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We are different.

It is this concept of "difference" that produces a cocktail of unsettling emotions,

but at the top of them all is the fear of inferiority and its potential outcome; exclusion.

The harsh reality of the human condition is that our differences don't always match

up with our ideal outcomes.

Some of us are better suited for certain tasks, and others simply aren't.

When disparities exist, our first instinct is to cast blame on a hazy mist of bad actors

to account for them.

The harshness of that reality drives some of us to reject all that leads to a morally

neutral explanation of that unavoidable and timeless truth.

We always need a villain.

Because of this, a driven minority of impassioned activists must view that information as a

ploy to keep the downtrodden, well, downtrodden.

It is that activist minority who flagrantly shut down mathematician Theodore P. Hill.

Dr. Hill and his colleague Sergei Tabachnikov constructed a mathematical model of what is

called the Greater Male Variability Hypothesis--which is as it sounds.

As with every trait, humans are more alike than they are different--on average.

But no matter how similar we are, this doesn't mean that we, as groups, aren't different

at the extremes.

The GMVH tells us that even if we are more alike than we are different, on a broad scale

we are ultimately different.

Picture what is called a "distribution curve."

In the middle is a hump: the center of the hump is what most of us occupy.

As it pushes outward, left and right, the rarer those qualities become.

What this curve tells us is that women cluster at the center.

Most men as well occupy that center, being more alike than we are different.

But as you push out toward the extremes, you see fewer women and more men--on every trait

from intelligence to aggression and suicide.

This phenomenon explains why men are radically overrepresented in virtually every category

from crime, Nobel laureates, to CEOs.

Who wouldn't want a logical explanation for something so prevalent that goes beyond

"systemic bias"?

Perhaps, the proponents of systemic bias who think that answer is infallible.

Sadly, this fact sat too uncomfortably for far too many within the corridors of academia.

For too long, something recognized as valid by anyone respectable, the GMVH, stood without

a mathematical model that demonstrated it with rigorous logic.

Drs. Hill and Tabachnikov strived to correct that, and instead of being met with the praise

they deserved, their pursuits were met with scorn and, ultimately, total erasure.

This story exposes how academic activists wield their authority as a cudgel to suppress

information that challenges their beliefs, silencing it--hopefully forever.

Marjorie Wikler, who is the Editor-In-Chief of the Math Journal The Intelligencer, wrote

the following in response to the duo's submission:

"I am happy to stir up controversy and few topics generate more than this one.

After the Middlebury fracas, in which none of the protestors had read the book they were

protesting, we could make a real contribution here by insisting that all views be heard,

and providing links to them."

Not only was she unbothered by the prospect of controversy, but Professor Hill writes

that she "suggested that we might enliven our paper by mentioning Harvard President

Larry Summers, who was swiftly defenestrated in 2005 for saying that the GMVH might be

a contributing factor to the dearth of women in physics and mathematics departments at

top universities."

She ultimately accepted their model for publication.

Controversy wasn't an obstacle to truth, it seemed, until Google engineer James Damore

dropped his internal memo, bringing the issue of male-female difference to the public's

front-view, and triggering a powder-keg of human emotion in the process.

That event upped the ante as far as the controversy this is now mired in.

With Damore being tarred and feathered as an advocate of discrimination, anyone daring

to echo the reality of male and female difference was bound to be thrown under the same bus.

Theodore and Sergei finally had become the target of seemingly every diversity professor

there is.

The mathematicians received their first warning shot when someone who represents Women In

Mathematics reached out to tell them that their findings might discourage women who

want to pursue technical fields.

She was afraid that some might use these facts to suppress women, as well.

Pay attention to the fact that she didn't question that they were in fact facts, just

that the facts were potentially, possibly dangerous.

Who would have thought that math professors could be such menaces?

She wrote critically of their work, "I support people discussing controversial matters openly

… At the same time, I think it's good to be aware of the effects."

She's afraid that dumber readers than she and her fellow intellectuals "will just

see someone wielding the authority of mathematics to support a very controversial, and potentially

sexist, set of ideas…"

In other words, the general population has to be protected from painful facts, so it's

better that they not see the light of day.

The only arguments that she's able to muster to support this, apparently, is their controversy

and their potential sexism--apparently oblivious to the fact that they're only controversial

because of people like herself claiming that they're potentially sexist.

Being "aware of the effects" of "controversial matters" is extremely different than erasing

them, quite obviously.

With every scientific truth, especially on subjects like these, it's true that we should

do what we can to prevent them being used to discriminate or prejudge someone regardless

of their individual merit.

But that is exactly the opposite of what happened, when afterword a series of ideological actors

conspired to suffocate the mathematicians' work.

This representative of Women-In-Mathematics contacted Hill's co-author, Sergei, and

invited him fairly confrontationally to lunch, forewarning him that "you should know in

advance that many (most?) of us have strong disagreements with what you did."

"What you did" is an especially bizarre way to finish a supposedly friendly invitation.

It is clearly accusing him of some sort of wrongdoing--that wrongdoing being no more

than trying to explain something with massive societal implications, especially one that

explains the vast majority of the differences in outcomes that feminists are so worried

about.

Predictably, this didn't go over very well.

Sergei was roundly told that the principles of free speech and, by extension, scientific

inquiry "butt-heads" with other "important values"--chief among them, a commitment

to fighting bias.

Sergei was told to pledge his commitment to fighting that bias, bias they believed his

research was justifying.

This can be described as nothing short of a shakedown by an academy that wants to erect

walls to shedding light on one of the most controversial and misunderstood topics today.

The conduct of the Women-In-Mathematics during this fiasco sets the tone for the events that

follow.

Hill immediately reached out to offer any clarification the Women-In-Mathematics might

want, but as we will soon learn, those in thrall to left wing dark-age anti-intellectual

dogma are never interested in dialogue.

In fact, to engage in dialogue is to validate the legitimacy of moronically titled "problematic

ideas."

Women-In-Mathematics' emotional and irrational opposition must have tugged a number of invisible

strings because right after this silly, anti-intellectual grilling they were blindsided by another canary

in the coalmine.

Their paper was funded by the National Science Foundation, which soon reached out to Sergei

telling him to remove any acknowledgement of their involvement with the study--the first

time Hill had ever heard of such a thing happening.

It can't be understated how worrying a development this is.

The National Science Foundation is a government agency that funds academic research.

If a handful of emotionally gripped feminist professors can influence its decision-making,

this puts to rest the idea that the group of far-left equality-of-outcome types can

simply be ignored as fringe within academia, and that they don't have any real influence.

Evidently, they can intimidate a government agency into burying any attachment they have

to legitimate scientific work.

If these events sound a little more than coincidental, it's because they are: the Women-In-Mathematics

applied their collective might to secretly discredit that paper to the NSF.

Hill writes, "WIM administrator Diane Henderson ('Professor and Chair of the Climate and

Diversity Committee') and Nate Brown ('Professor and Associate Head for Diversity and Equity')

had secretly co-signed a letter to the NSF that same morning.

'Our concern,' they explained, 'is that [this] paper appears to promote pseudoscientific

ideas that are detrimental to the advancement of women in science, and at odds with the

values of the NSF.'"

Absurdly, it never struck whoever at the NSF was responsible for this decision that Professors

of "Diversity" might have more than a little skin in the game.

Does it make sense for "Diversity" professors to be able to dismiss papers without any evidence

beyond the fear that it'll hurt "the advancement of women"?

More than that, it's more than a little patronizing to claim that high-performing

women, who by this point are well aware of their talents, are going to be "discouraged"

because a study explained observable facts that obviously doesn't apply to them.

Though this development alone is a stain on the academic profession, as the Universities

by now have taught us, this is a pit that doesn't seem to have a rock bottom.

But that won't stop these activists and their borderline book-burning cohorts from

racing to it.

That very same day Hill heard once more from the Editor of The Intelligencer.

Dr. Hill underestimated the consequences of poking the hornet's nest by assaulting the

assumptions of academia's deeply entrenched left wing ranks.

His paper, despite being enthusiastically accepted, would no longer be published.

An unprecedented decision in its own right, you would think that there is some sort of

crushing empirical flaw within it--not the case whatsoever.

Instead, it was the very same controversy that she assured Hill wouldn't be a problem.

After some arm-twisting and cajoling behind the scenes, the prospect of controversy struck

her as… more controversial?

In any case, the only rationale behind this jarring decision is that several, unnamed

colleagues wrote her to warn that their work would evoke "strong reactions" and could

be hyped by "right-wing media."

Evidently, science remains science up until the moment it is recognized by Fox News.

That unnamed colleague, it turns out, was Amie Wilkinson--another professor from the

University of Chicago.

Catching wind of it, she felt "morally" obligated to do what she could to bury it.

One has to wonder how sprawling this network of academics hellbent on suppressing the flow

of information is, if the reaction by this point in the story is so swift, coordinated

and vicious.

Ms Wilkinson was apparently unable to get the job done herself, so she calls in her

dad, a well-known statician, to take aim at this piece of work.

Dad writes, "this article oversimplifies the issues to the point of embarrassment."

Given how embarrassing it is, Wilkinson Sr. should be able to expose it for the comedy

routine it is.

Offered to discuss these embarrassments at a roundtable, the insecurity of his previously

confident rejection shines through: he admits that others are more "expert" than he,

declining the Editor's perfectly sensible offer.

Anyone who followed the short-lived feud between Dr. Jordan Peterson and Ira Wells will find

that this is an enduring trend for left wing academics.

The elder Wilkinson's cheap tactic here follows an all too familiar script of dismissing

a given fact they don't like, calling it some form of laughable or pseudoscientific

or both, and retreating to the fact that they aren't an "expert" on the topic at hand.

This tactic was also used by the founder of the left wing publication Vox when he was

pressed by Sam Harris about his rejection of IQ research.

Not at any point are these people expected to be experts, but they are expected to back

up their claims, which they conspicuously are never able to.

In spite of Wilkinson's inability to back up his dismissal of his work, Dr. Hill was

even willing to go so far as to revise his paper to his satisfaction.

The Mother-Father duo apparently didn't bother to grace Hill with a response--at least

not directly.

Hill writes, "Wilkinson continued to trash both the journal and its editor-in-chief on

social media, inciting her Facebook friends with the erroneous allegation that an entirely

different (and more contentious) article had been accepted."

The Wilkinsons were able to bag another scalp when Hill's co-author Sergei withdrew his

name from the study.

After all, he didn't want to be associated with a paper that surely must be a tool of

oppression for ambitious young women.

In yet another chapter of this sordid saga, Hill was contacted by the Editor of yet another

journal, The New York Journal of Mathematics.

He offered yet another revision, this time supervised--and it was successfully published!

In a functional academic climate, that would complete the affair, everyone's sanity intact.

But if you've learned anything by now, that's not how things go in today's climate.

To borrow from Orwell's ridiculously applicable 1984, "Who controls the past,' ran the Party

slogan, 'controls the future: who controls the present controls the past."

This could just as easily refer to what this story's O'Brien, Amie Wilkinson, did next.

In an act of corruption typically only seen in the third world, fortune has it that she's

married to a man named Benson Farb--who is on that journal's board.

Hill tells us than in a furious email he wrote, "'Rivin, is well-known as a person with

extremist views who likes to pick fights with people via inflammatory statements."

Farb's "father-in law…a famous statistician, already poked many holes in the ridiculous

paper."

Of course, he couldn't stop himself from parroting the same baseless script that it

is pseudoscientific "crap."

Having already technically been "published", Hill had no recourse--he didn't have the

rights to get it published elsewhere.

As far as publication is concerned, his story was effectively killed.

But in typical ideological, emotionally-gripped fashion, this wasn't enough for Amie Wilkinson,

who allegedly continued to attack both Journals for even considering the paper.

The mere consideration of ideas, this teaches us, is to be rejected by the powers that be

within academia.

With nowhere left to go but over her head, Hill wrote directly to the University of Chicago's

President Robert Zimmer.

Surely he would get a fair hearing from someone who praised his university's "fundamental

commitment is to the principle that debate or deliberation may not be suppressed because

the ideas put forth are thought by some or even by most members of the University community

to be offensive, unwise, immoral, or wrong-headed."

Except, Hill didn't seem to get much of a hearing at all, save for a letter from the

Vice-Provost, who wrote that the Wilkinsons had "exercised their academic freedom in

advocating against the publication of the papers" and that their behavior had not

been either "unethical or unprofessional."

For the spirit of scientific pursuit, this story doesn't have a happy ending.

Solid and thoroughly revised work was met with a rabid conspiracy of ideologues armed

with nothing other than their fear of risk and exhausted rhetoric.

If something so solid as a mathematical model that demonstrates the differences of men and

women can't be published without a few, highly influential, incestuous academics blocking

it, what can?

And when they do, respectable academics who want to maintain their careers have to slink

away in silence, as did Sergei.

And if you respond fearlessly, appealing your way to the top, you will find no recourse

within academia.

The leadership of such esteemed universities as the University of Chicago can be counted

on to dismiss you entirely.

Fortunately, there are publications and alternative media like Quillette that can be turned to

to sound the alarms, but that won't be enough without action.

All of this means that we have to gravely reform the universities, and if they resist,

do all that we can to bring them to heel.

If that means defunding them, as President Donald Trump and many others suggested in

reaction to Berkeley's censorious tactics, so be it.

We cannot afford the institutions that are moulding those who will enter positions of

leadership in business and, most importantly, government, to be this corrupt.

It is one of the gravest threats to intellectual progress and freedom of thought that we face

today.

There is no telling how many Wilkinsons or spineless Zimmers there are in our top schools,

but stories like this give us absolutely no reason to trust them.

For more infomation >> The University Secret - Duration: 18:21.

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2018 State of the University Address - Duration: 34:10.

Good afternoon.

I'm Terina Caserto, and it is my pleasure and honor

to be Chair of the Faculty Senate this year.

On behalf of the University, I would like to welcome you

to the State of the University address that will be given

by President Marc Johnson in just a few moments.

Before I begin, I would like to introduce special guests

who have joined us today.

Please hold your applause until I finish introducing them.

Senator Heidi Gansert

Vice Chair for the Nevada System of Higher Education

Board of Regents Jason Geddes

Regent Carol Del Carlo

Chancellor Reilly

President and CEO of EDAWN, Mike Kazmierski

Please join me in acknowledging all of our special guests.

[Applause]

It is this time each year we gather to take stock

of our beloved University's accomplishments,

contributions, and challenges.

We will hear today of how we are succeeding

and pressing forward the vision and the mission

of our University.

It is that vision and mission that drew me here

twelve years ago.

We all have our story of how we came to be

at this institution.

Mine began with the economic downturn.

Those were times that were lean for the state,

and even leaner for higher education.

It was a time of severe cuts, loss of jobs

and restructuring for growth on damaged budgets,

infrastructure, and morale.

The campus was hurting, as was the community,

and the nation.

Wanting to contribute to the sustainability of higher education

I found myself in a temporary position on campus,

doing what I do best: Drawing students in

and helping ensure that their path to success

would not be hampered by unfavorable economic turmoil.

From a withered tree, a flower blooms.

I have never known this campus other than how it has been transformed

by the impact of that historically difficult time.

And that is a campus of steadfast re-emergence

with greater impact and prosperity than ever before.

This transformation is not measured solely by its expanse of buildings

or record student enrollment - but by its depth of maturity

in strength and commitment.

This university has accomplished significant growth in innovation,

partnerships, competitive graduates, and global research.

And from this last year I'd like to acknowledge

the commitment of shared governance and the impact of the Faculty Senate.

We commend our administration for making our recommendation

of a Campus Climate Study a priority.

With this, we will further recognize that the true beauty of this campus

is not within the physical structure but within the layers of diversity

and inclusion of its people.

This year the Faculty Senate will track and stay abreast

of the legislative session

and how the University and faculty needs

across the system are being incorporated

in the Governor's budget.

In the spirit of shared governance, we the Faculty Senate

will continue to do the necessary work to realize our university's mission.

As will our University President, Marc Johnson.

President Johnson has engaged with faculty, staff,

students, our greater community

to sustain our institution's momentum.

He has provided an environment in which we generate ideas

that lead to impact.

He has spearheaded initiatives and transformative challenges

that have generated economic diversification

in the northern Nevada economy.

His vision for Nevada's flagship and land-grant research university

is one that prepares students for the global economy.

It is one that cultivates faculty creativity and discovery.

It is one that supports staff development,

one that provides critical partnerships

for the community, and one that conducts

relevant research that impacts our region and the world.

President Marc Johnson does all this by connecting the dots

between the magnificent ideas and people

stemming from the wonderfully distinctive

colleges and units within our great institution.

Ladies and gentlemen, it is my humbled privilege

to introduce to you the 16th President

of the University of Nevada, Reno.

Please welcome Dr. Marc Johnson.

[Applause]

President Johnson: Thank you Terina.

She is a great Faculty Senate Chair.

[Applause.]

And thank all of you for being here today

and showing your interest in this university.

My address today has three, integrated themes:

People, partnerships, and the power of big ideas.

These elements are sources of value contributing to

the industrial and cultural renaissance of Nevada.

Let me define my terms.

People: University graduates provide the well-educated people

who modernize and diversify the economic agency

economic agency and cultural base of Nevada.

Partnerships: The University has intentionally opened its doors

to work alongside business and cultural groups

to create new opportunities for Nevada.

The power of big ideas: The University's capacity

to create new ideas, knowledge and innovation

is a cornerstone of the entrepreneurial transformation

we are witnessing in this community.

Intentional University investments in people, partnerships and big ideas

over the past several years are maturing and generating dividends.

All of this impact is a result of the efforts

and creativity of the people at our University

and in our community.

So let's start with some numbers.

Total fall enrollment at the University is 21,463 -

growth that has flattened because of the record number

of graduates we saw in the 2017-2018 academic year.

The undergraduate population reflects the demography of Nevada

with more than 38 percent associated with

underrepresented ethnic groups.

These 8,200 students from underrepresented groups

are more than double the number just a decade ago.

This increased diversity of our student body

provides a rich opportunity and responsibility

to adjust University staffing and operations to reflect

the changing composition of our student body.

For example, nearly 20 percent of our students

are from Latino and Hispanic backgrounds.

So we have an active committee working to understand

essential elements of successfully becoming

a Hispanic-Serving Institution.

Supporting our goal to become a Carnegie R-1 institution,

there is a 6.9 percent increase in graduate student enrollment

over the last year.

New master's students are up 7.6 percent.

Total doctoral students are up 13.5 percent.

New doctoral students are up almost 30 percent.

With 951 doctoral students on our campus,

we are rapidly closing in on our 2021 strategic plan goal

of having 1,000 doctoral students on campus.

These promising graduate school numbers are coming about

thanks to our investments in graduate education,

which include increasing paid positions, raising stipends

to competitive levels, and attracting more grants

which include graduate students.

In the last academic year, the University awarded

4,930 degrees, a record.

Our latest graduation survey indicates that about 75 percent

of these graduates are staying in Nevada to work and live.

They are the entrepreneurial leaders our state will be needing.

For the ninth straight year, the U.S. News and World Report

again has ranked the University in the "top tier" of the nation's

"best national universities."

With our investments in 230 additional faculty positions

over the last few years, our student-to-faculty ratio

continues to decline from 22 to 1

to 19 to 1 today, on our way to 18 to 1

to enhance student-faculty interaction and experiential learning.

Today's students grew up with digital tools to acquire knowledge.

They demand and require experience in using this information.

So our graduates enter the workforce after receiving excellent education

and experience through undergraduate research, student competition teams,

internships with industry, and involvement in the community.

Nearly 2,000 of our students participated in internships

that connected our students with business and organizations this last year;

219 community partners benefitted from more than

40,000 hours of service provided through the

Office of Service Learning and Civic Engagement.

50 students each year create business plans

in the Sontag Student Entrepreneurship Competition

and are mentored by groups of successful professionals

from the community.

Noticiero Movil, the student-run bilingual newsroom,

which has been honored nationally for its extensive work

in serving northern Nevada, is another example.

Creating opportunities for experiential learning

is time-consuming and complex, but this sort of faculty creativity

is making learning meaningful.

In my interactions with our business community

and agencies, I hear time and again that our

student interns and volunteers exceed company expectations.

Graduation rates are another important factor

of student success.

Our 6-year graduation rate rose three percentage points

this last year, to 58 percent, which is right on par with

the median of our aspirant institutions.

Our 4-year graduation rate rose four percentage points,

to 37 percent.

Five years ago, the 4-year graduation rate

was at 23 percent; today it's at 37 percent.

That is a phenomenal 14 point percent increase

for such a short period of time.

[applause]

This all happens because of your caring effort

to support student success to graduation.

This has become a value embedded in our University culture.

Student success.

It starts when our people make their very first contact

with a prospective student in recruiting and recruitment events,

Upward Bound, GEAR UP and Dean's Future Scholars.

It continues on through orientation, Nevada FIT, TRiO,

Financial Aid, First in the Pack,

the Center - Every Student Every Story, on-campus academic resources,

and transformational instruction in the classroom

and meaningful experiences outside the classroom,

all done with your devotion to student success.

As a Land Grant University, we take to heart our mission

to provide the tools for academic and social success

for all who are prepared, from a diverse range

of backgrounds and income levels.

Behind the scenes there are more people

who attend to operational efficiency, fiscal accountability

and solutions-based ideas to make our campus

such a beautiful and welcoming place.

I can't tell you how many times I've had

parents tell me how they've tried to get a real live person

call them back when they are looking

for other institutions for their student.

"Your University is different," they tell me.

"Not only do we get a phone call back - the person on the other end

of the line is friendly, too."

[Laughter.]

So please join me in applauding all of the people

on our campus who create the University culture

of friendliness, excellence, and purpose.

Thank you.

[Applause.]

The University also has intentionally fostered

a research and innovation environment that is carrying us

toward the Carnegie classification of R-1.

The University has grown its research expenditure

portfolio to $144 million.

[Applause]

The projected R&D expenditure amount that we will

report to NSF has grown to $118 million,

which is $23 million more than just two years ago.

[Applause]

This hasn't just happened overnight either, and

the work continues.

Our faculty number has grown and individuals and teams

have brought immense talent, creativity, energy, networking,

and collaboration to help reach individual

and institutional achievement.

People in our maturing research support system for use

of environmental, chemical, human,

and animal resources are contributing greatly;

and these services continue to receive high marks

for quality and compliance by their accrediting bodies.

Services for grant support are receiving accolades

from our research faculty, as well.

For all the gains that have been made, I wish to say, "Thank you."

Please join me in applauding all of the individuals

involved in our research effort.

[Applause]

Now, let me speak for a moment

about our "innovation ecosystem" which has led to gains in

commercialization, the creation of new businesses, jobs

and a whole new way of looking at university research,

innovation and development.

In just three years, the University of Nevada, Reno

Innevation Center, Powered by Switch

has become a catalyst for regional enterprise,

and is empowering our next generation of

technology and business leaders.

The Innevation Center has contributed to the area's economic growth

by creating 119 jobs, involving 57 companies,

and six venture-funded companies which started right here.

It is now an opportunity to connect new businesses

with successful entrepreneurs from the community

who volunteer as mentors, with economic development agencies

like EDAWN and GOED, and with venture capital sources,

like Sierra Angels, just to jump-start these enterprises.

One of its many successful stories is that of Clickbio.

Clickbio designs and manufactures customized

high-performance products for the biotech industry,

and it was located in the Innevation Center

and incubated here, starting in 2016.

Now Clickbio has "grown up" and is moving

to a new commercial space in south Reno.

This is just the latest of our Innevation "graduates."

You all no doubt remember Flirtey, which made history with its drones,

and there is also Breadware, which is powering a more

connected economy through development of smart products.

And this is just the beginning.

It is estimated that several high-growth venture companies

residing in the Innevation Center have raised in excess

of $42 million in investment capital.

But the innovation ecosystem stretches far beyond

the Innevation Center.

The Nevada Center for Applied Research (NCAR),

has helped the University make its most sophisticated

laboratories and equipment - and the brainpower

and infrastructure that make them work -

all available to industry, start-ups, collaborators

and entrepreneurs.

Since its inception in 2015, NCAR has been responsible

for more than $15 million in grant proposals and gifts

and has contributed to the creation of 118 jobs.

We now have 15 start-up and spin-out businesses

that have found a home right here on our campus.

And we've found ways to tie goals, aspirations and funding opportunities

from the Nevada Governor's Office of Economic Development's

Knowledge Fund to our research and innovation effort.

New grants, contracts and industry agreements

have supported development of the Biosciences Entrepreneurial Lab,

High Performance Computing cluster, Autonomous Robotics Lab, and more.

As we move forward, it's important we continue

to develop dynamic partnerships with our community.

Last year we established the Nevada Research and Innovation Corporation,

with a board composed of community and university members

to facilitate commercialization of university-generated

intellectual properties.

Our medical school represents more community connections.

Many people were concerned about the transition

when UNLV started their medical school

and ours became known as the University of Nevada, Reno

School of Medicine.

We wish the new University of Nevada, Las Vegas School of Medicine well.

Their core faculty once were our colleagues at the University of Nevada

School of Medicine.

The transformed UNR Medicine

has reached out even more effectively in its mission

to serve Northern Nevada.

This year, the newly re-accredited UNR Med

celebrates its 50th anniversary

with an impressive record of educating physicians who stay

in Nevada.

With new programs coming online, like the Physician's Assistant program

that is partnered with Renown; to new departments and clerkships

that will be northern Nevada-based;

to greater partnership with community physicians;

and to a new Elko residency program,

it's clear that UNRMed is uniquely positioned

to meet the needs of our growing state.

University programs engage people all across the state,

like the School of the Arts bringing 300 public performances and arts events

1,800 seniors involved with Osher Lifelong Learning Institute,

55,000 youth involved in 4-H activities

through 17 County Cooperative Extension offices,

1,300 clients counseled in Nevada's 14 offices

of the Small Business Development Center,

and numerous non-credit, professional development courses

offered face-to-face or online.

Members of the public are invited to stimulating lectures

in the Discover Science Lecture Series,

the Healthy Nevada Speaker Series, the University of Nevada TedX event,

and annual lectures in Engineering, Journalism, and Philosophy.

The University is a strong source of knowledge and activity for Nevadans.

Athletics is also excelling in connecting with our community.

Who can forget the Sweet Sixteen run

by the men's basketball team in last year's NCAA Tournament?

[Applause]

Or the compelling final seconds of the women's basketball team's

run to their first-ever Mountain West Conference Tournament title game?

[Applause]

Athletics always draws applause. [Laughter]

Actually, all of the Wolf Pack Sports are at very high watermarks

in their academic achievements.

For the eighth straight semester, the program-wide average GPA

of all Wolf Pack athletes was above a 3.0 average.

[Applause]

We have smart athletes.

With so much done, there is still a lot to do.

We have a 2019 legislative session coming up.

We have several priorities in the legislature.

One, the Governor's Office of Economic Development

has identified some time ago that advanced manufacturing

is the key driver to economic growth in Northern Nevada.

We will seek funding for an advanced manufacturing research initiative

to add faculty, graduate research assistants, and other professionals

to this university-wide effort.

Secondly, the University will seek a supplemental proposal

to address salary compression.

This supplemental proposal would work to correct this issue

over the next three biennia.

Third, we will be supporting an effort that would count

Summer School credits as part of the state's

higher education funding formula.

If this initiative is funded in the second year of the biennium,

there will be significant change in the way we bring summer school

into the regular operations of the university.

Provost Carman has a committee working on the many aspects of change

which this policy implies.

Fourth, we will be requesting additional operating support for Cooperative Extension,

Nevada Small Business Development Centers,

the Nevada Seismological Laboratory and the Nevada Bureau

of Mines and Geology.

Finally, the outlook for state fund growth through the funding formula looks promising

since our weighted student credit hours are up,

and this should provide a significant infusion

of cash to support our infrastructure and our campus maintenance.

The Board of Regents also has approved a 4 percent increase

in registration fees for each year of the next biennium.

Another priority involves improving benefits for our classified employees.

In the spring, the University announced

a Classified Employee Family Opportunity Program

for spouses, domestic partners, and dependents of our classified staff.

This program, which will pay a portion of the base registration fee,

began this Fall semester.

It is the culmination of years of effort by the University and staff Employees Council

to provide additional benefits for our classified staff.

This is a wonderful benefit supporting education.

[Applause.]

All of this growth in staffing, research and other programs

calls for a continued focus on facilities.

I want to thank Development and Alumni Relations unit

for the work they've done, and for the many donors

who have been so generous to contribute to our comprehensive capital campaign.

The campaign has raised $350 million, on the way to its $500 million goal.

The new engineering building has started construction

and designs are being drawn for renovations

of laboratories in Chemistry, Leifson Physics

and Neuroscience in Mack Social Science.

After much building and infill,

the University footprint is moving south

into the Gateway District on the south edge of campus.

Since the approval of the University Master Plan

and Strategic Plan in 2014,

we've stretched the campus all the way from the Medical School on the north

to I-80 on the south.

We've been intentional in keeping the campus pedestrian- and bicycle-friendly.

We have agreements to move most of the houses in the gateway district

to new locations to support building sites

for a new College of Business Building, a new Life Sciences Building

and a parking garage on the south edge of campus.

There may be space for a couple of additional buildings for the future.

Our joint vision with the City of Reno and the Regional Transportation Commission

is to connect the University with downtown and midtown.

I want to conclude these remarks by addressing the series of shocking events

that this campus experienced last year.

We all know that last year we were faced with significant challenges.

The last academic year started with the events of Charlottesville

in which the public face

of that demonstration was a student from our campus.

While we didn't resolve the issues associated with Charlottesville,

we did start important conversations among students and faculty

about the content of those messages and about the values

of an inclusive campus.

We were further challenged throughout the year by an inappropriate police stop,

threats to the opportunities of our students, their families,

and faculty with the recission of the executive order

of Deferred Action for Childhood Arrivals - DACA

and the travel bans from Muslim countries,

swastikas raising fears among at least one religion,

incidents of sexual harassment,

and the rise of "micro-aggressions" which by their name seem small,

but have strongly chilling effects on their targets.

Had these incidents only occurred at another university,

we might have been satisfied showing empathy

for what happened there.

But this was not another university; this was here.

We did not always respond well, and certainly not to everyone's satisfaction,

and some of the conversations were very uncomfortable

as they are at this moment.

As I reflect back on last year, I believe this institution

actually has benefitted by being in the arena.

Our faculty and students responded

with active conversations and principled actions,

the faculty letter to freshmen last fall,

like the "I am the real Nevada" student t-shirt campaign,

to the many activities and forums held throughout the year.

Our campus has resolved to support an environment

of inclusion and equity for all.

We take the lessons learned from last year

and commit to do better.

We do this with the purpose of letting our students,

faculty, staff, and community collaborators know

that they all have a place here, that they all belong here,

at this University.

We are becoming more diverse every year,

in terms of race and ethnicity, ability, age,

sexual orientation, place of origin, socio-economic position,

gender identity, and background.

Diversity is an opportunity for each of us to learn

the value of others' ideas.

Diversity is a responsibility

to listen, learn, and make a place at the table for those different from us.

This year, the University undertakes a campus climate survey

as mentioned earlier.

To ensure full transparency and to provide a more complete perspective,

we have contracted with Rankin & Associates

and formed a University Climate Study Working Group

to help lead this effort.

The results of this study will help develop programs and policies

to increase inclusivity, equity and diversity on this campus.

We want all of you to know that your voices on defining

campus climate issues will be heard.

What's more, we wish to learn.

If we take seriously the many experiences that will be shared,

applying them with care and compassion,

there is no doubt we will become better

and a more understanding institution.

We are also beginning the search for a University Diversity Officer

to lead the enhancement of inclusion and equity

in our campus culture.

Our new University Diversity Officer

will be an essential leader in helping us take our next steps

to build awareness for the issues of diversity, inclusion, and equity.

As I noted at the beginning, we are all here for the purpose

of fulfilling important missions of discovering,

developing, and sharing knowledge.

Our people, the partnerships we develop within our campus

as well as within our community, and the power of big ideas we create

show the world why we are a cornerstone of this community.

We've made intentional investments in people, programs and facilities.

These investments, I'm pleased say, are paying dividends

that will benefit our University and our community for years to come.

We are on a steep, upward trajectory of progress,

and are maturing as an institution in every dimension of our enterprise.

The State of the University is strong.

Thank you all for all the wonderful work you have done for the University

and your community.

And thank you all for what we are yet to experience.

Because our best is yet to come. Thank you.

[Applause.]

For more infomation >> 2018 State of the University Address - Duration: 34:10.

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University of Dayton Bachelor of Arts Degrees - Duration: 5:51.

- Here in the College of Arts and Sciences,

we have the honor of working with outstanding students

who are curious about the world,

eager to engage it,

and ready to make a difference.

Many students here at UD are pursuing

their undergraduate degrees by studying in the humanities,

the social sciences, and the visual and performing arts.

We offered over 20 majors in these fields,

all of which lead to a Bachelor of Arts or BA degree.

These are very popular majors at UD

because they prepare students for a wide range of careers

and not just for the first job but truly a lifetime

of personal and professional fulfillment.

We accomplish this first with the talented faculty

committed to our students and their intellectual growth.

We combine excellent classroom instruction

with high-impact experiences like internships,

faculty mentored research, study abroad,

campus leadership, and service opportunities,

all of which provide that well-rounded education

that employers and graduate schools value.

- As a philosophy and human rights studies major,

I've had the opportunity to work one-on-one

with many my professors.

One of the benefits of these degrees

is being in smaller classroom settings

where I can really get to know all of my classmates

and professors in a more intimate setting.

- I'm proud to say our approach is working.

Our latest survey of recent graduates finds that 94%

are employed, enrolled in graduate school,

or participating in some service program

within six months of graduation.

We're proud of that statistic of course,

and the hundreds of individual success stories behind it.

- Employers want graduates to know

about the world beyond the college campus.

This means you need to have first-hand knowledge

about the working world and life

in other countries and cultures.

- An integral part of my time at the University of Dayton

was able to go on the Malawi Human Rights Studies Practicum

in Malawi, Africa.

While here I was able to work with a non-profit called

Determined to Develop and was able to do research

on the impacts and benefits of nursing school education

in the Chilumba Karonga region of Malawi.

- Studying overseas and doing internships while in school

are core experiences for students

in the UD College of Arts and Sciences.

Here are just a few of our high-impact programs

to help you build a bridge

from the classroom to your career.

- Through the State House Civic Scholar Program

I was able to spend a summer in Columbus

working for the Ohio attorney general's office

in their heroin unit.

Then last summer I was able to travel to D.C.,

and I worked in a non-profit

called Africa Faith and Justice Network

and really had the opportunity to build upon

and use the skills that I learned

in the classroom in these internships.

- Intercultural competencies are among the top three things

employers are looking for in graduates today.

UD offers nearly 50 study abroad opportunities

to help you develop the skills you need

to work across cultures and borders.

Our annual Flyers in Hollywood trip

takes media production students to Los Vegas and Los Angeles

where they learn about the latest trends and technology

and engage directly with alumni working

in the entertainment industry.

Students on our annual Dayton2DC trip

explore a wide range of federal, public, and private sector

careers in the nation's capital.

They also network with some of UD's 3000 alumni

in Washington D.C. to make contacts

that could lead to an internship, first job, or a career.

Our first Moral Courage Project took students

to Ferguson, Missouri where they created

a visual story telling project with people

whose lives were impacted by the 2014 protests.

Students working with the UD Hanley Sustainable Institute

and community partners helped transform

an old Dayton public school site

into a flourishing urban garden.

After a year Lincoln Hill Gardens produced

nearly two tons of food for 80 families.

Psychology students are working

to make two local homeless shelters places of hope,

to help guests recognize and pursue opportunities,

so they ultimately find employment and a home.

The Dean Summer Fellowship Program

provides undergraduate students from all majors

with faculty-mentored research opportunities

and an allowance for summer living expenses.

- Liberal arts graduates work across a broad array

of occupations and are strongly represented

in management and leadership positions.

Their mid-career salaries compare favorably

to many professional majors,

and they have a high level of satisfaction with their work.

- Because of our graduates' abilities to serve as leaders,

to think critically, to communicate effectively,

our graduates are able to succeed in jobs

that haven't yet even been posted let alone created.

We've seen that 5, 10, 20 years out of college,

a lot of our Bachelor of Arts graduates

are doing amazing things in the world.

I would put the potential for earning of our graduates

who achieve a Bachelor of Arts degree

from the University of Dayton

against graduates of any other program around the country.

- Had a degree in theater and psychology

from the University of Dayton,

and you would never think

that would kind of lead to what I do,

a game show producer,

but it oddly does.

Psychology first of all teaches me,

teaches anyone how to deal with different people

in any job I think,

and with theater you're telling a story.

In a game show you're using

your contestants to tell a story.

Really is kind of simple like that.

- NASIC is definitely pleased with the graduates

that you're gettin' from University of Dayton.

We're always looking for more students

who have a background in history, economics,

political science, foreign languages,

things that we can utilize.

- That's why we hire all sorts of majors.

We don't just want the technical mindset.

We don't want the stereotypical.

We want a variety of ideas and just creative thinking

because that's what really helps us move forward.

- Majoring in the arts, humanities, or social sciences

prepare you not just for your first job,

but for a lifetime of career success.

- We'd be delighted to have you join us.

For more infomation >> University of Dayton Bachelor of Arts Degrees - Duration: 5:51.

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Leadership transition at Upstate Medical University - Duration: 2:24.

For more infomation >> Leadership transition at Upstate Medical University - Duration: 2:24.

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UNIVERSITY HIGH UPDATE - Duration: 2:05.

For more infomation >> UNIVERSITY HIGH UPDATE - Duration: 2:05.

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FOOTBALL ATTACK BURLESON VS. UNIVERSITY - Duration: 1:24.

For more infomation >> FOOTBALL ATTACK BURLESON VS. UNIVERSITY - Duration: 1:24.

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The George Washington University Columbian College of Arts and Sciences - Duration: 4:19.

At the Columbian College of Arts and Sciences, the essence of what animates us, what marks

our distinctiveness as an institution, is our role as standard bearers of what we call

the engaged liberal arts.

The engaged liberal arts embodies and exemplifies an enriched educational foundation.

It integrates the classic disciplines with our many practice-oriented degrees and prepares

our graduates for the multidimensional careers of our 21st century global world.

We excel in the arenas of political science, math, history, and languages, but we are also

at the forefront in professional learning with our degrees in Art Therapy, Museum Studies,

Forensic Investigation, Clinical Psychology, Speech and Hearing, and Data Science.

Our Trachtenberg School of Public Policy, our School of Media and Public Affairs, and

our Corcoran School of the Arts and Design connect theory with professional application,

bridging our thirst for new knowledge with verbal, visual and creative expression.

And it's our unique connections, not just across disciplines but across the nation's

capital through internships and professional ties, and across the globe through our research

and teaching, that make Columbian College such a special place to grow and to engage

in the global dialogue.

We are exploring our human origins in Rwanda and unearthing ancient treasures in Israel;

we are discovering new species of dinosaurs in remote regions of China and studying the

environment in Brazil and the Arctic; we are trawling the ocean depths for sunken slave

ships to further enlighten our history, and changing lives through art in India and South Africa.

Closer to home, our students and faculty are infused in the heart of Washington, D.C.,

taking learning and discovery into the halls of government, the galleries of the Smithsonian,

the laboratories of the National Institutes of Health, and to such renowned venues as

George Washington's Mount Vernon Estate.

And our academic and research centers go beyond Foggy Bottom to locations across DC and the region,

including our Virginia Science & Technology Campus strategically located in the

Northern Virginia Technology corridor.

At the Columbian College of Arts and Sciences, our search for new knowledge knows no bounds.

In our classrooms and state-of-the-art labs, chemists are developing revolutionary

carbon dioxide-free methods to diminish global warming.

Biologists are analyzing how climate change is impacting

plant - insect interactions.

Anthropologists are shedding new light on the patterns of human aging.

Geographers are mapping migration trends in urban areas to help inform planning and policy.

And world-class artists are partnering with the nation's top cultural institutions to

engage the creative spirit.

At the Columbian College of Arts and Sciences, our students desire the ability to learn how

to think like a social scientist or a scientist, and then still be able to dabble and test

ideas through their journalism classes, or interior design studio work, or in their forensic labs.

Our students want to find solutions to the issues that confront our world using a rich,

interlaced education that does not raise conventional boundaries around their learning experience.

They are the engaged liberal arts, they are what defines us.

Columbian College has all of these elements woven into its very institutional fabric,

preparing our students to be engaged, effective, responsible citizens of the 21st Century.

This is what defines us; this is what we call the engaged liberal arts.

For more infomation >> The George Washington University Columbian College of Arts and Sciences - Duration: 4:19.

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UNIVERSITY HIGH BRUTAL ATTACK - Duration: 1:39.

For more infomation >> UNIVERSITY HIGH BRUTAL ATTACK - Duration: 1:39.

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Truman Virtual Tour: University Farm - Duration: 1:11.

Welcome to the Thousand Hills University Farm.

My name is Morgan and I'm a

senior agricultural science major from Rockford, Illinois.

Truman's 400-acre farm has cattle, horses, crops, greenhouses,

an indoor riding barn, and even a small residence hall.

It is a perfect space for hands-on learning opportunities

about agricultural principles, sustainability, and interconnection with consumers.

What better place to study soil science, animal behavior, or Ag business than here?

The agricultural science department

sponsors a few organizations like collegiate Farm Bureau, pre-vet club, and

Sigma Alpha, a women's agricultural science sorority I am in.

Every October, Sigma Alpha hosts a haunted corn maze

here at the farm and it is tons of fun!

Plus, Truman has an equestrian team!

All students are welcome to join the equestrian team.

There are no tryouts and many students will choose to compete in

riding competitions throughout the Midwest.

I found ways to get involved in the Kirksville community too.

I'm a junior leader for 4-H in Adair County and

the beef superintendent at the NEMO County Fair.

I really am passionate about what I get to study at Truman and

I love to take advantage of the awesome opportunities here at the farm.

For more infomation >> Truman Virtual Tour: University Farm - Duration: 1:11.

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OnCampusWithPranav - Monash University Tour - Duration: 3:08.

For more infomation >> OnCampusWithPranav - Monash University Tour - Duration: 3:08.

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Ep. 59: Princeton University's Response to Anonymous Course Reviews - Principedia - Duration: 1:26.

For more infomation >> Ep. 59: Princeton University's Response to Anonymous Course Reviews - Principedia - Duration: 1:26.

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Communication Major at the University of Minnesota Crookston - Austin Sommerfeld - Duration: 2:58.

My name is Austin Sommerfeld I am from

Crookston, Minnesota. Going into my senior year

now here at UMC and my major is

communication with an emphasis in public relations.

So projects I've done a various of

projects with my major we've been

working with a nonprofit organization.

The Amy Foundation in South Africa

we worked with technology trends and

organizational communication and we kind of

help them with their website and a

couple of their marketing tools.

My classes, my teachers, and all the projects

I have been doing helps me prepare for a

future job because I get that hands-on

experience and I get to learn from actual people

who've been in the major.

My professors here at the University of

Minnesota Crookston are just great

people and they're great to be around with.

They truly care about what you are doing

and they just will have that

opportunity to sit down with you or have

a meeting with you and they want you to

succeed here at the University of Minnesota Crookston.

I've gotten a public sports announcing job with the

athletic department doing Golden Eagle sports

as well as an internship with University Relations.

That's involving KROX radio show with UMC

and also doing media work.

Walking down the University of Minnesota Crookston hallways it's almost like a

family atmosphere. You see your friends, you see people that you know, and it's

just a good place that you can stop and have a conversation. You can talk about

classwork, you can talk about what's going around campus whether it's events or a sports

game things like that. So just kind of like I said building that connection and

having those conversations with people here at the University makes it feel

like one big family.

The transfer process from my previous school to here has been

really good. The staff here that I worked with they really cared about

what I was doing and they took time to talk to me and find out you know what

classes will transfer what classes won't.

From being local here you know

I've always been around UMC or you know, known about it but actually coming here

and experiencing the things I have and doing the classwork, and meeting the

friends, and building relationships and having those internships it's just kind

of changed my perspective of UMC in general. It's a great school with a great

atmosphere and it's a great place be.

For more infomation >> Communication Major at the University of Minnesota Crookston - Austin Sommerfeld - Duration: 2:58.

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How to Find Databases at The University of Alabama Libraries - Duration: 2:23.

Hi, my name is Alex, I'm a librarian at the University of Alabama

Today I'm going to show you how to find databases on the libraries website.

The University of Alabama libraries provide access to over six hundred databases

We have everything from databases for academic journal articles

to databases of streaming movies

To get started finding these databases, go to the library's website at lib.ua.edu

and click on the databases link in the quick links bar

Because we have so many databases, I wouldn't really recommend browsing.

However, you can do a quick browse by looking at some of our most popular databases.

There is a databases search bar on the right-hand side of the screen.

If you know a database by name, a title search is pretty easy.

You could do a keyword search...

but if you're looking for databases for a certain subject, class, or major,

you're really better off using the subjects drop-down.

Now we're looking at forty databases that would be good for engineering

You'll see some of the "best bets" at the top of the screen.

These are basically just databases that we consider to be especially good for engineering.

You'll also see who the research librarians for this subject are

And you can find their contact information if you need some extra research help.

You'll also find certain types of databases by using the database types drop-down

you'll find e-Book databases, journal article databases,

and newspaper databases, among others

Finally, you can find databases by certain publishers if you use the publishers drop-down

And that's all for now. If you have any questions,

you can call us, text us, or visit ask.lib.ua.edu to ask a librarian.

For more infomation >> How to Find Databases at The University of Alabama Libraries - Duration: 2:23.

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The University of Arizona: Thinking about studying abroad? - Duration: 1:13.

Hi I'm Madison. I am a sophomore in pre- business here. If I could study abroad

anywhere I would want to go to either Europe or China. I don't know too much

about either of those places; I feel like it would really broaden my sense

of the world. And...I find them both very interesting. The largest barrier....

I don't think, personally, that there are too many barriers; I think my

parents have more concerns than I do, but for me, the benefits outweigh the risks.

So, I went to high school at a charter school in

Albuquerque and then later at private Catholic High School and there were

students who were studying abroad at that time at both of those

schools; it was really nice to get to know them; to have them

bring their culture to us; it really woke me up and I realized

that the world is so much better/larger than the place that I live in,

just me, so I feel like that's why it's so invaluable to study abroad; and personally

I don't think that college would be complete without studying abroad.

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