are announcing an effort today to explore alternative career pathways for graduate students

who choose not to enter the academy after completing their degrees.

I know that our graduate student leaders have been thinking about the "alt-ac" approach

many students take, and they have some great ideas of how we can better prepare and support

these students as they enter the workplace.

I've asked our office of Graduate Studies to work with our graduate student leadership

to further develop their concepts and to establish a much needed resource for "alt-ac" careers

for graduate students.

Today I am announcing a new goal for MU to double our external research funding in the

next five years.

Achieving this goal allows us to support our pathbreaking work that contributes so much

to society.

We have much work to do as we develop strategies to achieve this.

I ask that we all work together to achieve this goal.

This chart shows our funding totals among our peers in the AAU.

We currently have just a little over $250 million in expenditures, which puts us in

the lowest quartile.

To reach the third quartile, it would require an increase of more than $102 million.

Doubling of our external research will enable us to move into that third quartile.

To be able to accomplish this, we need to change and re-align

our research organizational structure for success.

Collaboration allows scientists and scholars to leverage specific skills to advance the

sorts of interdisciplinary, multi contextual projects that are increasingly the norm in

our rapidly changing and enormously complex research and development environment.

I am announcing today the creation of a new Office of Research Advancement.

This office will provide the infrastructure to help us more successfully pursue large

interdisciplinary grants AND other grants that we have not traditionally received.

For example, this office will help in pursuing NSF science and technology centers, or new

National Endowment for the Humanities grants.

This office will help develop grant writing skills and provide professional editing for

the large center level grants.

The Office of Research will lead the effort to create this support office.

The goal of clinical trials at MU is to uncover more effective treatments for Missourians

living with illness.

My goal is to leverage our clinical infrastructure so we can double - or more -- the funding

of clinical trials at Mizzou.

This effort will further advance our clinicians and MU health, as leaders in clinical care.

The School of Medicine and MU Health Care researchers are currently working on more

than 500 clinical trials at various levels of recruitment and progress.

These trials delve into a variety of illnesses and diseases ranging from autism and cancer

to chronic pain management and obesity.

The University of Missouri's Participate in Discovery Initiative takes the pursuit of

breakthroughs further, asking community members to play a significant role in health research.

By signing up, Missourians can play an active part in research studies, creating a database

of people willing to participate in research that aligns with their interests.

Clinicians and researchers will have a ready source of participants willing to answer telephone

interviews, complete surveys or participate in clinical trials.

By getting involved, Missourians can become partners in the future of our state's health

as we become a national leader in health research.

The MU College of Veterinary Medicine uses clinical trials to advance treatment of the

animals we love.

From cancer and vaccines to antibiotics and vitamin D, their work aims to figure out whether

or not promising laboratory results can solve real-world problems with disease in animals

and occasionally works to see whether this work can translate into humans.

I look forward to seeing many more examples on campus in the next five years.

Core facilities like our Bond Life Sciences Center and our Metabolomics Center help to

expand the scale and scope of MU's collaborative research enterprise, making it easier for

MU researchers to network with other research centers, scientists and scholars nationwide.

These research centers also spur the sorts of exciting ideas and innovations that federal,

state and industrial funding agencies are eager to support.

Spaces like these help our faculty scientists and scholars "think bigger" and envision new,

innovative and comprehensive centers of discovery.

These facilities provide access to expensive equipment that single labs or departments

would find difficult or impossible to support individually.

By pairing that with specialized expertise from dedicated scientists, they play a significant

role in getting research from hypothesis to published discovery.

Centers like the Christopher S. Bond Life Sciences Center take shared facilities in

a different direction.

Designed with teamwork in mind, this center provides facilities and a culture of sharing

to a pool of high-achieving scientists across divisions.

This culture allows researchers to form collaborations to solve problems in human and animal health,

the environment and agriculture.

Engineers are working with cancer biologists, plant scientists with biomedical researchers,

lab researchers with field biologists, and information technology experts with biologists.

We're also training the next generation of collaborators through undergraduate and graduate

research.

Facilities like the University of Missouri Research Reactor (MURR) support scientific

advancement through its 10-megawatt facility, the most powerful university research reactor

in the country.

MURR supports the research of about 400 faculty and 150 graduate students from around the

world.

These researchers represent more than 100 universities and about

40 federal and industrial labs.

The National Swine Resource and Research Center was established in 2003 to develop the infrastructure

to ensure that biomedical investigators across a variety of disciplines have access to critically

needed swine models of human health and disease.

The Center also serves as a central resource for reagents, creation of new genetically

modified swine, and information and training related to use of swine models in biomedical

research.

We will work to attract 3 to 5 additional externally funded national research centers

in the next 5 years.

National Science Foundation, National Institutes of Health, and other federal agencies all

have competitions for centers that address some of the nation's most complex challenges.

These multidisciplinary national centers break down walls and eliminate barriers, act as

a shared resource for our scholars and help us to attract additional grants and gain prestige.

One of the biggest examples of our opportunity to do this is through the planned Translational

Precision Medicine Complex.

Translational medicine "translates" advancements made in lab into new drugs, devices and treatments

that improve human health using the bench-to-bedside model.

Think about it....this enables us to deliver customized patient care based on an individual's

genetics, environment and lifestyle.

The TPMC will bring together industry partners, multiple schools and colleges on campus, and

the federal government to advance precision medicine through new diagnostics and therapies

and create new companies based on these innovations.

Our new Translation Precision Medicine Complex will serve - along with already well-established

facilities such as the Bond Life Science Center - as exemplars of this crucial change in our

research culture.

So far, this project has already featured collaboration with the Cerner Corporation,

the Tiger Institute for Health and MU Schools and Colleges of Medicine, Engineering, Veterinary

Medicine, Health and Environmental Sciences, Arts and Sciences and the Research Reactor.

The TPMC will help MU emerge as a global leader in biomedical research and will maximize opportunities

for external grant funding.

It will also enhance our ability to recruit and retain the most talented researches.

As we pursue the TPMC, we want to avoid the traditional, siloed approach where functions

or disciplines are housed in one prescribed area.

Instead, we will work to integrate different functions to better support collaboration

and cross-pollination of ideas.

Today I am also announcing Mizzou Innovates, an annual competition that will focus on engaging

our students, faculty, and staff in identifying and proposing, and hopefully demonstrating,

solutions to the grand challenges in our state, country and world.

Solutions to these complex challenges require multidisciplinary approaches that include

our research and creative activities.

Examples in our state are access to broadband, or providing better health care in rural areas.

In the world they include feeding the world in 2050 - something that Missouri can contribute

to in a significant way.

This effort will encourage innovation and entrepreneurship in solving problems that

improve our lives.

Earlier this month, Dr. Mark McIntosh and many other leaders across campus traveled

to Tarkio in northwest Missouri to participate in discussions around the opportunities and

challenges around putting up wind turbines in that community.

The group visited with community stakeholders, met with Missouri Farm Bureau President Blake

Hurst and toured various sites in and around Tarkio.

It was an excellent opportunity to seek out ways in which MU can provide research-based

solutions to help the decision-making process in local communities related to clean energy

and wind turbines.

Partnerships such as these can help the state and local communities leverage the tremendous

resources Mizzou can provide and can fit within the Mizzou Innovates concept.

As part of the Mizzou Innovates Challenge, we will host a symposium where people can

come together to learn more about grand challenges and hear about proposed and realized solutions

developed by our faculty, students and staff.

I have asked the Provost to determine the structure and process of this initiative.

It should be an opportunity not just to lend our expertise to help solve challenges, but

also a way to connect the University and the community and to communicate all the ways

our scholarship helps society.

Up until now, I have talked a lot about research and creative activities.

And you can probably see the former Vice President for Research and Economic Development in me.

I wanted to talk about everything that we do. But what I want to talk about now

is to shift to discuss how our in education, research and creative activities

impact the economy of the local community, state and world.

Our alumni represent a wide reach.

We have more than 130,000 in Missouri, each contributing in their own way in every county.

And our alumni represent Mizzou across the country.

And across the world.

As a very specific example of economic impact of these alums, more than 2,000 physician

alumni of our School of Medicine currently practice across the state of Missouri, from

the most rural areas to the more urban ones.

It is estimated that each of these physicians contribute on the order of $2.1 million annually

to the economy, for a total impact of $4.3 billion.

We have noteworthy impacts in other health related areas as well.

245 students graduated from our nursing school since December 2016, and more than 73% of

these nurses are now employed in Missouri with an average starting pay of $48,000.

We can think of many ways we impact the economy.

Indeed, it is part of our four-part mission of teaching, research, service and - economic

development.

Here are just a few examples, from grants to partnering with industry to attracting

private gifts.

And most importantly, the impact of over 8,000 credentials we award to students who graduate

from Mizzou each year.

Many of these students enter the workforce and others continue on to get even additional

degrees.

Then there are the tremendous contributions our journalism faculty, staff and students

make in their daily work with KOMU-TV, KBIA Radio, the Missourian and other news and magazine

offerings, and Ad-Zou, a group of talented students that develop marketing and advertising

campaigns for companies across the nation.

And the arts and humanities provide economic impact.

A 2015 study in Columbia found that arts and culture generated more than $14 million in

local economic activity in areas such as the arts, humanities, theater and music.

Much of that is related to the University, and we all benefit.

Here, we provide our students with an opportunity to learn with others in a diverse setting.

According to a McKinsey study that recently came out, businesses and organizations that

are diverse in terms of gender and ethnicity are much more successful financially than

those that are not.

Today's employers and industry leaders want students who are ready to work with others

to embrace a global economy. We provide that.

In the past year, under the leadership of Dr. Kevin McDonald, we have developed a new

inclusive excellence framework that shapes the steps organizations or institutions can

take to provide their employees or members with opportunities to become more successful

in today's global marketplace.

Kevin's framework has been embraced by several different organizations.

So what does this mean to the University?

It means our students are prepared for success - no matter what their area of study.

That is why more than 5,500 employers recruited students on campus last year.

We expect there to be even more this year.

The examples I've shared this morning of work taking place at MU help illustrate how our

Research Enterprise is a powerful economic engine.

Consider that we have annual expenditures of $200 million for research.

We bring $16.9 million in fee-for-service revenues and license $8.9 million from technology.

The UM System is currently completing a study that will provide much more detail on the

overall impact of the University on the state and nation.

We expect the results of that study to be released in the next month.

MU has a robust entrepreneurial ecosystem made up of education and training, corporate

engagement, and research innovations.

This ecosystem has enabled us to launch several companies.

Here are a few of the recent examples.

We plan to have many more in the future.

There is a clear correlation between innovation and economic growth.

However, research discoveries and innovations are worth very little unless they enter the

marketplace where they can provide societal and economic growth.

The innovation ecosystem at MU includes the management of our intellectual property, translational

research like the Coulter Program, industry partnerships and for entrepreneurs.

Finally, I want to give an example of recent success of one of our students who started

their own company.

Consider Bea Doheny, who is majoring in business in the Trulaske School of Business.

She has always loved the solar system and has a keen eye for fashion and a passion for

arts and crafts.

In 2016, she launched AstronoBEAds, a jewelry business with a space theme.

She has shipped hundreds of accessories all over the world.

Here are examples of additional products made possible with MU innovations/intellectual

property.

They have had a far-reaching impact.

Heartburn sufferers find relief from Zegerid, a medicine that combines a proton-pump inhibitor

acid blocker with an antacid.

Net sales have exceeded $1.3 billion worldwide.

MU's soy-based meat substitute that replicates the taste, texture and appearance of chicken

helped launch Beyond Meat, a plant-based meat company that has products in 19,000 stores

and restaurants.

More than four million patients have benefited from OBERD, the world's largest orthopedic

outcomes database.

OBERD enables physicians and hospitals to collect the data they need to make better

patient-care decisions, ultimately improving health outcomes.

The company has clients in 34 states, including four of the nation's top five orthopedic hospitals.

Market forces require the university's ecosystem to be dynamic and continually evolve.

We are in the process of re-envisioning how we fulfill our economic development mission

at Mizzou.

For example, we plan to invest more heavily in industry relationships by providing new

opportunities for them to have a presence on campus and for their researchers to collaborate

with ours.

Indeed, Mizzou is open for business.

And that means we must partner with businesses and the state to understand their needs and

ensure that we are preparing students for the opportunities that exist today and in

the future.

And we serve the state through MU Health Care.

Representing a third of our overall budget, MU Health Care reaches all corners of our

state, and served more than 216,000 patients last year.

These numbers reflect the significant impact of this important part of the institution.

As part of our mission, we serve patients from every county in Missouri.

This is particularly true for the patients in the 25-county service area you see here

in gold.

Taken in total, MU Health Care contributes more than $3 billion to the state's economy.

Economic impact can also be measured through the work of Extension and its business development program.

From 2015 to 2017, our Extension's Business Development Program helped create more than

800 new businesses and gain $347 million in new investments.

29,000 jobs were created or retained with Extension's help.

Our research centers can be found across the state, with each one drawing on expertise

that relates to issues facing the region.

The University draws Missourians from across the state and beyond.

A good example is the Agriculture Research Centers, which drew 36,000 people to field

days and other activities last year.

To give you an idea of just how valuable the Extension programs are to Missouri...for every

dollar invested, the University creates an $11 return on investment.

This translates to a $945 million in economic impact annually.

This is one of the best returns on investment you will find anywhere.

And, who can deny the powerful economic contributions we create through our athletics programs?

Eight of our teams are ranked in the top 25 nationally, we're part of the SEC, and anyone

who has attended a women's or men's basketball game lately knows that the fan base continues

to grow.

Not to mention the return of our football team to a bowl game last year and our volleyball

team reaching the NCAA Sweet 16 for the second year in a row.

This success on the field and the courts means economic success for Missouri - we estimate

the economic impact of our SEC activities is more than $294 million.

And with all of these successes, we still want to do more!

We are re-envisioning what the Library of the Future may look like, and how we can leverage

the library to provide even more support for innovation and creative activities.

How we use these spaces is changing, and we are excited about what that will look like

at Mizzou.

We look forward to continuing to work with Ann Riley to envision the library of the future.

And new facilities for the School of Music will provide space for the creativity of our

students and faculty who compose, perform and study music.

As we re-envision MU Extension and Engagement, Marshall Stewart is reorganizing our structure.

This will enable us to leverage connections, research and knowledge across Missouri, recommit

to community-based local and regional roots, and collaborate with rural and urban communities

on economic development issues specifically.

We are calling it All Things Missouri.

Extension is strengthening its data mapping and reporting system to better determine community

needs based on demographic data.

A University Impact web site is being developed to bring valuable knowledge and resources

directly to communities.

So all of these things we describe come together to benefit Missourians and the world in a

way that only a public research and land grant university can provide.

It takes being engaged, it takes thought leadership, it takes a determined work ethic.

It means taking chances and thinking outside the box.

That sounds a lot like Mizzou to me.

Earlier I described the concept of Mizzou Innovates - a way of bringing together

the heads of all of the people here at Mizzou to solve challenges.

But it won't end with that.

We have a responsibility - indeed it is part of our mission -- to see these ideas move

forward to new companies, products and services that benefit society.

It will take all of us to do that.

Clearly, these challenges will require us to re-envision what we think of as economic

development at Mizzou.

It means public-private partnerships.

It means working with business and industry.

It means collaboration, and funding entrepreneurial activities.

I'm ready to join you in getting to work on this.

Today, I've shared some highlights that stand out to me around the research and creative

activities taking place here, as well as the powerful impact we have on economic development.

There are more great examples of this work taking place right now in each of our 13 schools

and colleges at MU and many of our business units as well.

I hope you'll take a few minutes to visit the student displays upstairs and talk with

the talented undergraduate and graduate students who are engaged in research and creative projects.

As I mentioned at the beginning of my speech this morning, it's our people who make Mizzou

exceptional.

It takes our faculty, staff and students working together to create this unique atmosphere

of exploration, curiosity, hard work and collaboration.

I want to take a minute to recognize our Deans for their leadership making sure this University

continues to provide the kind of educational experiences our students should expect from

an AAU, Land Grant, Research One university.

Deans, can you please stand? [ Applause ]

I'd also like to recognize Jonathan Curtright, who may not be here due to flu, and Marshall Stewart.

So Marshall, you will have to stand all by yourself.

[ Applause ]

Their vision and leadership has helped us continue to grow our ability to bring valuable

services and information to citizens across Missouri.

In my first seven months here, I've been so impressed by the incredible people on this

campus and things we are accomplishing together.

Let's never lose sight of the power of Tigers coming together to create something amazing

that benefits all of us.

Thank you.

[ Applause ]

For more infomation >> University for Missouri: Research, Creative Activities & Economic Development - Duration: 51:36.

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Friends Day: Montclair State University - Duration: 1:30.

Hi, I'm Lauren I'm the special events chair here at RecBoard and I'm Linda I'm the other special events chair and today

We are putting on

special friends day

Special friends day is a day where we close down the Rec and invite over 100 children with special needs for a day full

of activities and fun

There's nothing more exciting than seeing the special friends get excited whether it's from doing crafts or playing basketball

They're just really amazing kids so creative and bright, and that's definitely the best thing about Special Friends Day

For more infomation >> Friends Day: Montclair State University - Duration: 1:30.

-------------------------------------------

Western New England University Student Senate - Duration: 0:22.

Hi, I'm Tucker France, and we're the Western New England University Student Senate.

Western New England has given all of us the opportunity to explore our leadership and

passion during our time here at the University.

We hope that you join us this year and be a part of WNEgives.

For more infomation >> Western New England University Student Senate - Duration: 0:22.

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Opponents Of Proposed Temple University Football Stadium To Host Town Hall - Duration: 0:59.

For more infomation >> Opponents Of Proposed Temple University Football Stadium To Host Town Hall - Duration: 0:59.

-------------------------------------------

Authorized Driver Program for Arizona State University - Duration: 2:54.

This video introduces you to the new Authorized Driver Program.

Risk Management, Environmental Health and Safety and the Office of Human Resources,

have partnered with Business Technology Services to create a

sustainable, authorized and comprehensive solution for ASU

which will create a safer environment.

The key program objectives are:

Identify present and future drivers.

Verify driving records.

Achieve compliance with Arizona Administrative Code.

Provide comprehensive driver safety training.

The program will be implemented in November 2017.

In order to provide a smooth transition you will receive additional notifications prior to the implementation.

Main reasons for implementing the new program:

To be compliant with Arizona Administrative Code.

To streamline and standardize the process through use of technology thereby improving

both the employee and departmental experience

The Authorized Driving Program applies to anyone

who is currently driving as well as future drivers who will operate a university owned,

leased, or rented vehicle for official ASU business.

This includes drivers of electronic carts.

The Authorized Driver Program will not apply to individuals driving their personal vehicles on official ASU business.  

A new Authorized Driver Training course will replace the current Driving on the Mall and Defensive Driving courses,

and will apply to drivers of all vehicles driven for ASU official business, including electronic carts.

If you are not current on these trainings, you will be required to complete

he Authorized Driver Training course.

Access the course from the EHS Training webpage to

complete either the instructor-led or online course and to view your individual training history.

To complete the process.

Visit My ASU, select My Employment tab and then the Personal tab to reach the Authorized Driver Program.

Complete the steps as outlined in the Authorized Driver Guide. Even if you have already been driving for ASU,

you will be required to complete additional steps.

You will receive an email that instructs you complete additional steps and confirms you are authorized driver.

Managers will be able to view and verify a list of authorized drivers in their department.

This view will show the managers which of their employees are authorized to drive and which are not.

Managers can access the Administrative page via My ASU on the manager tab.

Links to additional information are availabe on webpages such as the Office of Human Resources,

 Environmental Health and Safety, and Risk Management.

This has been the informational video on the new Authorized Driver Program.

For more infomation >> Authorized Driver Program for Arizona State University - Duration: 2:54.

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Biosafety Cabinet Training at Arizona State University - Duration: 17:11.

NARRATOR: If you work in a laboratory environment,

you probably have seen different types of safety hoods

and cabinets that are used for different experiments

or laboratory settings.

All of these hoods and cabinets are designed

for a specific type of work.

It is important to be able to recognize each of them

and understand the work performed in them.

This video is designed to show how to properly use

a biosafety cabinet to ensure the protection of laboratory

personnel, the samples they're working with,

and the environment.

In a typical research laboratory you

may find isolators or glove boxes,

fume hoods, laminar flow cabinets or clean benches,

and biosafety cabinets.

These are the different types of ventilation equipment used

in a laboratory to work with biological materials

or chemicals.

All of these hoods and cabinets offer different types

of protection based on airflow.

It is important to know the difference

between this equipment, to use the most appropriate

for your work.

Let's take a look and see what is different about them.

Isolators or glove boxes.

Isolators or gloveboxes are enclosed ventilation systems

that can provide a controlled environment for handling

chemicals.

They do not provide a sterile environment.

Inside the gloveboxes, there is a working space

that is completely separated from the environment around it.

Laminar flow hoods or clean benches.

The laminar flow hood is designed for sample protection,

but does not protect the user or the environment.

Room air enters the hood from the bottom front

or the top side, passes through a HEPA filter,

and then blows over the work area towards the user.

This hood offers sample protection,

and can be used when the sterility of the sample

is important, and the sample is not hazardous.

For example, for microprocessors.

Laminar flow hoods and clean benches

should not be used when working with biological materials

or chemicals.

Fume hoods.

Fume hoods are the most common type

of hood found in ASU laboratories.

The fume hood is designed to protect the user,

but does not protect the sample.

Fume hoods protect users from volatile chemicals,

toxic vapors, and flammables.

A fume hood pulls air from the lab

through the front sash of the cabinet,

and exhausts it outside of the building.

A fume hood is not suitable for work with biological materials,

because it does not protect the sample or the user

from biological hazards.

Biosafety cabinets or BSC's can be

found in laboratories where work with biological materials

is performed.

Biosafety cabinets are designed to minimize

the exposure of laboratory personnel

to aerosols or droplets when working with infectious agents

or toxins.

Biosafety cabinets are designed to protect

the user, the sample, and the environment.

An inward airflow creates an air curtain,

that along with the sash, provides protection

to the user.

The sample is protected by a HEPA filter,

downward vertical airflow in a single direction,

and at a constant speed.

The downward moving air flow splits in half

before reaching the work surface, between the front

and back grille.

This air split prevents cross-contamination

of the sample.

The air drawn to the front grille

also forms an air curtain to prevent contaminated air

from entering the work area.

Biosafety cabinets protect the environment

by filtering the exhaust air through a HEPA filter, which

removes particulate contaminants.

It is a requirement to certify the biosafety cabinet annually.

The user should check the certification date

and the magnehelic pressure before each use.

Now let's take a look at biosafety cabinets

in more detail.

Biosafety cabinets are the primary means

of containment, developed for working safely

with infectious micro organisms.

They are designed to provide protection to laboratory

personnel, the samples they are working with,

and the environment, when appropriate practices

and procedures are followed.

The HEPA filters will provide a sterile environment

by removing at least 99.97% of particulates at 0.3 microns.

HEPA filters do not remove gases and vapors.

There are three types of biosafety cabinets.

Class I, II, and III, which are designed to meet

different laboratory needs.

Let's see how each of these biosafety cabinets work.

In a class I biosafety cabinet, the air from the lab

is pulled through the front sash of the cabinet,

providing user protection.

The air is then recirculated inside the cabinet,

and eventually is exhausted through a HEPA filter

into the building exhaust system or back out into the lab,

providing protection to the environment.

Generally class I biosafety cabinets

are used for equipment or procedures

that can generate aerosols.

Biohazardous materials might be used when the sample's

sterility is not a concern.

Now let's look at a class II biosafety cabinet.

In a class II biosafety cabinet, the air from the lab

is pulled through the front sash of the cabinet,

providing user protection.

Then the air is pushed through a HEPA filter

downward over the work surface, providing sample protection.

The exhaust air is filtered by a HEPA filter,

providing protection to the environment.

Class II biosafety cabinets are the most common

in laboratories.

They are used for biohazardous materials.

For example, working with cell cultures, human blood

and tissue, viruses, and bacteria.

There are two types of class II biosafety cabinets, A and B,

depending on where the air from the cabinet

is exhausted out to.

In class II biosafety cabinets type A, 70% of the airflow

is recirculated back to the work surface.

The remaining 30% is exhausted either back to the lab,

or to the building exhaust through a canopy.

No flammable gases or volatile toxic chemicals

should be used in this cabinet.

In class II biosafety cabinets type B1, 30% of the airflow

is recirculated back to the work surface.

The remaining 70% is exhausted to the building

exhaust through a different connection.

No flammable gases or volatile toxic chemicals

should be used in this cabinet.

In class II biosafety cabinets type B2, 100% of the airflow

is exhausted to the building exhaust system

through a direct connection.

In this cabinet volatile toxic chemicals

can be used in combination with high risk biohazards.

Always remember, it is not a substitute for a fume hood.

A common feature in most biosafety cabinets

is the ultraviolet lamps or UV lamps.

For years, the UV light was considered a method

to provide a clean and sterile environment inside the cabinet

when not in use.

However, there are several limitations

for the effective use of UV light for decontamination.

For example, the lamp requires cleaning

to remove dust and dirt.

The germicidal effect of the UV light

will decrease with more time of use.

The UV light is not effective against all types

of biohazards.

The UV light will not reach any area of the cabinet workspace

that is covered.

For all of these reasons, the Centers for Disease Control

and Prevention and the National Institutes of Health

do not recommend, or require, UV light in biosafety cabinets.

Next we'll look at how to use a biosafety cabinet.

How to use a biosafety cabinet, preparing for use.

First, prepare your standard operating procedures and lab

protocols.

Then, carefully plan your experiments,

paying particular attention to all the materials and equipment

needed.

Pre-planning prevents crowding in the cabinet, and the inside

out motions that disrupt the cabinet airflow.

Put on appropriate personal protective equipment or PPE.

PPE protects you from the agents you are working with,

and prevents contamination of samples by skin flora.

PPE, at minimum, should be a lab coat, gloves,

and eye protection.

Whenever possible, tuck lab coat cuffs inside the gloves.

If the UV light is on, turn it off.

Then turn on the cabinet blower and light.

Verify underneath the biosafety cabinet

that the drain valve is closed.

Check the certification sticker and ensure

the biosafety cabinet has been certified within the last year.

Check the pressure value reading on the magnehelic gauge

and compare it with what is recorded on the certification

tag.

If the reading is equal or within 10% higher,

the cabinet is safe to use.

If the reading is lower, the HEPA filter might be damaged,

and the cabinet is unsafe to use.

If the reading is noticeably higher,

the HEPA filter may require service,

as it could be clogged with impurities

or there might be other mechanical problems.

In these cases, place a sign stating

that the biosafety cabinet is not safe to use,

and notify your supervisor or lab manager.

Allow the blower to run for 15 minutes before beginning work.

This allows the air in the cabinet

to complete a full cycle and purge any contaminants.

After the cabinet has been purged,

disinfect the interior surfaces of the cabinet

with the appropriate disinfectant.

Spray all of the internal surfaces and wait

for the appropriate contact time, then wipe.

Be careful not to allow your head

to enter the cabinet while wiping.

If using a corrosive disinfectant,

follow with a wipe of 70% ethanol to remove residue.

While the cabinet is purging, or disinfecting,

gather all the materials you will

be using for your protocol, including absorbent materials

and disinfectant for cleaning and for spill response.

Decontaminate the surface each time

before placing them in the cabinet.

Avoid overloading the cabinet as this

will compromise its efficiency.

Do not block the front or rear grille

with any material or equipment.

Set up the workspace at least six inches inside the cabinet.

Good practice is to delineate a work area

in the middle of the biosafety cabinet, in front of you.

Place items within close reach and position

to limit crossing your hands when reaching for them.

This helps to reduce airflow disruption.

Create separate areas for clean items and waste,

placing decontaminated materials toward the back of the cabinet.

Adjust your chair so that arm pits are level

with the bottom of the sash.

This will protect your face from infectious aerosols.

Next, we will begin our work in the biosafety cabinet.

Working in a biosafety cabinet.

Before beginning work, limit access

to the area around the biosafety cabinet

to minimize disruption of airflow,

airborne contaminants, unnecessary distractions,

and talking.

Conduct work in the biosafety cabinet

by following good aseptic techniques.

Avoid sneezing, coughing, or talking

while working in the biosafety cabinet,

to minimize the spread of airborne microbes.

Always make measured controlled movements

to avoid airflow disruption.

Avoid extra movements such as getting up from the cabinet

during work, or adding or removing materials in and out

of the cabinet.

When transferring liquids or pipette mixing,

always use slow and careful motions

to prevent splashes and aerosols.

Handle one sample at a time.

Keep Petri dishes, plates, flasks, bottles, tubes,

and pipette tip boxes closed or capped when not in use.

Transfer infectious materials and waste as far back

into the cabinet as possible.

Discard all contaminated materials

in a bag inside the designated waste

area of the biosafety cabinet.

Close the bag and replace it when 2/3 of the bag is full,

or at the end of your work.

Do not use a Bunsen burner or an open flame inside

of the biosafety cabinet.

Now that we've completed all of our work

inside the biosafety cabinet, let's review

how to clean the cabinet.

Removing items from the biosafety cabinet.

Once the work inside the biosafety cabinet is completed,

wait five minutes in order to purge the air

from the contaminants, before exiting the cabinet

and removing the items.

After exiting the cabinet, remove your gloves

and replace them with a new pair.

Surface decontaminate all of your items

inside the biosafety cabinet before removal.

First remove samples that need to be placed in incubators,

refrigerators, or freezers.

Then remove all other items except for waste.

Collect waste in the biohazard bag,

close the bag inside of the cabinet,

and wipe with disinfectant before removal.

Disinfect all cabinet surfaces.

Turn off the light and the blower.

Remove all PPE and dispose of the biohazard waste.

Wash your hands with soap and water.

Now, let's review what to do in case of a spill.

Spill response procedures.

If a spill occurs inside the biosafety cabinet,

ensure the drain valve on the bottom of the cabinet

is closed.

Immediately cover any spill with absorbent material,

such as paper towels.

Also place absorbent material around the spill to contain it.

Pour disinfectant directly onto the absorbent material.

Wait for the appropriate contact time,

then remove the absorbent materials.

After decontaminating the work surface,

determine if the spill has leaked into the lower tray.

To clean the tray, lift the work surface

and flood the tray with disinfectant.

Wait for the appropriate contact time before absorbing.

While the tray is disinfecting, remove the work surface

and all associated parts.

Spray them with disinfectant and wait the appropriate contact

time.

Wipe down and reinstall all parts.

After the spill is cleaned, continue

with the usual decontamination procedure

by spraying the inside of the surface with disinfectant,

waiting for the appropriate contact time, and then wiping.

If using a corrosive disinfectant,

follow with a wipe of 70% ethanol to remove residue.

Collect waste in the biohazard bag,

close the bag inside the cabinet,

and wipe with this infected before removal.

For any spill, notify others working in the lab nearby,

and report the spill to the laboratory's P.I.

and to ASU's environmental health and safety.

Maintenance and repair.

The biosafety cabinet should be positioned in an isolated

corner to minimize disruption of the air intake arising

from traffic or drafts from doors, windows, ventilation,

or equipment.

Review and follow the manufacturer's recommendations

for maintaining the biosafety cabinet.

Work surface and interior decontamination

should be conducted at the end of each workday.

Removal and complete decontamination

of the work surface, grilles, and other parts

should be conducted periodically.

Any malfunction of the biosafety cabinet must be reported.

Do not use the cabinet until you verify

the repairs have been made.

All repairs to the biosafety cabinet

must be performed by a qualified technician.

The principal investigator of the lab

is responsible for ensuring the biosafety cabinet is certified

annually.

The biosafety cabinet must be certified

by an NSF/ANSI standard 49 qualified technician.

A new certification is also required

after installation, moving, filter changes, and repairs.

If you have any questions about this biological safety cabinet

training video, please contact ASU

EH&S biosafety at 480-965-1823, or email biosafety@asu.edu.

This has been a presentation by the Arizona State University

Environmental Health and Safety Biosafety and Biosecurity Team.

For more infomation >> Biosafety Cabinet Training at Arizona State University - Duration: 17:11.

-------------------------------------------

Applicant Days at the University of Derby - Duration: 2:06.

For more infomation >> Applicant Days at the University of Derby - Duration: 2:06.

-------------------------------------------

Argosy University Scholarship Winner: Aulii Mafi - Duration: 1:27.

For more infomation >> Argosy University Scholarship Winner: Aulii Mafi - Duration: 1:27.

-------------------------------------------

South Dakota State University Poverty Simulation - Duration: 1:38.

We really wanted them to learn the social determinants of health.

We also wanted to find an engaging way for students to be involved

in learning about what it's like to live in those situations

that they may not have experienced themselves.

You know we had nursing students, pharmacy students athletic training students

nutrition dietetics, and counseling.

No matter what your major is being able to know how to empathize and sympathize with other people

is really important.

All the students at SDSU and other colleges even could benefit from the experience

I think the debriefing period was really important.

Having a student who talked about you know "when I was younger our family lived in poverty"

and just have them express that. I think that made a big impact.

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