RCP calls for an obesity taskforceOn 1 Mar 2004 in Personnel Today Comments are closed. The UK will end up with major health problems in the future if it does nottackle the growing problem of obesity, doctors have warned. The study, Storing Up Problems: the medical case for a slimmer nation, bythe Royal College of Physicians (RCP), has called for a comprehensive nationalstrategy to reduce obesity, with action being taken at national, local,community and individual level. With more than half the UK population either overweight or obese, the reportestimated that at least one-third of adults, one-fifth of boys and one-third ofgirls would be obese by 2020. Heart disease, stroke, joint problems and the type 2 diabetes are directeffects of obesity and being overweight, it added, costing the NHS at least£500m a year, and £2bn to the wider economy, according to the National AuditOffice. The report recommended the establishment of a Cabinet-level,cross-Governmental taskforce, the mounting of a public education campaign, newstandards of food labelling, more health promotion initiatives, better trainingfor doctors and nurses in managing obesity and more research into the factorsbehind the issue. The report comes as figures from the Government show that more than half the1.5 million people claiming incapacity benefit in the UK are overweight. Previous Article Next Article Related posts:No related photos.
Tags: Aaron Yeates/Dixie State/Nicklaus Britt/USC/Utah/Utah Valley April 24, 2018 /Sports News – Local Utah College Golf Roundup: 4/23 Brad James FacebookTwitterLinkedInEmailLITCHFIELD PARK, Ariz.-Monday, the Pac-West golf tournament commenced with both the Dixie State men’s and women’s squads in action.The men are out of first place by six shots, currently in third and Millard High product Nicklaus Britt, as well as Dalton Stanger, shot an even par 72 for the Trail Blazers.Stanger rolled in a team-best five birdies Monday, with Britt netting four birdies and 12 pars in his round.Holy Names is currently in first place at 286 (-2). The tournament resumes at 9:30 am MDT Tuesday.As for the women, Dixie State is in fourth place at 318 (+30) with California Baptist currently in first. The Lancers are 292 (+4) in the standings.The Trail Blazers are led by Katie Ford, who is tied for fifth overall in the standings and has an opening 2 over 74. The tournament for the women resumes Tuesday at 8:00 am MDT.HUTCHINSON, Kan.-Monday, at the WAC men’s golf tournament Monday, Utah Valley finds itself in first place. The Wolverines are at 283 (+3) and in first place at the WAC tournament for the first time in school history.Aaron Yeates has the overall individual lead at 3-under-par-67 for the Wolverines and is tied with Texas-Rio Grande Valley’s Pedro Lamadrid. The Wolverines will be back in action to defend their lead Tuesday at 8:20 am MDT.ROLLING HILLS ESTATES, Calif.-Monday, as the PAC-12 men’s golf tournament commenced, the USC Trojans took the lead at 687 (-23). The Utah Utes are in 12th place currently at 716 (+6).The Utes’ current leader is Blake Tomlinson, who is currently in 14th place overall at 3-under par.The current overall leader is USC’s Justin Suh at 132 (-10).The tournament resumes Tuesday at 10:00 am MDT. Written by
Tags: New Zealand/Sam Atoa/Samoa/Service Opportunities/UVU Volleyball Written by May 22, 2018 /Sports News – Local UVU Volleyball Goes To New Zealand and Samoa FacebookTwitterLinkedInEmailAUCKLAND, New Zealand-The Utah Valley women’s volleyball program has departed on a journey to the South Pacific as they will be touring New Zealand and Samoa.This is a two-leg trip and will see them primarily focus on volleyball in New Zealand on their first one. Secondly, they will contribute humanitarian aid to Samoa.The Wolverines left May 20 and will return to the U.S. on June 10. This commemorates the fourth time that UVU head volleyball coach Sam Atoa, a native of Samoa, has taken his squad on this tour.Atoa calls this ” a life-changing experience for the team” as the Wolverines will give back to those in need.In New Zealand, the Wolverines will play in several exhibition contests against a litany of local clubs and teams May 23-26.The squad plans to visit Mount Eden and other Auckland locales and experience a Gallagher Chiefs rugby game, among other activities.The Wolverines will arrive in Samoa on May 28 and will engage in service in various areas of need in the country.While in Samoa, on June 1, the Wolverines will play an exhibition match against a Samoa Select Team and witness the Samoa Independence Celebration this day. Brad James
Rumour-mill Oxford Gossip was deleted earlier this week, with the URL directing viewers to The Student Rooms’s Oxbridge forums.In the last fortnight the forums were unexpectedly wiped of all previous posts, but users were still able to create new entries until this week. Over the years, information from the site has helped to feed student newspapers with stories. Oxgoss created interest further afield with nationals occasionally picking up on leads.The controversial site has been subject to legal threats over the years, but of recent had suffered more so from content neglect. The site was failing to generate the same interest that it had done in previous years, with forums filling with local advertisements rather than news from regulars.The Student Rooms, or TSR, is considered a tamer alternative student forum to Oxgoss, offering prospective Oxbridge students the chance to ask questions about university life in a non-hostile environment.
Not all the University’s initiatives are faltering, however. Particularly promising are those that seek to re-inject access and outreach with the much-needed personal touch. Of course, it’s not just the University that has a responsibility to improve representation, and student and alumni initiatives remain absolutely central to “normalising” Oxford. Exeter College recently trialled the East Lothian Project, a summer school for 12 pupils first put forward by a Doctoral student at the college. The costs were split in 2019 between the local authority, who funded travel, and the college, who covered the costs of the stay itself. Whilst forced to go online for the time being, it is hoped that the project will secure permanent funding to ensure annual visits in the future. Even independent schools in Scotland can find the idea of applying too daunting. “No one had a great understanding of what the whole process was like or what it would be like to actually go there,” said one interviewee. A significant barrier in this case was the reluctance of the school to damage its own reputation, fearing that an Oxford offer was simply unattainable for too many of its students. “Our school didn’t want to get a reputation of getting lots of people to apply because they knew lots of people were going to get rejected. They didn’t want to be a school that a) pushed it really hard or b) had lots of people fail to get in. So, they almost tried to get people not to apply.” Another limiting factor of the number of applications made by Scottish pupils is the reputation of the country’s own prestigious universities. Peter explained, “you’re more pushed towards high tariff courses in Scotland like Medicine, Dentistry and Law, that sort of thing…We wouldn’t consider Oxford and Cambridge ‘our’ two best universities. We’ve got great universities here, why would you apply [to Oxbridge]?” Among my interviewees, UNIQ turned out to be similarly disappointing. McGrade commented: “My experience has been that UNIQ does not seem to have made much headway at all in Scotland and this must be from a failure to advertise it. After all, it’s quite a way to come to Oxford from Scotland and often prohibitively expensive to do so.” This sentiment was shared by a number of the interviewees, who claimed they had not been aware of UNIQ or simply found out about it too late to apply. One student expressed that it was also difficult to find information about the University’s extensive options for financial support. The record for Scottish state representation is clearly abysmal, but it isn’t just state schools facing a disadvantage. Independent representation is also poor. As in the case of state schools, 2019 was a difficult year; only 127 applications were made, resulting in 19 offers and 17 acceptances, a significant decline from the previous year (155 applications, 27 acceptances). 2020 promises to return to the not-so-heady heights of 2018, with 152 applications and 31 offers. So far, the University has struggled to make much of an impact even in some of Scotland’s biggest schools. For Peter, who attended the largest state school in Scotland, “there was almost no talk of Oxford at all.” He remembered stumbling across one of the University’s outreach efforts: “there was actually a talk in my school for anybody who wanted to apply to Oxford from Glasgow state schools. I was the only person from my school who was there.” Many thanks to those who offered to be interviewed and to the Clydeside Project for their help. The University is by no means ignoring Scotland. Yet, as mentioned above, the more traditional approach that works in England will need to be adapted to suit Scottish needs. In McGrade’s opinion “The University desperately needs to bankroll one of the colleges to act as a link college for Scotland.“ In response to a Freedom of Information request sent this Summer, Oxford informed Cherwell that St John’s College has been tasked with hosting in-bound visits to the university. However, the main access and outreach efforts of the College target specific parts of London. Coming to these interviews I had expected fees to be a dominant, even overbearing part of the conversation. The idea that English tuition fees intimidate and discourage the brightest Scottish students now seems overblown (or even snobbish). Founder of the Clydeside Project Michael McGrade is wary of treating fees as a major factor in discouraging pupils. He told Cherwell, “this argument always stings me as a little patronising…It’s a pay as you earn system and prospective applicants, wherever they’re from in the UK, are bright enough to understand that. Likewise, simply because their mum and dad didn’t come here in the 80s does not mean a prospective applicant will not recognise the extraordinary opportunity that being a student here represents.” Poor communication even turned out to be a significant problem when it came to the elephant in the room: tuition fees. Scotland’s commitment to free tuition gives its universities a competitive edge, especially if the English system is poorly explained. Tuition fees have traditionally occupied a central place in conversations about access to higher education. Yet, in our abstract and generalising conversations about access we perhaps forget that the issue of fees remains a highly personal one. It falls upon the shoulders of each individual student to weigh up the costs and the benefits of university education, and, in the Scottish case, the information needed to make these assessments isn’t as widely disseminated as it ought to be. Information obtained by a Freedom of Information request revealed that in 2019, 9 participants were domiciled in Scotland. This resulted in 4 applications and 3 offers. The Cydeside Project, a student-run access organisation for Scottish pupils, is demanding that Oxford do more to attract Scottish pupils. Founder Michael McGrade stated, “I refuse to believe there were so few capable of making it to Oxford. If Scottish outreach was taken seriously by the University, I am certain we would be looking at triple digits.” In May 2020, Oxford celebrated as the proportion of state-educated students at the university hit 62.3%. In a triumphant foreword to the Annual Admissions Statistical Report, Vice-Chancellor Professor Louise Richardson described this as “steady progress towards diversifying the makeup of our student body”. This summer’s A-level fiasco brought fresh gains: 67.8% of incoming students are from state backgrounds, exceeding the University’s latest target. Personalised and friendly communication is certainly a core component of the Clydeside Project. With 100 Scottish pupils now being mentored, it is certainly making a difference. McGrade told Cherwell: “One school in Glasgow we worked with last year had never previously sent a student to Oxbridge. On offers day I got the news that three of their students had received offers from Oxford.” From the limited number of people that I have spoken to, it seems that the University environment itself is not the problem. More pertinent in Scotland is a false perception of Oxford as unattainable, alienating and unaffordable. This has gone unchallenged in schools and by the University itself. Tutors appear to be an under-used resource when it comes to busting the myths that surround Oxford. For those able to attend, in-person open days provide students and tutors with an opportunity to make this human connection. For Gerry, “the chance to meet tutors and have informal conversations who were there sort of demystified the situation in that you realised quite quickly that these people weren’t that different from your teachers at school. There wasn’t an oppressive or overt intelligence in the conversations as they were showing you around…For me, I think it probably did have a bearing on whether I applied at that stage because I was undecided when I went down.” The figures for 2019 bore evidence of similar failings, with just 109 applications, 16 offers, and 11 final acceptances for state school applicants. 2020’s statistics, whilst not representing a new low, do not show significant signs of improvement either. Only 104 applications were made by state-educated students this year, resulting in just 19 offers. One student added that “people at my school thought that Oxbridge was pretty much full of people who were very posh and/or insanely smart. Barely anyone thought about applying because they just didn’t think that they were the sort of people who Oxbridge were looking for.” Zaynab, a law student, also feared that “people are going to be different; people are going to be rich, posh, from private schools. People won’t understand me.” For most then, fees present a problem when the system is little understood. If it wants to improve its access record in Scotland, Oxford will not only have to establish itself as a viable pathway out of school, but make sure that pupils fully understand what they would be signing up for. So how can Oxford compete with Scotland’s impressive universities? Most important, according to the interviewees, is the “normalisation” of the University and its students. This is where those chance encounters and the personal touch becomes so important. Emerging as somewhat of a folk hero in this investigation was St Hugh’s Scottish Principal, Dame Elish Angiolini. “We have a Scottish principal at Hugh’s who was actually one of the people that I spoke to on the Open Day, which I think certainly was part of the reason that I applied to Hugh’s,” said Gerry. “Having that sort of relatable figure encourages you that it’s a worthwhile thing to pursue.” One interviewee also commended Christ Church for hosting Scottish pupils for the open day, with the provision of free accommodation and food. “The college was actually really helpful and friendly as they organised a lot of fun things for us to do in the time that we were there. However, the train journey down was 8 hours and quite expensive so this could be a barrier for many Scottish state school students who would be interested…it is a real shame that many Scottish students are unable to attend the open days.” In Scottish schools, Oxford is going unnoticed. Students and teachers don’t commonly see the University as a viable pathway out of school. The general consensus among the interviewees was that the University has no real reputation aside from vague and discouraging stereotypes. He added, “Making those sorts of events more accessible regardless of geography is probably a good step access-wise.” It is yet to be seen whether the more accessible online open days will have a significant impact on Scottish applications. Puzzled by the decline in applications from both Scotland’s state and independent schools in recent years, I interviewed some current students on their experiences. Why is it that Oxford does not seem to hold the same attraction in Scotland that makes English state and independent students apply in droves? The criticism of ‘access’ at Oxford is well-founded but importantly, not without practical solutions. The enduring positivity of those involved in access initiatives has proved, I hope, that the future is bright. ‘Access’ is not a vague goal we talk about in abstract terms, an obsessive numbers-fest, or a box-ticking exercise. Rather it is a complex process of trial-and-error, something that pushes whole institutions to reform whilst meeting the personal needs of individuals. The University may be an easy target for frustrated students, and indeed a healthy degree of criticism is sometimes necessary. But it is worth remembering how fruitful the collaborative efforts have been in the Scottish case. Oxford is a place that our interviewees love, a place that they are grateful for, and a place that they want to help other people reach. This passion, enthusiasm, and personal investment must occupy a central position in the University’s efforts going forward. In fact, most of the university’s Scottish outreach is managed centrally by the Undergraduate Admissions and Outreach Team (UAO). McGrade claimed “it’s been nearly a year since the University Outreach Office stepped foot in Scotland.” Those (independent) students I spoke to who had experienced outreach events in Scotland found them to be woefully inadequate, exposing the general deficiency faced by Scottish schools when it comes to interacting with the university. Moreover, the ability of students to make an impact should not be understated. An important first step is talking to students about their options. Gerry told me that “I feel I have an obligation, as someone who benefited from a chance conversation here and a little nudge there, to try and raise awareness in my community and in my own school that this is a viable pathway.” For him, this means overcoming the natural squeamishness that comes from talking about one’s Oxford experience. “It’s not necessarily a bad thing to be careful in terms of your self-congratulation, but there’s a time and a place when it becomes quite important…offering to go back and speak to students that are considering Oxbridge allows you to have those conversations in a way that isn’t self-glorifying or inappropriate.” In fact, the English university system as a whole also has some benefits that the Scottish system can’t afford to offer. McGrade stated, “we cannot help the fact that the standard of education at England’s ancient universities far outstrips that of Scotland’s…the zero tuition fee model in Scotland comes at a price. Holyrood will only give a university £1800 per student which means fewer contact hours in larger groups.” It is perhaps important to set these conversations in the wider context of access criticism. Discussions of access in Oxford have been criticised for being too impersonal and numbers focused. This was undoubtedly an issue encountered in the Scottish case. More important than this, it has been suggested, is creating an environment that helps those targeted individuals to thrive. Similarly, whilst the interviewees had all grappled with the idea of tuition fees to differing degrees, there was a general consensus that fees present the biggest problem when not fully explained or understood. “Unless you’re aware of the very unique benefits that we’re fortunate enough to get as Oxbridge students, then it can just seem a lot easier to stay at home,” said Gerry. “A really common question you get [from people in Scotland] is why are you paying the money, which I think is symptomatic of the lack of knowledge of the system. I can see why if you come from a certain economic background that if that’s not made clear to you, the idea of taking on an extra 30k of debt is not something that’s going to be appealing.” The few interviewees who had experienced such events found them to be dominated by independent schools and run by well-meaning, but ineffective admin staff. One reflected on “how utterly useless those days were”, complaining “they were run by people who, now you look back on it, didn’t know what they were talking about. There were no Oxford students, there were no Oxford tutors, there were no members of faculty. An actual student’s perspective is so much more helpful than someone from admin.” Of course, small sample sizes create large variations that aren’t necessarily meaningful. However, Scottish representation isn’t showing any signs of significant improvement, unlike the representation of other traditionally disadvantaged groups (according to the University’s report). It is also feared by those students involved in access initiatives that a particularly poor year for Scottish representation might trigger a permanent decline in the numbers applying and therefore succeeding in gaining a place. A lack of familiarity with sending students to Oxbridge lies at the heart of this problem. Gerry, my first interviewee, explained that “when I was applying, certainly in the memory of all the teachers there hadn’t been someone who had successfully applied before, so, for me, my only exposure to Oxbridge came from sweeping generalisations. Going into it I had the perception that it was going to be filled with quite bookish, very academic people who were passionate about their subject, in the way I didn’t necessarily think people were passionate about subjects in the school I went to.” Those students who came from state schools were reliant on distant connections. Peter stated, “the reason I applied to St Hugh’s was because one of my mum’s friend’s son had gone to study PPE there like 15 years ago. Another one of my mum’s friends who had been to Oxford phoned me and we talked through the interviews together.” One interviewee described this as “information asymmetry” between the University’s understanding of its application process and schools’ understanding of it, suggesting that more transparency around the decision-making process might be the solution. “A lot of it boils down to a communication issue and maybe doing more to ensure that it doesn’t actually matter where you’re applying from. I think the uni is taking great steps to, in terms of once you get to interview, to take account of different backgrounds. The tutors tend to do a good job of accounting for those differences in terms of your overall education up to that point, but certainly the info you get before that point varies wildly.” Frustrating for all of the interviewees was the contrast between their teachers’ willingness to help and their ability to help. Zaynab recalled “I had a lot of support in the sense of ‘you can do it!’ but I didn’t have a lot of resources. In the last 10 years, our school sent maybe one person to Oxford. So, the only person I was directed to was an English teacher, but it was probably the most useless experience. He was lovely, but I remember telling him about the LNAT and he asked me ‘oh, what’s that?’” ‘Access’ is one of those things that most of us love to talk about in abstract terms. We might all feel a sense of obligation to help, but few of us are necessarily equipped to talk about access in any great depth and many of us lack a strong personal connection to the ‘issues’ being discussed. Yet as the dust settles on this most recent, though unplanned success, one group remains chronically under-represented at Oxford. Scottish schools are experiencing no such gains. In 2018, 13 English private schools sent more students to Oxford than the entire Scottish state school system, which sent 16 students. The situation has not improved much since. Gerry suggested that this reliance on making connections or lucky encounters was forced by the unpreparedness of teachers: “In terms of their willingness and their enthusiasm for helping they were absolutely brilliant, but I think one of the problems is the application process, as I see it, probably isn’t transparent enough at the moment. The consequence of that is if you have access to other people who have applied to Oxford successfully, I think you gain a reasonably significant advantage throughout the process.” Zaynab also found that “it makes such a difference if you know someone who’s already applied.” Peter’s work for the Project involves targeting the most influential figures in education: headteachers, deputy heads, UCAS coordinators, and others involved in pastoral care. McGrade believes that promoting the University among these “gatekeepers” of education is a crucial part of the Clydeside Project’s mission. Chance encounters such as these would emerge as a dominant theme in these interviews. Without them, those in the state system were unlikely to get a sense of what the University could offer them. Peter explained that “in Scotland, it’s not really pushed the way it is in England. A lot of the big English schools will quantify their success in how many Oxbridge places they have. That happens maybe in the private schools in Scotland, but definitely not in the state schools.” To generalise, “that helping hand just probably won’t be there in state schools in Scotland. There’s no sort of culture where you’re to aim for Oxbridge.” Being overlooked by bright students is probably not a problem that the University is familiar with. As Peter’s experience shows, the University’s more traditional approach to selling itself, (i.e. talks in schools and UCAS fairs), does not do enough to seize the attention of students who are otherwise untouched by the allure of Oxbridge. Please note these figures are close approximations (for example, data is filtered to include those domiciled in Scotland)
Public CommentAdjournmentFacebookTwitterCopy LinkEmail County Prosecutor: Adult Protective Services: Professional Services Contract with the Indiana Family & Social Services Administration Division of AgingCounty Health Department: Business Associates Agreement with Evansville Christian Health ClinicContract with the Evansville Christian Life Center for Nurse Practitioner Services Consent ItemsContracts, Agreements and LeasesCounty Commissioners: Professional Services AgreementsTermination of Agreement with the YMCA of Southwestern Indiana, Inc. The Arc of Evansville:June & July 2018 Monthly ReportsJune & July 2018 Meeting Minutes Old Courthouse Event Rental Fee Reduction Request for the Preserving Historic Places Conference Department Head ReportsNew BusinessOld BusinessWarrick County Commissioners Resolution No. 2018-16 in Opposition to Current Lloyd Expressway Corridor Management Plan Approval of August 21, 2018 Meeting MinutesEmployment Changes County Auditor: 8/20/18-8/24/18 & 8/27/18-8/31/18 Claims Voucher ReportsSuperior Court: Letter Requesting CASA Funding County Engineering: Department ReportPay Request #44 U.S. 41 Expansion T.I.F. for the sum of $6,846.27Claims AGENDA of Vanderburgh County Board of CommissionersSeptember 4, 2018, at 3:00 pm, Room 301Call to OrderAttendancePledge of AllegianceAction Items Torian Insurance UpdateArc of Evansville Presentation
Indiana Attorney General Curtis Hill is reminding Hoosiers who plan on viewing Monday’s solar eclipse to make sure they purchase protective eyewear that is approved by NASA or the American Astronomical Society.Hoosiers who are anxiously awaiting the first solar eclipse since 1979 need to be careful when buying protective eyewear or creating safe viewing mechanisms at home. The certified protective eyewear is available at local retailers such as grocery and hardware stores. Hoosiers should only purchase from trusted retailers who are selling glasses approved by NASA or the American Astronomical Society.Hill is advising Hoosiers to avoid purchasing eyewear from secondary markets or person-to-person transactions.In addition, anyone who does not have protective eyewear should act with caution if they plan to create alternative mechanisms for safe viewing. Last week, multiple news outlets featured alternative safe viewing mechanisms via do-it-yourself projects at home. While these mechanisms can also protect the eyes from permanent damage – including blindness – Hill is still cautioning Hoosiers to either obtain the recommended certified eyewear or abstain from looking at the sun during the eclipse.More information is available at the American Astronomical Society’s website.FacebookTwitterCopy LinkEmail
It will offer a range of student support services, including workshops, consultations, coaching Expanded Counseling and Mental Health Services Harvard College recently opened a new Academic Resource Center (ARC), which offers peer tutoring, academic coaching, and opportunities for group and individual study. The ARC complements an array of existing resources to help undergraduates, some of which may be less well-known. So the Gazette caught up with Barbara Lewis, chief of Counseling and Mental Health Services (CAMHS); Sindhumathi Revuluri, associate dean of undergraduate education, who is overseeing the launch of the ARC; and Catherine Shapiro, senior resident dean, to talk about the range of support offices on campus.Q&ABarbara Lewis, Sindhumathi Revuluri, and Catherine ShapiroGAZETTE: Can you tell us what students can expect when they go to the new ARC?REVULURI: The ARC is there to support students in their academic experience, in their academic journey. We are focusing on the kinds of skills and strategies that we think all students need to have to be successful in a rigorous academic environment. Some students arrive having had lots of practice with these types of skills, and some don’t. We’re talking about things like how to manage time; budget for different activities; prioritize work; get started on things that seem big or overwhelming; read strategically, so that you’re not just reading and highlighting from start to finish, or trying to memorize everything, but instead actually taking an active and smart approach to learning. We do that through workshops, academic coaching, and a robust peer-tutoring program for students who want more assistance from experienced peers. And we’re excited to hear from students about what types of things they would like to be able to practice and learn about. And, of course, we’re working in partnership with colleagues to hear what types of services they think are needed for students. That includes people like Catherine and Barbara, but also faculty.GAZETTE: What happens when a student comes to your door looking for a particular service that your office isn’t able to offer?LEWIS: In CAMHS we have a lot of students who are returning from leaves of absence, and part of that process is for our director of acuity services to meet with students. She often finds herself being asked about academic services and what types of things we offer. So she is very frequently bringing up the ARC and sharing the website with people. Since it’s new, we’re really all just starting to learn about it, but we’ve already been talking about it a lot. And to supplement the work at the ARC, CAMHS has started holding workshops every day of the week, and some days we have two. We have workshops on procrastination, how to solve problems taking an evidence-based approach, perfectionism, and compassion — we had a great turnout recently for our first session. So we’re hoping to use these to support the work of the ARC. And then we also work together with students who have attention-deficit disorder (ADD) or learning disorders. They often meet with our counselors initially, but they tend to end up seeing our psychiatrist, and now we can also have them attend the ARC. The ARC is really a piece we had been missing in terms of coaching and helping students who learn differently — especially involving issues about how to manage their work and things like that. As psychiatrists we’re often in the business of not just prescribing medication but helping to offer techniques to students in terms of how they can reach their full potential.REVULURI: I think with that group of students the other office that we do a lot of work with is the Accessible Education Office. Their work is providing accommodations but not necessarily coaching, and that’s where the ARC can step in and work with those students in a more sustained way, providing accountability and strategies that they can use.SHAPIRO: I think this really complements the Yard and the House system well, because in the Houses there is often something like Physics Night, or Math Tutoring Night, for example. And for some students that camaraderie is really helpful, but all students are different. Some want to be holed up by themselves in a room somewhere studying alone; others want to be in a wide-open space with lots of fellow students also studying. But in the Houses students are surrounded by peers as well as graduate students, faculty, and staff who can share stories about how they did their work when they were undergraduates, how they learned. We think that provides another layer of support for students. We also pay a lot of attention to students coming into the Houses and making sure that they have some friendly faces to see right when they enter, which is really helpful.REVULURI: I think the key part of your question is the network and referral. For all of us that means knowing what our own boundaries and limits are, what we can help with and what we can’t, and knowing that there are lots of things we can help with, but when we can’t there are other people who can.SHAPIRO: And to encourage our students to get support. Some have had support, but in many cases they haven’t ever had to before, or they’ve been the supporters themselves. When we see students dealing with material that they aren’t familiar with it can be really jarring for them. We are all trying to support a culture that normalizes reaching out to resources and using them in the same way that world-class musicians go to camp to learn and world-class athletes use every opportunity to use the coaching resources available to them. It’s a different way of thinking than some of our students have come here with, so we’re always working to try to change that.LEWIS: Students sometimes feel more comfortable reaching out to one resource over another. So a student may come to CAMHS because they are anxious about not doing well academically but also embarrassed or ashamed to admit to being in that position. So we can help with the anxiety and the adjustment, but we also help connect them to the supports that are in the House, and now we can also connect them to supports in the ARC.GAZETTE: If students are reluctant to reach out in the first place, what kinds of things are done to break down that stigma and help students take that first step? “All of us do a lot of referring, and I don’t think any of us ever want to say to a student, ‘You’re in the wrong place.’” — Sindhumathi Revuluri Related Chan School Forum examines mental health impact of racism, discrimination SHAPIRO: As a resident dean, if I’m trying to help a student figure out what course to take, I might know that they have a learning disability, which poses a particular challenge. I always want to make sure that I’m making suggestions that will be productive, and being able to reach out to colleagues in the ARC is enormously helpful. We all want to meet students where they are and be effective, but “effective” is not a monolithic category.LEWIS: I think it’s important for students to know that we do work together all the time. Although we can’t just share information freely, if a student is needing something in the House or through the ARC or Accessible Education, there is a release they have the option of signing which allows us to share some of that documentation.SHAPIRO: We all do the jobs that we do because we care about our students. All of them.Interview was edited for clarity and condensed for space. College announces new Academic Resource Center Barreira, Lewis discuss new space, and how it helps broaden their mission REVULURI: We’re thinking a lot about offering a productive, hybrid model. One of the things we are seeing is that when a student is looking for some kind of help, they often want it right away, or at least to get started right away. So we’re going to try to put information online and in the Omni App so that we can be helpful and also be an opening for them to come in and meet with a coach or attend a workshop.GAZETTE: You mentioned the Omni App. What are some of the other ways we connect with students to make sure they know about all these great resources?SHAPIRO: In the Houses and Yards the faculty deans, resident deans, proctors, and tutors are key. When there’s information overload, there can be a reluctance to face your email. It’s just overwhelming. But it’s helpful when you have a person sitting there face to face with you who can say, “Let’s try this first.” I do think that having some help in taking that first step is really important.LEWIS: We actually just created a new website in CAMHS this past January, which we keep updated in real time. So our workshops are up to date, all the training and information is updated. We also just added a TV screen in our waiting room, which cycles through a lot of information about various services we have. Obviously that just reaches the students who are already in the waiting room, but ideally they are carrying that back to their friends.SHAPIRO: Right here in Mather when you walk in the main entrance we have a screen that features announcements from the resident tutors and the faculty and resident deans, and it helps to put names to faces, which is really important.GAZETTE: Are students generally familiar with where to go for various services, or do you find that you’re spending a lot of time redirecting them?LEWIS: There’s a lot of redirecting, and a lot of clarifying. We get situations where students are confusing insurance with being seen in HUHS or CAMHS, for example. There’s confusion over how many sessions you get in CAMHS, and misconceptions that keep growing however hard we try to break them down.SHAPIRO: We can’t think about providing students with resources as an inoculative event where we do a great job of giving it to them at the beginning and then they have it. That’s just not going to work. Students won’t always know what information is going to be important or necessary later, so the work of getting information out is going to be constant. We’ve been working really hard in the [Dean of Students Office] to bridge the gap between the first year and all the information that comes with being new here, to making it a four-year process.REVULURI: Agreed, and one of the challenges is that when you’re between the ages of 18‒22, as most of our students are, you don’t necessarily know what kind of problem you’re having. You might feel overwhelmed or feel that something is wrong, but you don’t necessarily know that you need this person or that person. It’s really hard to have that level of abstraction and self-awareness. So we see often students coming in, and there are things that we can help them with, but there are other things that we are not equipped to do. So one of our roles is to help sort that out and to help them with the things we know how to do. All of us do a lot of referring, and I don’t think any of us ever want to say to a student, “You’re in the wrong place.” That being said, we do want students to understand that there are sometimes situations where someone else can help them better than the person who is standing in front of them, and in those cases, it’s really about getting them better help.GAZETTE: So coordination seems like a really important part of making the network of services work. Is that fair?REVULURI: I think our areas work together at a high level, thinking about what we provide generally for our students. But then we also collaborate on individual student cases, which we of course don’t talk about much, but we are in touch about cases a lot. Trust, belonging, keys to mental health of students of color LEWIS: It helps to have people in the Houses like tutors, proctors, deans, and other supports that students have there. That might be the first stop. And in CAMHS we have a program we started last year called Let’s Talk, which is clinicians in offices on campus where a student can go meet with them for 30 minutes without having to go to a clinic, have an appointment, or have a medical record. So we hope that for students who may not be comfortable with going to an office, this will be a place where they can go to talk to someone and get advice and be in a setting that is a little easier to manage. In some cases a clinician may say that it warrants coming in and making an appointment, but at least it gets the conversation started.SHAPIRO: For first-years in particular, the proctors and peer-advising fellows [PAFs] are really important. The proctors live in residence with them; they’re right down the hall. The PAFs are not authority figures; they’re peers. So they really help to normalize that experience of being concerned about a math test or whatever they may be worried about. They can give options in a really friendly, informal, matter-of-fact way, which can be very helpful. For a situation like that you don’t have to make an appointment to speak formally with someone about it.GAZETTE: How have these various services evolved over the years?LEWIS: Well, the other new resource that students have are the five peer-counseling groups that we supervise. These are students who have a full training in counseling before school starts in the fall. [Volunteer student counseling group] Room 13 was created about 50 years ago. The person whom I consult with graduated from Radcliffe, and she was hired to help understand the counterculture in the 1960s and the rebelliousness that was taking place, and out of that study she created Room 13. They felt students would talk to peers more easily than they would administrators. And then ECHO has been around for about 30 years. That’s the Eating Concerns Hotline and Outreach. And the most recent one, Indigo, was developed about five years ago. In that case students came to us asking if they could start a group to serve first-generation students who were on financial aid and were from groups that felt more marginalized. Let’s Talk has been around for just a few years, though it was developed originally at Cornell about 15 years ago. I think the bread and butter of our work at CAMHS is the individual one-on-one counseling, and that has obviously been around for a long time. But with the changing needs of students and the changes with the way students live in the world, we have tried to make changes to keep up with them.SHAPIRO: In the Houses and Yards there are yearly training sessions, which we have made adjustments to over the years. We tend to pay more attention now to first-generation students, and also issues of sleep hygiene, nutrition, and exercise. I think we are more intentional in our hiring to try to bring in a range of people so that in a House there are people with a science focus, or a liberal arts focus, people who come from different backgrounds. The constant is we look for people who are friendly, approachable, sensible, and sensitive in the right measure.GAZETTE: Has social media had an impact on the need for services?REVULURI: Certainly from the perspective of distraction and time management it is an issue. There are just so many temptations and strains on your time now. Our students are especially active and have always been busy, but now there is a way that even if you’re alone in your room, you’re not really alone. A lot of what we have seen is having to retrain on how to focus and to tune out. We knew that for students who have ADD or ADHD, but now it’s really more of a baseline focus for students.SHAPIRO: I think the strength of social media is the ability to get a lot of information and the ability to stay connected to people in ways that were a lot harder in the past. But the information overload makes it difficult for people to remember important messages that we send out sometimes because they are just getting so much of it. I think some of the social media that is more anonymous can really be deleterious. In addition, if you’re feeling depressed or ashamed, for example, you can find a pseudo-community by being on social media as opposed to being out in the dining hall or with your friends somewhere. So, we try not to let social media be a distraction, but also not to be a force which makes it harder to really be part of a community. Real community is more nourishing in the long run.GAZETTE: Has the ubiquitousness of personal technology changed the way you provide services?LEWIS: I think one of the ways we have tried to make it easier for students to access our services is by having the scheduling of initial consultations on the patient portal, which students have access to 24/7. We also text students reminders of their appointments, with their permission. We also started partnering with I Hope, which is a tele-help company. We first started by offering one-on-one counseling, which didn’t seem as popular. But now we have them provide workshops in the evenings and on Saturdays and that has gone really well. For students who may prefer to do that from the privacy of their room that’s a great option. “I think some of the social media that is more anonymous can really be deleterious. … So, we try not to let social media be a distraction, but also not to be a force which makes it harder to really be part of a community. Real community is more nourishing in the long run.” — Catherine Shapiro
Featuring a book by John Logan and Brian Yorkey and directed by Joe Mantello, The Last Ship is inspired by Sting’s own childhood experiences and his album of the same name. It is set in an English seafaring town that operates around the local shipyard and follows Gideon Fletcher, a man who left home to see the world and returns fourteen years later to find that the future of the shipyard is in danger. The cast also includes Broadway favorites Michael Esper and Aaron Lazar, Rachel Tucker, Fred Applegate, Sally Ann Triplett and Collin Kelly-Sordelet. Related Shows The Last Ship What’ve you got? You got Sting! The 16-time Grammy winner has extended his engagement in The Last Ship. The rock star-turned Broadway composer, who began performances as Jackie White on December 9, will now perform in the tuner at the Neil Simon Theatre through January 24, 2015. He was originally scheduled to appear in the show through January 10. View Comments Show Closed This production ended its run on Jan. 24, 2015
The objective of the event, which took place on April 12 at Riocentro, was to showcase the capabilities of Latin American nations in this arena, in addition to introducing new technologies in that sector. Captain Leonardo da Silva Mello, director of the Brazilian Navy’s Electronic Warfare Center, cited developing projects within the force, such as the Amphibian Brigade program conceived in a 12-phase process to renew the Marine EW system. At the same time as the PNC4S workshop took off at SOUTHCOM, military and civilians from the defense and security sector assisted a seminar on electronic warfare (EW) during the 10th LAAD Security & Defence expo in Rio de Janeiro, Brazil. “Until practically the end of the 90s, we didn’t have that sort of equipment,” he stated. “Electronic warfare emerged for us during a one-week period in Salvador, Bahia State, in 1986 by self-taught professionals.” The Brazilian Air Force (FAB, for its Portuguese acronym) had already introduced details from “Projeto FX-2,” for which they expect to acquire 36 aircraft to modernize and and upgrade the FAB’s fleet. Major General José Augusto Crepaldi Affonso, president of the Coordinating Commission for the Combat Aircraft Program, discussed the details surrounding that. By Dialogo April 22, 2015 Captain Leonardo da Silva Mello, director of the Brazilian Navy’s Electronic Warfare Center, cited developing projects within the force, such as the Amphibian Brigade program conceived in a 12-phase process to renew the Marine EW system. Lt. Col Magalhães said that the EW Air System acts to promote research, coupled with procurement, service life, human resources, doctrine, and cooperation and analysis. Lieutenant Colonel Luciano Barbosa Magalhães, chief of the EW section within the General Air Operations Command, talked about the evolution of EW within the FAB. The Brazilian Air Force (FAB, for its Portuguese acronym) had already introduced details from “Projeto FX-2,” for which they expect to acquire 36 aircraft to modernize and and upgrade the FAB’s fleet. Major General José Augusto Crepaldi Affonso, president of the Coordinating Commission for the Combat Aircraft Program, discussed the details surrounding that. Other presenters included representatives from the Brazilian Association of Defense and Security Material Industries and from the Aeronautical Technological Institute. “Until practically the end of the 90s, we didn’t have that sort of equipment,” he stated. “Electronic warfare emerged for us during a one-week period in Salvador, Bahia State, in 1986 by self-taught professionals.” Lieutenant Colonel Luciano Barbosa Magalhães, chief of the EW section within the General Air Operations Command, talked about the evolution of EW within the FAB. Lt. Col Magalhães said that the EW Air System acts to promote research, coupled with procurement, service life, human resources, doctrine, and cooperation and analysis. At the same time as the PNC4S workshop took off at SOUTHCOM, military and civilians from the defense and security sector assisted a seminar on electronic warfare (EW) during the 10th LAAD Security & Defence expo in Rio de Janeiro, Brazil. The objective of the event, which took place on April 12 at Riocentro, was to showcase the capabilities of Latin American nations in this arena, in addition to introducing new technologies in that sector. Other presenters included representatives from the Brazilian Association of Defense and Security Material Industries and from the Aeronautical Technological Institute.