Thứ Ba, 26 tháng 6, 2018

Auto news on Youtube Jun 27 2018

So in the Visual Merchandising program here at RMIT we really value the

students having a real-life experience,

so we've organised over the last 12 years, and it's ongoing,

a window project with one of Australia's leading lifestyle brands, Country Road.

the project started with Country Road giving us a brief and that had all their

latest collections and their latest colour palettes and the textures and

materials that we will be using to create a window.

We all went away and created concepts and then we had the head of VM at Country Road

she came in and picked one concept from there we then took that concept and developed it further

then we took it into production obviously so we had to have contact the

suppliers materials budgets all that sort of thing we're exposed to lots of

different parts of the industry and so then we moved on to actually having

these products made by the suppliers we took it to a visit to head office

so that was really good first-hand experience meeting people in the

industry in head office and being able to make things for the window ourselves

that people on the street are going to see is really exciting

they took us in with a few like their stylist their head OBM a few other

people that came in to help us and show us how the process would be of them

installing that creative project into the window which was really really good

it took up a whole day it's fantastic exposure for the program and it gives

the students a real-life industry experience dealing with a real-life

retailer

working with industry was really really valuable

it helped us all to grow you know outside of just being students you know

we're leaving this course soon and we need that industry experience so it was

really really handy to meet people get contacts as well and it just opened our

eyes I think to see you know what goes on in the real world outside of uni

you

For more infomation >> Window of Opportunity | RMIT University - Duration: 2:38.

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

Consent program changing sexual assault, harassment culture at Charles Sturt University - Duration: 4:32.

Consent program changing sexual assault, harassment culture at Charles Sturt University

The Australian Human Rights Commission surveyed the nation's students and found more than half had been sexually harassed at least once at university in 2016.

This year, Charles Sturt University introduced a compulsory, intensive education program targeting the so-called "grey area" around consent for its first-year students.

As part of their orientation to university, students living on campus are required to take part in the Playing Right project.

Students watch and discuss audio and visual material designed to speak to them in "their own language", including a cartoon in which a character berates his friend for wanting to have sex with his drunk girlfriend, saying "nah mate, she's maggot".

The sessions are run by trained program leaders from a variety of backgrounds, including university staff, psychologists and an older Indigenous policeman.

Only one student has so far refused to take part in the program, while four who were sick and could not attend have been offered other sessions.

Students' attitudes towards consent were measured before and after the session, with program leaders describing the changes in understanding and use of language as "surprising".

Going in, some students showed a vague understanding of what consent means or of the importance of sobriety, or knew little about how to report assault.

Twenty-one-year-old Charles Sturt University student Alex (not her real name), has had firsthand experience of sexual assault and believes the program will make a difference. She said it took a long time to tell anyone about what happened to her.

"I think why I was so scared to seek professional help [was] because I didn't feel like I had a good story to tell.

Program leader Isabel Fox said there had already been an increase in students reporting sexual harassment and assault. She said part of the program's success was due to the #MeToo and enthusiastic consent movements.

"On a lot of campuses, you go to bar night and people are still wearing their 'Hell, yes' badges," she said. "[It] really fits the climate that we're in at the moment.

In May, the program won an award for the best education program presented at the Asia-Pacific Student Accommodation Association conference.

Next month, Ms Fox will take the project to the United States to present it to dozens of other universities from around the world. "There are no assumptions about anything, and there doesn't have to be to have these conversations," she said.

"To be taking that to show an international audience is such a privilege for me, I am so proud of the program. James Kelly heads up two of Charles Sturt University's residences in New South Wales.

He said the university had to act to address a disturbing campus culture. "Some of the figures that came out were quite scary — the lack of reporting and lack of knowledge around it," he said.

"We identified it is important to have a face-to-face session that gives the students the skills to operate successfully within the community we have. It is an approach that student Alex believes will make a difference.

"Now that the uni is introducing that, it is just so good," she said. "I feel like so many more girls will want to report it [sexual assault and harassment], and even boys will want to report it as well.

"It is a way to get over it, not let it affect you like it has affected me for such a long time.

For more infomation >> Consent program changing sexual assault, harassment culture at Charles Sturt University - Duration: 4:32.

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

All University Of Madhya Pradesh,Mp University Gk, University Gk, University In Mp,GKDKAcademy - Duration: 3:56.

For more infomation >> All University Of Madhya Pradesh,Mp University Gk, University Gk, University In Mp,GKDKAcademy - Duration: 3:56.

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

Northern State University | Scholarships Available - Duration: 1:08.

Paying for college - it's on the minds of students and parents everywhere.

It's on our minds too, which is why Northern State University offers the largest guaranteed scholarship in the region.

In addition to keeping the cost of college affordable,

we offer on-campus students scholarships.

In fact, at Northern more than 50% of students receive some form of WolfPACT dollars.

Our scholarships are based on ACT scores and high school GPA.

They range from $1,000 to $3,000 each year.

Over four years that's more than ten thousand dollars!

How can we afford to give away thousands of dollars each year?

Because of the tremendous support we receive from our alumni and community.

In addition to scholarships, our alumni and the Aberdeen region support our students through internships and career opportunities.

Don't believe us? Check out campus for yourself.

We are Northern State University and we have scholarships available.

For more infomation >> Northern State University | Scholarships Available - Duration: 1:08.

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

Michelle Kemp, Masters of Public Affairs `15, University of Missouri - Duration: 1:43.

My name is Michelle Kemp, I'm from Columbia Missouri

originally, and live in Fulton, Missouri, now,

and I'm getting my Master's in public affairs.

The last two and a half years I've worked as the director of

professional development at the College of Business here at the

University of Missouri.

So I tell students all day, every day

about the importance of lifelong learning

and I felt like it was important that I

commit myself to that as well.

Our department works with Mizzou Online.

for some undergraduate programs so I was familiar

with their program and their system,

and knew it it was a good program.

I have two small children at home

who both have a chronic disease.

They have cystic fibrosis which means that

they have lots of treatments, they have

regular hospitalizations, you know, there's just a

lot going on in their lives.

And so it didn't really make sense for me to

think that I was going to be able to go back

into a traditional classroom setting.

I just - I couldn't plan on that.

There were several weeks where I was

reading my assignments and doing my homework

from a hospital room with my daughter.

An online format allowed me to really

balance all of those commitments that I have.

It wasn't always: I have to set this three hours

aside every week at the same time in the same way.

It allowed me to manage it much more so and minimize

the impact on my family.

It does feel really good to work through that process

to have learned a lot and then to do yourself at the

other end completed, and now I'm excited to be

an alum at the University of Missouri.

My advice to somebody who's considering the

program would be looking into it try it out, you know

at least give it a chance because I think most people

will find that it is incredibly manageable, it is accessible,

it does make that degree an option for somebody

who has all those other obligations.

For more infomation >> Michelle Kemp, Masters of Public Affairs `15, University of Missouri - Duration: 1:43.

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

You make us Australia's National University - Duration: 0:31.

You are the spirit of excellence.

You are the game changer that lives and breathes

the pulse of breaking new ground.

You are late nights and hard work.

You are destiny, fate, hopes and dreams.

You are the cure for cancer,

the next world leader.

Your blood burns with opportunity.

The pumping fire of creation

You are the future.

You are ANU.

You make us Australia's National University.

For more infomation >> You make us Australia's National University - Duration: 0:31.

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

The Most Beautiful University in Taichung - Duration: 4:58.

Good morning everyone my name is Eric. Today I'm going to introduce my university.

Asia University is located in Wufeng Taichung. To my opinion it is the most beautiful

university in Taiwan.

Asia University is a place full of humanities and natural scenery.

Let me show you. Now follow me!

The building next to me we called I building. It is my department building and I study electronic and engineering every day.

I also take experiment in this building. Let me show you the building inside.

In the first floor of the I building have many lecture rooms it's made more

students to attend the class. There are many experimental apparatus giving

students a wonderful environment to study. Learning corridor give an amazing study

space with breeze and sunlight. Students also feel cool and comfortable without air

conditioner. The construction made of glass is the symbol of I building. We all

call it net. The vendors of clubs always set many stalls in it.

The building behind me is our library. It is the most beautiful building in Asia University.

The Building looks like White House. And I always go to the library in my free time.

At the first floor of our library have a stationery store called 敦煌. We

can even buy the cheaper movie ticket in it.

This triangle building is Asia Museum of Modern Art. It is the landmark and also one of the features in Asia University.

The building behind me is boy's dormitory . I sleep in there , eat in there and have fun with my roommates.

The place I'm standing is our gym. It looks like the Colosseum in Rome. The place is for sporting and holding important ceremony.

I have studied one year in Asia University. I make friends , learned knowledge and have many unforgettable memories.

Hope you guys can visit our university and thank you for your watching.

For more infomation >> The Most Beautiful University in Taichung - Duration: 4:58.

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

Celebrating 60 years of Development Studies at The University of Manchester - Duration: 7:26.

the University of Manchester has been at the forefront of development studies for

the last 60 years today the global Development Institute believes

Manchester's teaching research and impact on development what's now

Europe's largest teaching and research institute focused on poverty and

inequality has taken very different forms over the years

GDI started as a small unit on the edge of the university we were not even a

formal part of the university academics at the University of Manchester were

researching on international development before Development Studies was

recognized as an academic discipline at the University of Manchester Arthur

Lewis was made britain's first black professor in the late 1940s indeed his

research helped to establish the field of development economics and it led to

him being awarded the Nobel Prize for economics

The Economist's the sociologists and the political scientists at Manchester were

looking at the changes in the former colonies the foreign office approached

Arthur Livingstone who is a senior lecturer in Social Policy here - about

training programs for civil servants from South East Asia

in 1958 the department of overseas administration was established and began

to run short training courses in public administration for civil servants from

former colonies the department was largely run by former British colonial

administrators in its first 10 years students from 47 different countries

studied in the department these courses were immensely popular

however they provided no formal qualifications and so in the mid-1970s a

post graduate diploma in development administration was first offered

development studies began to emerge as a specific discipline the development

studies association was set up in 1978 and that created an annual forum at

which people came together to share their findings and to select the

priority questions for the future

throughout the 1980s successive governments cut funding for university

short courses and development and some very well established centers seized

operating as a result however the University of Manchester was able to

adapt by expanding its masters courses in international development and this

included the flagship master's program in development administration and

management in 1986 the department of administrative studies was renamed the

institute for development policy and management or IDP M establishing a ph.d

program alongside its masters courses when the British Council moved to

Manchester there was a new influx of people concerned with development issues

and with whom we established strong connections the department expanded our

academics at Manchester got involved in working on the design and management of

projects in developing countries staff began to increasingly work with donors

with NGOs and with development agencies and this helped to make the work more

practical and applied as well as being theoretical throughout the sector

development was becoming increasingly professionalized with a huge expansion

in NGO activity the creation of the government department for international

development and the Millennium Development Goals this shift was

murdered in universities by a move away from short course training primarily for

development practitioners towards more formal academic qualifications and

research

during the 1990s the academic profile of my DPM grows rapidly a staff produced

groundbreaking research on structural adjustment microfinance and the rise of

NGOs at the start of the 21st century the government's Department for

International Development began to fund large research centers and the chronic

poverty Research Center was established at Manchester in 2001 IV p.m.

increasingly shifted rather than simply responding to the AIDS agenda and

reacting to external development priorities researchers actively

critiqued influence and shape them at the same time a focus on practical ways

to reduce poverty was retained with the Brooks world poverty Institute B WPI

established in 2005 with the support of the Rory and Elizabeth Brooks foundation

there's an enormous satisfaction to be derived from supporting poverty research

my wife and I have been to a number of local communities in distant countries

where policies that are being implemented there are improving the

outcomes of people's lives those policies have been derived from the

research and knowledge that have been generated at the University of

Manchester

vwp I pushed forward thinking and practice on chronic poverty social

assistance supply chains and the politics of development with Nobel Prize

winner Joseph Stiglitz chairing the new Institute Development Studies at

Manchester became increasingly influential on the international stage

the Brooks world poverty Institute retained close links with IDP M through

a complementary research agenda and both Institute's were located here within the

new Arthur Lewis building in 2016 IDP m and B WPI joined forces to become the

global Development Institute GDI that acknowledged the rapidly shifting

landscape of development distinctions between rich and poor global North and

global South were becoming increasingly blurred GDI wanted to reflect new

dynamics and patterns of inequality trade and migration the global

Development Institute now has a critical mass of over forty five academic staff

nearly a hundred PhD candidates and over 400 masters students we are now central

to the university's ambition to be relevant to beyond the UK beyond the

global north from being a small training unit on the edge of the university the

global Development Institute now leads one of its major research beacons on

global inequalities over the last 60 years development

studies and the broader field the global development has shifted and the

University of Manchester has been central in shaping these changes I've

been working the Development Studies Institute's and now the global

development Institute at Manchester for just over 30 years and it's certainly

been something that I've been very proud of I'm pleased with child mortality has

dropped maternal mortality has dropped incomes have gone up people get much

better education than they did it's quite good to look back and realize that

although there are many problems the scale of those problems is not on the

scale it was 40 or 50 years ago we're now really excited about further

developing our teaching and our research agenda and working towards ensuring

greater equity and social justice into the future

For more infomation >> Celebrating 60 years of Development Studies at The University of Manchester - Duration: 7:26.

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

Alicia Reed: Bachelor of Health Sciences '14, University of Missouri - Duration: 1:30.

My name is Alicia Reed. I'm from Lenox, Iowa and my degree is Bachelor of

Health Science in Respiratory Therapy. I tend to send a lot of emails to my

instructors and they were always really good to get right back to me so I felt

like I could still still have that communication. They were very good about,

you know, giving you all the materials you needed to get your assignments

accomplished. You do develop relationships with the other ones,

other people in your class just by that weekly interaction. And the great thing about

the University of Missouri's program is that I could take it on my own pace.

There was no pressure to get a certain amount of classes done in one semester.

It was really up to me. I knew one semester was gonna be really hectic with

things, I may only take one class a semester, so I loved the flexibility of

the program. It's great to be on the campus. I have never been here before,

but I still feel a part of this University and the program that I

was a part of and I am overly thrilled to be here and to walk across that stage.

"Alicia Renae Reed"

I would say though that anybody can do it, no matter what you have going on your

life. I worked full-time. I had four children. Yeah, everything was hectic in

my life and I managed to get it done so anybody can do this.

For more infomation >> Alicia Reed: Bachelor of Health Sciences '14, University of Missouri - Duration: 1:30.

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

Amanda Grodie, Masters of Public Health `15, University of Missouri - Duration: 2:05.

My name is Amanda Grodie, I'm from Kansas City, Missouri,

and I will be getting a Master of public health degree today.

I've been working for the past four years as

the community health educator at the Jackson

County Health Department.

I wanted to go back to school so that I can move

into a different capacity of public health.

I wanted to be able to move myself and I knew

that if I were to change positions I would need

more education and so I needed to get an MPH degree.

I wanted to stay local and I wanted to stay

within a CEPH accredited program

but didn't have to give up work to be able to

go back to school, so online programming was my best option.

A lot of the information that I was learning

in class, I was as able to apply in my current role.

Also, things that I was learning at work or going

on around me and society, I was able to learn to maybe

take back to my classmates and share with them, as well.

In online you don't have the actual, you know,

formal components were we're sitting together,

discussing face-to-face our topics.

Having effective communication online is very important.

Daily talking back and forth in different forums

on Blackboard and on Canvas, even having the opportunity to

video chat one another really breaks down those

potential barriers or concerns of being online.

♫ ♫

It's a very big accomplishment and I've been looking forward

to this day past two years.

While it has been a long road it -

Looking back it's been just the blink of an eye

and I was able to graduate.

(Reader) Amanda Christine Grodie, Public Health

*cheering*

Today my dad will have graduated from Mizzou

thirty-nine years ago, so this anniversary for him

but also new memory for all of us is very exciting,

so a very big day, a very big accomplishment and

I'm really excited to graduate.

For more infomation >> Amanda Grodie, Masters of Public Health `15, University of Missouri - Duration: 2:05.

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

Asia University Students' Daily Vlog - Duration: 8:21.

Hi everyone this is Ian i'm Angel

today is june 14th and now is 9:30 in the morning

the weather is fine

this video is about recording our(students in AU) daily life

later we'll go buy our breakfast

and let's go

Kids!! your breakfast have been done

Here i'm going to demonstrate what Thomas has told us

sneeze in the right way!!! (Do not suppress it )

alright i'm just kidding just keep watching and find out where we're going to

i buy some pie and black tea what do you buy?

i buy some bagels and a cup of black tea and now we're going to the class

later we'll have chemistry class

and let's see what Johnny's doing

hello everybody my name is Johnny i'm asia university project design student

today i want to show you about one of the most important things for us

Young Designers' Exhibition

i hope you would like it

and it's time to take a bus see you later bye bye

this is Johnny welcome back

now we're at young designers' exhibition

are you ready for it and join us? let's go!!

i want to say sorry about that

because the exhibition is too noisy and some of them can not be photoed

so let me use a short view to watch how big and how busy in this exhibition

just as i said it is one of the most important exhibition for our design

and the end of the video let me take you to see asia university project design

how fantastic wowhoooo

LA~LA~LA~LA~(*10)

Good afternoon everyone this is FAU1 Jerry Hwa

and now i'm at Yangon Thai food restaurant

later i'm going to enjoy the delicious thai food and i think it'll be delicious

because this restaurant is popular in Caotun

so let's go enjoy the delicious thai food

alright now i finished the food and dessert

i think the food is not spicy maybe it's for Taiwanese people

so the food will be not too salty or spicy so we can enjoy it

and i'll give it 90 points because the food is good but maybe too many customers come here today

so it takes a little bit longer time to send the meal out (a little bit slow)

but actually above all i think i still enjoy it because the food is very good

let's all

Hey everyone this is Joanne

and today i want to share something with you

this is my homework about the leather craft and i made it for myself

uhh i made it actually by my hands (my hands)

and it's handmade the lamb leather

yes and i want to make a line and i can yes i can put it on my body

uhh if you want to see this is the details

and here shows zipper

you can put some keys or a chain of it

and this is inside

i will cut the cloth and put it inside to make it like a inside cloth that's that

this is what i'm doing recently

i have a lot of homework right now i have to continue so just in short

and this is my homework too

i'm really busy right now so i won't say a lot of things

and good night!!

For more infomation >> Asia University Students' Daily Vlog - Duration: 8:21.

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

The Stockton University Research in Psychology Conference - Rachel Pruchno, Ph.D. - Duration: 24:37.

So, thank you all for coming

This afternoon's lecture is sponsored by the Psychology Program the Sustainability Program

the

Stockton Center on Successful Aging and with funding from

the School of Social and Behavioral Sciences

I'm going without notes because I've been so involved with all the cool stuff going on earlier today, but

Something just clicked and telling you about the whole event

I really wanted you to perhaps give a round of applause for our colleague

Zori Kalibatseva who's put the whole program together

She's done an extraordinary job

I've been here for 35 years and it's been the best undergraduate psychology conference we've had in that time

So this our panel today is entitled "Graying Green: Climate Change for an Aging World"

and we have two experts in this field who will kind of share the podium today

We're going to start with Dr. Rachel Pruchno Rachel's been to Stockton a few times before wearing different hats

she's the director of research at the New Jersey Institute for Successful Aging and

an endowed professor of

medicine at Rowan University

She's she she runs a very extensive longitudinal study and even used students from intro to psych know that

Collecting data over time can be really time-consuming and costly there aren't very many studies

That study people over a long period of time and Dr. Pruchno

Orange Bowl study of New older New Jersey residents is one of them. I

Happen to be have been randomly selected

as one of their

5,500 subjects and I see from looking at her website that they'll be getting hold of me again fairly soon

To find out how much trouble I have getting the class on time getting up out of my chair. How's the arthritis?

And how do I sleep?

But it's a really important study and the part we'll hear about today is what was the impact of Hurricane Sandy?

Upon the people who lived through it who are a part of her research

If you were here for Dr. Brown's study in this in the morning, you heard about how

Her pathway to being a researcher

in psychology started with a lot of data collected by some other people in Chile after a large tsunami in

Chile and how did people adjust to that and post-traumatic stress and so on and so forth without further ado I'd like to invite

Dr. Rachel Pruchno know to come forward and share her information with us. I'm gonna talk to you about

Hurricane Sandy and what happened to older people when this hurricane hit?

So

First, you know, what do we know about disasters?

Well, 20 percent of people, you know

Why our disasters important 20 percent of people in the United States will experience a natural disaster in the course of their lifetime?

That's a lot of people

What we know

Really is is is based on very short-term. We know a little bit about the short-term effects

We know about mortality following a disaster we know about

PTSD following a disaster but most of the studies that have been done so far

Look at just a year or you know, maybe two years after the disaster

So we really don't know whether disasters have any longer-term effects

Um some studies say that older people who when faced with disasters are more resilient than younger people

but other research says that that older people are

The resilient other people other research say that older people are more vulnerable

The some research done in

2008 with an earthquake show that people 65 and older had a higher risk of PTSD than younger people so

there seems to be some evidence that that

Vulnerability or resilience is really linked to pre disaster characteristics. Perhaps linked to gender or marital status or income

and the people that are that are at

greater risk for being vulnerable to the effects of a hurricane

May have some functional disability to start with or or lack some psychological resources before

But the bottom line, is that there a lot that we don't know about

What happens to older people in the face of a disaster?

Couple of

concerns and limitations of previous studies

First of all, most of the studies that have been done were based on small convenient samples that were identified after the disaster

So it's really hard to do a disaster research because we don't know when these disasters are going to happen

So so usually what happens is a disaster happens and then there's a research project that gets developed after the fact

These studies are usually cross-sectional the time between when the disaster happens and when we can talk to people

It's all over the boards. Some people can get in as quickly as within a month

That's the shortest and then you know

Sometimes it's up to four years later that we're asking people about what your experiences were like during the disaster

A big problem with disaster studies. Is that that because we recruit people

After the fact we don't know about them before the disaster happens

And so if we don't know about them before the disaster happens, so so if we're talking to somebody and they're depressed or they're experiencing

Anxiety, we don't know if they were like that before

I think they may have or or was there depression or anxiety a function of the disaster? We don't know

And the other thing we don't know is we don't anything we don't know what exposure means what does it mean to be exposed to?

to a hurricane or to an earthquake or you know, sometimes we study people who are in the kit in certain catchment area

But you might be in this catchment area and not be exposed

So so there's this whole issue of what does it mean to be exposed to a disaster?

is is sort of mucking up the

science

So

Becoming a disaster researcher or a climate maven. What do you need? I didn't set out to be a disaster researcher

I was not a disaster researcher and I'll tell you how it came to be

But so to be a disaster researcher, you have to have two things. You have to have some data

And you have to have a disaster

so I'm going to tell you a little bit about the data because for me I some data before the disaster happened, so

Let me introduce you a little bit to the Orange Bowl study. So Orange Bowl stands for ongoing research on Aging in New Jersey

bettering opportunities for wellness in life

So back in 2006 we started recruiting

people for this panel

The in order to be eligible for the panel people were 50 to 74. They were living in, New Jersey

And they agreed believe it or not

They agreed that they were cold called randomly digit randomly dialing. We cold called people

And we got five thousand six hundred and eighty eight people Dave who Dave is one of them

To agree to participate in an hour-long interview on the phone and and I have to tell you, you know

And I think about when I look back at at this development of this panel

When we were sort of fantasizing and thinking about how to make this happen

And somebody suggested that we do this I said you've got to be kidding. You know, how we gonna get people

Well people really agree to do it and they did

What's really amazing is that of course we had to dial a lot of numbers and talk to a lot of people

You know, have you get hung up on a lot

but but but this panel is is pretty amazing that not only did people agree to participate in the study, but

Many of them have agreed to continue participating in the panel and and it really is

Is an incredible wealth of data

So here's a little snapshot of what these people look like when we talked to them back in 2006

The mean age was was about 61 years old

About 64 percent were women. You can see the marital status about half were married and a half weren't

Mean age of education is about 14 and a half years and and that's a little bit higher than the

average in New Jersey but that is typical of people that tend to want to participate in research are better educated and

About 12% of the sample was african-american

The rest were mostly white

So we had this data in 2006 and

The the panel itself was funded

The initial panel was funded by the University of Medicine and Dentistry of New Jersey

an institution that doesn't exist anymore. It was merged with

Rowan University a few years ago

But so so my

charge my goal in life was to

Keep the panel going

The idea was that we would that the the institution funded this startup for this project

And then the the goal was to get the NIH the National Institute on Aging

particularly interested in

this panel, so

It took a while and a disaster to get the NIH interested in my panel but in

2012 Halloween weekend, October 29th

Hurricane Sandy hit and hurricane sandy hit as you know, New Jersey and New York very hard

It was the largest Atlantic hurricane

117 people died

There were thousands of injuries many homes were damaged

In addition to this hurricane eight million people lost power for weeks because that year there was an early snowstorm

So it was really cold and people didn't have power and they didn't have heat

Sixty five billion dollars of damage

But because because I had data about these people before the hurricane in fact

We had talked with many of these people twice at baseline and then in in 2011

We were in this amazing, we went this amazing opportunity to look at the effects of the disaster on a large group of older people

Right as I said earlier

If you don't know anything about the people before the hurricane

happens and then you collect data only after you don't know whether the what you're seeing after was a function of the

Disaster or whether they were always that way. Well, we knew we knew who was depressed and we knew who was functionally

Disabled and we knew who had social support and who didn't so that we knew a lot about these people before

So what I'm going to do now is take you on a little tour of

Some of the findings from Orange Bowl and we've done a lot of different kinds of analyses over the years

But I'm gonna start with an early study that we did. This was a qualitative study, and I'm usually not a qualitative researcher

But we learned a lot we we we identified 20 people from Orange Bowl

from this big panel of five thousand six hundred

eighty eight people

We identified 20 people who experienced the most home damage and we wanted a look at what effects did this?

experience have on these

16 women and four men

So we did

qualitative interviews sort of semi structured interviews

And we we wanted them to talk about

Some of the challenges that they faced and and we we had them talk about some of the physical

challenges some of the social challenges and some of the financial challenges and you know

Here's a list of some of the physical challenges that that people talked about

So they talked about power and heat loss. They talked about troubles getting in and out of their homes

Cleaning up from this hurricane the repairs

The lack of information trouble accessing food because many of them were trapped in their homes

flooding disconnected phones and health problems

And I want to give you a little bit of an example. These are some quotes from the qualitative interviews that we did

So this 58 year old woman said it was so cold and so dark

We just hunkered down and stayed in our home. It was so cold

We were using anything we could find we found sterno floating in the water

We popped the top from the sterno and warmed our fingers over that

Clean up

The tree came from the second floor down to the first floor bathroom

the night of the storm. I went to the bathroom

I couldn't open the light there was water dripping out of the light fixture

So I had a lot of damage I had to fix the ceilings and I had to clean the rug upstairs dry

Up all the water up all the water in the rug and downstairs. It was a mess.

This was a 69 year old woman

And

To give you some idea of some of the health issues that some some of these people were were

had health problems before that the storm and and these were

Exacerbated as a function of this storm. Here's one example. This is a quote from a 73 year old abandoned

My wife started going downhill, I guess depression it affected her

She's had a shunt because she had water in the brain at one time.

So we thought maybe that wasn't working right or whatever

We called an ambulance and we took her to the hospital to test

and everything and all the tests showed. The shunt was working

Okay, and possibly she had a stroke or something and nobody really gave me an answer

We were afraid something might happen to her. She wasn't walking steady

and it continued it was just getting worse

She fell down and she hit her head on the wall. They did all kinds of cat scans and this and that and nobody

Have yet to this minute turned around and told me you know, whatever it is.

They were all agreeing to brain damage.

I attributed it to that damn storm

And of course as you can imagine there were emotional challenges

People were distressed. They were surprised they were worried. They felt powerless

And

As you would expect there were financial challenges

So older people just like younger people experienced financial challenges as a function of the storm

for many of these older people it was a real

Challenge because they they were living on fixed incomes. So they were the damages and and

negotiating fixing things on a fixed income

There were foregone vacations many didn't have insurance and many worried about selling their home

So we looked at what kind of support did these people get from their families and friends and and we found that

families, you know when crisis happens families are usually there and friends are usually there

and and we found in these interviews that people talked about

getting physical support from families

They got they had a place to stay they were checking in with family

and they were getting reassurance from their families

But what we heard that we didn't expect to hear was the incredible role that neighbours played

so families were important, but

The even though the physical support that neighbors provided they're much greater type of tasks

They put neighbors provided a place to stay. They checked in on these older people. They helped them clean up

They shared food they shared their home they visited

and there was a lot of

Socio-emotional support that were provided by neighbors

and sometimes these people really didn't know their neighbors before

but something about this crisis brought the neighbors together

that the neighbors and the older people together, so

Here's a few comments. So so one 71 year old woman said, you know neighbors were nice to each other

I do have to say young people all helpful. Somebody really needed help they helped each other.

So that was a good thing

Another person said another woman said

more friendly because we spent a lot of time outside just talking about the storm

but yeah, it did bring us closer

a 66 year old woman said everybody was very helpful.

If they saw you struggling with appliances or carpet people would stop and help you and

Another woman said with my neighborhood like everybody it didn't matter if he knew anybody

He would walk and talk to someone on the street and say are you okay? Because nobody was okay

So interestingly though over time that incredible neighborliness that pulled people together

dissipated over time as the storm, you know, cleanup happened people went back to their lives and and and

The the closeness that had brought people together that necessity

Sort of dispersed and people got back to routine. So

One one woman said we were extremely tight. We were all on the street together

When my husband got hurt they were all right there supportive of me

We were always friendly anyways

but we're even more so directly after the storm

now that people have rebuilt and they're moving back in the people that came back I'd

Say went back to how it was before

In another analysis

We had the opportunity to do something very interesting because we had this large panel

We were able to

identical that we measured after the storm was PTSD Post-Traumatic Stress Disorder and

Although very few people experienced experienced what could be thought of as clinical PTSD

There were 44 people out of this whole big orange bowl dataset who profiled as having PTSD

after Hurricane Sandy

So what we were able to do because we had this big sample is we were able to match these people

We matched with people who did not experience PTSD

so we matched him on gender on storm exposure and on geography where they were living

We worked with a geographer and we we plotted where each of these 44 people were living

and then we matched them with

each person was matched with a

gender exposure and and geography based

pair

What we found here is that six years before the storm we were able to identify

characteristics of people who did and people who did not develop PTSD after the storm

So six years before sandy people who develop PTSD

Were poorer they had less positive effect

They were in poorer health

They had less social social support. They were not working

They were more depressed and had more negative effect.

They had more functional disabilities and chronic health problems and more pain

so

What's interesting about these analyses is that you know

You know when the next disaster

strikes

It tells us that that these are the people that we really need to worry about and we really need to make sure

That that that these people are supported

you know to be able to to know is six years before that that this would happen

I mean these characteristics are identifiable before a disaster strikes

In another set of analyses we looked at successful aging and here what we did was we look we

Assess these five thousand six hundred and eighty-eight people multiple times. We followed them

many of them four times over nine years and what we found

Was that over time

Subjective and objective

Successful aging and what that is subjective successful aging is

we asked people to rate on a scale of one to ten to their success

the extent to which they have been aging successfully the objective indicators of

successful aging were

illnesses and pain and functional disabilities so over time

For the whole sample the the the the the average person in the sample both

objective and subjective

Successful aging declined, okay

But the people who were exposed to Hurricane sandy

experienced sharper declines involved subjective and objective

successful aging so this hurricane had a dramatic

Long-term effect on the way these people aged

And in a recent a

Now so we were really interested in so so what is it about exposure?

What what what kind of exposure is is really critical to in this case?

predicting depression five years after the storm

We looked at four different kinds of exposure. We looked at people who were living in the FEMA counties that were most hard-hit

okay, that was one one definition of exposure a second one was this Perry trauma stress so

we asked people how

Did they feel in immediate danger during the storm? Did they feel distressed during the storm?

Then we asked about personal and property loss

Personal injury and home damage and friends or family killed her or harmed by the storm

and then we asked about

Post storm hardships. So because of Hurricane sandy, did you stop working?

Did you have to leave your home with was your home moldy? Did you lose income?

and we were really looking at

What effects each of these?

Exposures had on depression and we were looking we were so

charting depression over a five year period of time

So what's interesting is that we found that each one of these?

Exposures and an independent effect on depression. So the more the more exposure the more depressed

but when we put all than all of these exposures together the the

exposure variable that had the most

Significant effect on Depression was the Perry trauma stress. It was in the moment feeling distressed or

That they were that they were in immediate danger of the storm

So that tells us a lot about you know, if we if we sort of think about okay when the next storm happens

You know the people that we need to worry about

Are the people who are

Feeling threatened in the moment of the storm and some of the other research has shown that you know

we need to sort of it's the exposures is personal or property loss or

some of the hardships that come afterwards but what we found wasn't it was the the

experience in the moment that causes people to be just

Depressing and you know

I think yet you would expect short-term

But I was just really surprised to see that

that this expose these exposure variables at such long-term effects

And whereas actually

have found that similar findings for functional disability and

Their too it's as Perry trauma stress that predicts functional disability five years later

so really powerful effects of these

of this natural disaster

So what have we learned some but not all older people exposed to a disaster experienced long-term effects

we learned about the importance of neighbors and

We learned that the type of exposure matters in it and and that it's really important to to measure the exposure

In this, you know more fine-grained manner

For more infomation >> The Stockton University Research in Psychology Conference - Rachel Pruchno, Ph.D. - Duration: 24:37.

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

University of Montana student remembered - Duration: 0:34.

For more infomation >> University of Montana student remembered - Duration: 0:34.

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

Jamie Cox: Master of Arts '14, University of Missouri - Duration: 1:14.

My name is Jamie Cox. I'm from Bridgeport, Illinois. And I'm receiving

my master's degree in information science and learning technology

with an emphasis in library science.

I started as a volunteer in a small religious academic college.

I worked my way up to be an assistant librarian.

I decided to go back to school to get my degree because what I was

doing I couldn't do anywhere else without a degree.

I needed something that I couldn't take with me, in a way.

Having something that was almost completely online where I wouldn't

have to do a whole lot of traveling to and from was a great benefit to me.

It had been two years since I had done my bachelors work

so going into getting my masters program I was kinda nervous

as whether or not I could get back into the swing of things.

It wasn't as scary as I thought it was going to be.

The professors are really helpful whenever you have problems.

if you're getting really overwhelmed there's always students online that

you can shoot an email like, "Hey, how are you going about

this assignment?"

With an online program you can go as slow as you want or as fast as

you want and you can continue doing what you're already doing

where you already are.

As long as you're self-disciplined and you know, hey, I have to be in class

at this time even though it's just on my couch in my PJs,

I don't think I have any problems.

For more infomation >> Jamie Cox: Master of Arts '14, University of Missouri - Duration: 1:14.

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

BA Drama final year play | Oxford Brookes University - Duration: 3:47.

Wait.

Take this.

It's all we have left.

Now take us across the border.

We see so much when we look at the news.

A tragedy after tragedy happening almost that we keep seeing

that we almost become immune to it.

You can't just leave us here, please.

Theatre is able to give us more personal accounts,

that we are not able to see through the news or the media per se –

and that's what's so powerful about theatre.

Our village has been torn to the ground.

There's nothing to return to, nothing to go back for.

We never wanted to leave, we had to.

Our only hope is to reach Europe.

We started off with a pitching session.

One of us had brought in an idea about looking at the Berlin Wall

and someone else brought in a poem which is about the refugee crisis

and especially Syrian refugees.

We just noticed that they had a lot in common.

Through that, we were able to do a performance that talks about dividing people,

putting up borders, racing walls –

and how that constricts the ability to move across borders.

We use many different theatrical languages in this play.

Physical theatre was a large part of it.

Then we used verbatim theater a little bit as well.

We looked at interviews with actual victims of these atrocities

and personal accounts from what's happened.

We tried to incorporate some of the direct quotes from those interviews.

I couldn't be a combat officer for an army that commits war crimes against their own people

We had to risk the journey.

We sometimes can't even afford to buy food Chris.

Chris, who's one of the main characters in our piece was a real person

so we based it on his story.

Then again we wanted to look into his personal life and his life at home

and we had to come up with our own ideas of why he wanted to flee across the world.

So many people die trying.

it's not just our lives we are putting at risk, it's his as well.

We're doing this for him.

It was a difficulty building an actual wall, so we tried to have a human wall.

Through the lift that we did for example getting the character of Lisa over the wall,

we wanted to show this desire for flight to get across borders.

I really enjoyed the module.

We looked at a number of different plays that deals with history

and how it incorporates imagination into creating the place.

I found that through looking at it from a theatrical perspective

we really had to dig into these stories

and look at it from the characters point of view.

So it became so much more personal to us as actors as well.

We really had to put ourselves in those people's shoes.

I was just doing my job.

I had no choice.

I was just following orders.

I've always had difficulty choosing between Drama and English literature

because that's my two favorite things.

Then Brookes offered me the opportunity to combine the two of them.

I've come from Sweden to study here as well

and I really like the location as well as the program.

Then meeting the lecturers on my open day as well, I just knew that I wanted to come here.

For more infomation >> BA Drama final year play | Oxford Brookes University - Duration: 3:47.

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

Wendy Baty: Mental Health Practices in Schools `16, University of Missouri - Duration: 1:52.

My name is Wendy Baty

and today I'm graduating with an

Educational Specialist

in Mental Health in the Schools.

I think that decision really lied in the program.

Because I'm a school counselor

I was looking for something

that was going to impact my students.

Mental health in schools is a big issue

right now and when I stumbled upon

Mizzou's website and saw that they had a

specialist program in Mental Health in the Schools,

it just seemed to fit.

I applied what I was learning on a daily basis

which has been really fun to see some of

the things that I have done as a

graduate student implemented into my school.

I can definitely say that the

rigor of the program has been equal to,

or greater than, some of my brick-and-mortar classes.

I never hesitate to recommend,

you know, "Check out Mizzou's program."

"Check out their Mental Health in the Schools program

because it is right in line with what we are doing in

the trenches with kids."

It took 10 years but I did it.

I needed the online flexibility to be

able to be at home with my children and

continue working and still maintain my certification.

I think I just learned

about my own strength and how important

perseverance is and even when

there were times when it felt hard,

you just continued.

"Wendy Ellen Baty"

"Mental Health Practices in the Schools"

Several of my students know where I am today

so that is kind of fun.

And, I think, in addition to my students,

just being inspiration to my own children.

I have a sophomore in high school

that is looking toward college.

And, you know, you can do little things

and little things turn into big things.

Không có nhận xét nào:

Đăng nhận xét