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Category: Homepage Spotlights
Spotlight on Faculty: Theresa A. Davies, Ph.D.
How did you first become interested in science?
I have loved science since I was a child. My parents worked in teaching and business, so I had no direct connection to the field, but I ended up majoring in chemistry at the University of Virginia and developed a passion for biochemistry. When I first started my undergraduate career, I planned on attending medical school, but instead I chose to take a research position at Boston University after graduating. While working in the lab, I took a few courses and ultimately enrolled in a program at the medical school and earned my Ph.D. in Biochemistry. I studied the thrombin receptor on human platelets.
Have you been at BUSM ever since earning you Ph.D. degree?
Yes, and after earning my Ph.D., I became a postdoctoral fellow in the Biochemistry department, continuing the research I completed for my dissertation. I actually started my family (twins) when I was finishing my dissertation, and I had a wonderful mentor in this lab who really taught me how to be both a scientist and a mom. After my postdoctoral position, I became an Assistant Professor of Biochemistry and started research in the area of Alzheimer's disease. I looked at the role of platelets in amyloid deposition using a blood brain barrier. Around this time, I again had two more sons, and saw how women can really have a fruitful career as a scientific researcher and a family. My job evolved as I took on administrative roles and began advising students in the M.A. in Medical Sciences (MAMS) program. It is very fulfilling to help students apply to medical / dental schools and watch as they accomplish their goals.
You recently created a M.S. in Oral Health Sciences (OHS) program, previously a track in MAMS. Can you tell me about the program?
This graduate program allows students interested in dentistry the opportunity to improve their credentials for dental school admission. Originally a track within the MA Medical Sciences (MAMS) program, OHS students were able to take first-year dental courses at the BU Goldman School of Dentistry and prove their aptitude. Now that the Oral Health Sciences program is separate from the MAMS program, we will begin to offer new courses specific to pre-dental students, such as the Evidence-Based Dentistry course I recently developed.
What other roles do you play on the Medical Campus?
As with all faculty I wear many hats. I serve on several administrative and admissions committees for both the Medical School and for GMS. I co-teach a Biomedical Information course, which helps students with thesis writing skills, as well as serve as the Course Director for 2 new courses entitled Evidence Based Dentistry and Fundamentals of Head and Neck Anatomy.
A very exciting project that I have recently been involved with involves designing and testing a novel mobile app for the Finding Information Framework (or FiF) which assists medical students with Evidence-Based Medicine. Additionally I host webinars as a recruitment tool for the Oral Health Sciences program and am involved with improving and maintaining the GMS website, a job which has been quite the learning experience. I found that I really like building and designing the web pages, and though it can be challenging, website development has been very rewarding for me.
What is the most interesting part of your job?
I love helping students realize their dreams and accomplish their goals. Ultimately, their success is my success. I push my students to work hard while they are here at GMS, but also offer them support, encouragement (and compassion) when the coursework is challenging. I have also had to learn how to balance my professional and personal life, which has not always been easy! But I am very happy that I have not had to sacrifice one for the other, and I can say that I truly love my job.
What is the most challenging?
Balancing all of my responsibilities. My year is very cyclic, so I am never doing the same task for very long before a new one takes its place. Whether it's teaching, reviewing theses, admissions or website work, or medical/dental school application assistance I am always doing something different, depending on the time of year. Every year varies as well because I have a new cohort of students who I love to get to know. My job is not as repetitive as it may seem, even though I continually have the same responsibilities due to my colleagues and students.
What do you like to do outside of BUSM?
I have four children, ages fourteen through twenty-eight, and we are all very active. My younger children, my husband, and I love spending time outside, especially camping. I also love reading and going to the beach. I am actively involved in my church community teaching, boy scouts and even help with the website for the high school crew team, which one of my sons participates on.
Do you have any advice for current GMS students?
It is important to follow your dreams and passions, and not to give up or let anyone discourage you. Students should find what fits into their life and is interesting to them, and pursue it. When you commit to a program, be prepared to work hard and give the time it takes to be successful. With perseverance and support, and at times a little luck, you will be successful.
Spotlight on Faculty: David Levin, Ph.D.
What brought you to Boston University?
Several aspects of Boston University prompted me to move from Johns Hopkins University. Certainly, its location in Boston is a tremendously positive factor. There is an enormous pool of bright and talented scientists in Boston. But perhaps the most important element was the high level of collaborative interaction that is part of the culture of Boston University. We have a very interactive community here, which is important for professional growth at all levels, from students to faculty.
You serve as chair of the PiBS Admissions Committee. Can you describe that experience?
The admissions process for PiBS is a great deal of work for everyone involved, but it's very satisfying. I was amazed by the number of high quality applicants we received in the first year, which allowed us to be very selective. It was great to get to know the applicants, first on paper, then in person through the interview process. The aspect that was new to me, as the director of Admissions, was the importance of getting to know all of the applicants we chose to interview, rather than just the few with whom I had formal meetings. This was a significant challenge, but rewarding at the same time.
How does a program like PiBS benefit our PhD students?
There are several benefits to an interdisciplinary umbrella program such as PiBS, particularly for students who have not yet settled on a specific sub-discipline of biomedical science for their doctoral studies. For example, students enter the program without commitment to a specific department, or discipline. This allows them to explore a wide variety of research areas through laboratory rotations in labs spread across eight separate, but related Ph.D. programs, as well as through seminars and other events in various participating departments. Additionally, because the first year curriculum is broad-based, it puts students on a very strong footing to move in whatever direction they chose, not only for their Ph.D. research, but at later stages, as well.
Are you involved in any research at the moment?
My lab studies molecular mechanisms underlying stress signaling. We use yeast as a model system for understanding signal transduction events that are typically initiated at the cell surface and are translated into physiological responses, often through changes in gene expression. We have discovered recently a novel mechanism for control of stress-induced genes, called transcriptional attenuation. We think of this process as a mechanism to keep the control regions of these genes functioning under conditions in which gene expression is turned off, so that gene expression can be activated rapidly and efficiently under emergent conditions. There may be applications of this work to therapeutic gene silencing.
What are the most challenging and the most rewarding parts of your job?
The most rewarding aspects of my job are the research successes. Those discoveries that change the fundamental way in which we think about a process happen only rarely. But when they do, there is nothing quite like it.
How do you like to spend your time outside of BUSM?
My wife and I enjoy travel abroad and are gradually working our way through a long "bucket list".
Do you have any advice for current students or prospective students?
The primary job of a Ph.D. student is to turn themselves into rigorous, self-critical scientists. It's not about completing a project, or even about the number of papers you publish during your time here, although these are important aspects of becoming a scientist. If you focus on developing your ability to generate good data and to analyze those data in a critical way, this will serve you very well.
Spotlight on MS Student: Rebekah Gould
What drove you to pursue a career in science?
Science was always secondary to dentistry. From as far back as I can remember I have wanted to be a dentist, and naturally, I found myself interested in science. Growing up, I had a strong relationship with my own pediatric dentist and orthodontist, and I really admired him. When it came time to attend college, I decided to attend the University of North Carolina at Chapel Hill with the goal to pursue a career in dentistry.
Why did you choose to come to Boston University School of Medicine (BUSM)?
I was really hoping to go to dental school following my senior year of college, but for various reasons, it did not work out that way. While I had a solid Dental Admissions Test (DAT) score and plenty of experience shadowing in the field, I didn't have the strongest undergraduate GPA. I knew I might have to get a Master's degree before applying again, and started looking for programs. When I found the BUSM Oral Health Sciences (OHS) Track, I almost thought it was too good to be true! The program was exactly what I needed, and it seemed like it would prepare me well for dental school.
Can you tell me a little about the program you are in?
UNC is a huge school, so to come into a program with only seventeen other students was what initially attracted me to this program. The OHS program is a track within the MA in Medical Sciences program where students take half of their classes with the first-year dental students at the BU Goldman School of Dental Medicine (BUGSDM). These classes are a unique characteristic of the program because they give the OHS students a real chance to experience the rigor of dental school courses. OHS also provides a lot of support to their students. The program director, Dr. Theresa Davies, is so enthusiastic about helping her students achieve their goals. This support system was not something I had in undergrad, and it has really helped me progress through the program.
What are your plans after completing the program?
I officially graduate in September 2013, but I will be walking in the May Commencement ceremony. This fall, I will attend BUGSDM as a dental student. Because I am in the OHS program, I will have already taken a few of my first semester classes, so my schedule will be a little lighter than the other first-year dental students. I hope this extra time will allow me to really focus on my other courses and to explore all my options. After dental school, I want to pursue a specialty in pediatric dentistry or orthodontics.
What do you enjoy doing outside BUSM?
I came to Boston in June 2012 for the very first time when I started the OHS program. I live in the South End with two roommates, and we love being tourists within the city. We are always finding new restaurants to try. I recently attended my first Celtics game, and I want to go on a Duck tour this summer. The winter seemed very long, and I am happy that it is finally starting to warm up.
What advice can you give other GMS students?
No matter what program you are in, give it all you've got. Dr. Davies told me when I entered the program that the work in the upcoming year would be my hardest yet, but that I would be successful as long as I put the effort in. Your work is doable, even when it is most challenging. Seek out a support system, whether it is an advisor, a professor, a classmate, or family and friends. There are resources out there for GMS students to help you throughout your career here – you just have to know how to find them. With the right support system and a strong commitment to your work, you will be able to work hard and succeed.
Student Spotlight: Shahar Castel
Shahar Castel
Masters Student, Medical Sciences
Did you like the new design for the GMSSO tee-shirt? If so, keep reading! Shahar Castel, the designer, is not only an artist, but a young scientist interested in pursuing a medical career. Born in Israel and raised in Boston, Shahar loves pursuing her many passions close to home.
What brought you to BU?
I have always known that I wanted to pursue a career in science, particularly medicine. After graduating from Emory University in 2009, I was at a crossroad when it came to choosing the next step for me. Ideally, I hope to pursue a career in medicine, and to do so, I knew I needed to further my education with a Master's degree, preferably from a school in Boston where my family and friends are. My best friend growing up, Ilona Goukassian (MAMS 11') attended the MA in Medical Sciences (MAMS) program at BUSM directly after graduation, and she shared with me all of the wonderful opportunities this sort of program could provide me, and I was instantly sold. Although I explored several other programs in New England as well, the MAMS program seemed to have the most to offer.
What are the advantages of pursuing a MAMS degree at BUSM?
The MAMS program at BUSM offers a curriculum that is equivalent to a first-year medical school curriculum, without the clinical time, and provides accurate insight into the academic demands of medical school. Most MAMS students elect to complete their coursework in the first year, and then complete a thesis project in the second year, although some chose to complete both their courses and thesis in the first year. I will be completing my thesis this year, after working very hard in my courses last year. I will be working with a plastic surgeon at the Boston Medical Center, Dr. Spiegel, who specializes in Facial Feminization Surgery (FFS). I will be surveying transgender patients on whether FFS helps to improve their psychosocial anxiety as it relates to their appearance.
What do you hope to do after you earn your degree?
I plan to complete my thesis and apply to various medical and doctoral programs next year. Although traditionally, students will apply to medical schools during the summer directly after completing their first year courses, I have decided to apply the following year, in order to make me the best applicant possible. Additionally, though I ultimately would like to pursue a medical degree, I am also very interested in all the neuropsychological diseases, and could see myself with a research career as well. This coming year and next will allow me to explore these other options, and see what sparks my interest most!
Are you involved in any activities on campus?
Last year, I volunteered at the Sharewood Projects, which is an organization that offers a free healthcare clinic for the locally underserved population and is led by medical students and physicians at Tufts University School of Medicine. It was a great experience, and encouraged me to continue pursuing a career in medicine.
You are the designer of the new GMSSO t-shirt. What was your inspiration?
I love images of city skylines, and I enjoy creating art. While I tend to sculpt more than anything else, I heard about the GMSSO contest to design a tee-shirt, and thought it was a great opportunity to create a 2-dimensioanl image of the Boston skyline. After three months from submitting my design, I heard that I had won and was thrilled.
What do you enjoy doing outside of BU?
I currently live with two out of my three older sisters in the South End area of Boston. It is great to be able to come home to them and have distance from what I am learning about in class or the research I am doing for my thesis. I am usually working on a piece of art, which I like to give as gifts for my friends and family. Additionally, I am teaching myself to play the piano, I am trying to learn Spanish (something I have always wanted to do), and I play for the Boston Ski and Sports Club soccer league on a co-ed team that I have been playing for over the last 3 years. I also played in an indoor soccer league with a team of other GMS graduate students last year.
Do you have any advice for current students?
The MAMS program is a lot of work. Students in this program cannot expect to "cram" and do well. You really have to work at managing your time so that you can review lectures and keep up with all the work. In the first semester, I did nothing but study. You don't have a lot of time to relax, so you have to make time for yourself, even if it's just taking an hour to watch a TV show, or meeting friends outside of school. In the second semester, you learn how to balance all the work and life outside of school.
In general, I would say make sure to use all the resources BUSM has to offer you. At orientation, the GMS professors tell us that they are here for us, and they really mean it! Ask your instructors for help; they really want to be there for you and help you succeed. And don't be afraid to get tutors for any classes you may be having trouble in!
Faculty Spotlight: Dr. R. Jarrett Rushmore III
R. Jarrett Rushmore III, PhD
Assistant Professor
Graduate Director for the Department of Anatomy and Neurobiology
A faculty member, active researcher, student mentor, husband and recent father, Dr. Jarrett Rushmore, Assistant Professor in the Department of Anatomy and Neurobiology, balances all of his responsibilities with enthusiasm and grace.
What brought you to BUSM?
I started at Boston University as a laboratory technician in 1995 after graduating from Trinity College with a background in Neuroscience. I joined the doctoral program in the Department of Anatomy and Neurobiology and performed research about how brain circuits in the visual system respond to damage. After completing my doctoral degree, I was recruited to stay at BUSM as a faculty member.
Are you involved in any research at the moment?
I'm really interested in how the brain responds to damage, and then recovers from damage. Most recovery after brain damage is quite limited, and so we have been using non-invasive brain stimulation to train the brain circuits that mediate recovery and improve function after brain damage.
You have many roles within GMS. Can you tell me about some of them?
Sure. I serve on a variety of committees, but most of my time revolves around teaching or advising students. In the medical school, I teach in the Medical Histology and Medical Neuroscience courses. I also teach to graduate students in the Cellular Organization of Tissues. I serve as the director of the graduate programs in the Department of Anatomy and Neurobiology. I'm also an advisor for the Master of Arts in Medical Sciences students, and also serve on the Academy of Advisors in the medical school.
Can you tell me about the Anatomy and Neurobiology Masters and PhD programs?
The Master's degree in Anatomy and Neurobiology is called the Vesalius program after Andreas Vesalius, the father of Anatomy. Vesalius was remarkable not only for his anatomical drawings, but because he was one of the first people to actually teach Anatomy. As part of their first year curriculum, our students take medical gross anatomy, medical neuroscience and medical histology, and come back in their second year and teach medical and graduate students in these very same courses. The students find this experience transformative – both in their understanding of the discipline, and in the development of their confidence to become first-rate academicians.
The doctoral program is also unique. We tailor the curriculum to the individual doctoral student, and have three curricular tracks to reflect the interests of the students (Anatomy, Neurobiology, or Anatomy and Neurobiology). These students are outstanding, particularly in their cutting edge research in the neurosciences or in the anatomical sciences. However, what really distinguishes these students is that they also become expert educators in the discipline. They are closely and intensively trained to teach biomedical sciences to medical, graduate, and dental students. As a result, our students have had great success in a tight job market, and many are offered faculty positions in academic medical centers directly upon receiving their degree.
What is the most challenging part of your job?
The most challenging part of my job is balancing the different aspects of the job. There are a lot of different aspects of a faculty member, and thinking about how best to solve a scientific problem is a very different way to think from how to best teach a particular concept, or to produce an effective policy. It's a challenge, but it also helps me understand how my brain works, which as a neuroscientist is something I like to think about.
What is the best part of your job?
Well, I love science and I really enjoy teaching – these are the hallmarks of this job. One thing I didn't expect was discovering that one of the best things about my job is the students. The medical and graduate students I advise and teach and work with in the lab are simply outstanding people. They are incredibly accomplished people, they are clever and smart, they have explored the world, they think about their place in the world and actively think how to make the world a better place. They are unique, interesting, passionate, and inspiring.
How do you like to spend your time outside of BUSM?
My time outside BU is mostly spent with my family. My wife and I have a nine-month-old daughter who has just started to crawl. We have also recently experienced the joy of new home ownership, so I've recently spent some time killing hornets, chasing groundhogs, and realizing that I'm a really bad carpenter.
Do you have any advice for current students or prospective students?
I think that what really sets BU apart from other research programs is the level of engagement by the faculty. I think the faculty at BU have a culture in which they go to extraordinary lengths to mentor, help, and support graduate students. All the faculty I know have an open-door policy, and they spend a tremendous time mentoring, teaching and just talking to students. They always have time for questions, regardless if they are in the middle of a grant or preparing a lecture, and go out of their way to make sure students are doing well. I'm very proud to be a part of this. This level of engagement and commitment amazes students who have been undergraduates or graduate student in other institutions, and they are quite simply taken aback by how much the faculty really care about how they are doing. My advice is that students should take advantage of this really unique and special environment.
Spotlight on Students: Ridda Hasnain
Medicine is not only about healing—it is about prevention. Ridda Hasnain, a Ph.D. student in the Medical Nutrition Program, understands this concept and hopes to use her BUSM education to establish preventative health measures around the globe.
When did you first know you wanted to pursue science?
From a very young age, I was interested in human health. Throughout my undergraduate education, I planned to pursue a career as a medical physician. When I arrived at Columbia University for my Master's, however, I grew a specific interest in human nutrition. As I completed my degree, I realized that I wanted to prevent, rather than treat, medical conditions. When I understood how my research in nutrition could prevent diseases, I decided to pursue a doctoral degree.
What brought you to BU?
When I started searching for the right doctoral program, Boston University School of Medicine stood out. BUSM was different from a lot of other schools because it offered an integrative and collaborative experience. Graduate students, regardless of what program they were in, worked with multiple departments and multiple investigators from different labs. Students interact with faculty and peers outside of their own program. I thought this interaction would be a valuable part of my graduate education and prepare me for a career where there is much collaboration and interaction. Also, BUSM has a diverse student body. My peers and I come from all different backgrounds, and we all have varying research interests. I believe that this diversity and transfer of ideas will help me in the long run.
Can you tell me a little about the program you are in?
I am in the Medical Nutrition Sciences Program. Compared to other nutrition programs in the country, this program is relatively new. Because it is new, the current students really have an opportunity to shape the future of the program. There are three tracks in the program tailored to meet the needs of each individual in Medical Nutrition Sciences program: molecular/biochemical nutrition, clinical nutrition, and nutritional epidemiology.
The basic sciences track explores the biochemistry behind nutrition and how nutrients interact with the body while the clinical track is designed to educate students on how nutrition research can be applied to preventative measures in the clinic. The third track, epidemiology of nutrition, is the track that I am pursuing and examines causes of disease and their association with nutrition.
What do you hope to do after you earn your degree?
In a general scope, I want to research and find components of the human diet that prevent diseases, but I also want to have clinical exposure to teach patients that there are wholesome and natural approaches to preventing disease. I hope to be able to impact the community and improve public health policy. In Pakistan, where I am from, there is little awareness of how diet can affect lifestyle, and I hope to develop a program here and abroad to fill this gap in knowledge.
You recently presented at the 2012 Future of Food and Nutrition Conference and won the award for best presentation. Can you tell me a little about your research and that experience?
The Future of Food and Nutrition Conference is a student-led conference at Tufts University. I presented a poster on dietary protein and its impact on body composition and risk of obesity. Overall, it was a great experience because it gave me the opportunity to learn about the research my colleagues from other institutions were performing, and to think of novel questions related to my own research based on my presentation and discussion with other scientists.
Are you involved in other activities on campus?
I am involved in the admissions and recruiting process for the Medical Nutrition Sciences program. This is an interesting and rewarding role because it really does help to shape the future of the program. I get to meet with prospective and incoming students to advise them in any areas they may need help.
What do you enjoy doing outside the walls of BU?
I love trying new cuisines! Given my field of study, it's not secret that I absolutely love food. I also enjoy traveling whenever I can. And I love to just spend time with my family and friends and take advantage of all that Boston has to offer.
What advice can you give other postdocs, or GMS students?
I think it may be helpful to many students if they start a PhD program with a general interest, rather than a highly specialized goal. PhD students will go through many rotations in different labs with different principle investigators, and these experiences will help them develop their general interest while finding a lab environment they can work in. Also, rotations are a time to apply your knowledge to novel questions.
Students should take advantage of all the BU campus has to offer. For instance, taking a class that is unrelated to your field may help you in some way later on in your career. Also, talk to your peers. These discussions will help shape what it is you want to accomplish while here are BUSM.
Spotlight on Students: Whitney Thomas
Graduating on Friday, May 18th at the GMS M.A./M.S. Commencement Ceremony, Whitney Thomas reflects on her two years as a MAMS student.
When did you first know you wanted to pursue science?
When I was in grade school, I remember telling my parents that I wanted to be an ambulance driver when I grew up. Not the EMT in the back helping the patient on the way to the hospital; the actual ambulance driver. When I entered high school, I started volunteering for the local rescue squad. I think it was then that I knew I wanted to go to medical school. At Bates College I majored in neuroscience, which exposed me to the unique interplay between mind and body, and had various shadowing experiences which solidified my decision to study medicine.
What brought you to BU?
After I graduated from Bates, I took two years off from school to work at the NIH in a lab that studied Pediatric Bipolar Disorder. I heard about the MA in Medical Sciences program here at BUSM and thought it would be a great stepping stone back into academia and help prepare me for medical school. I looked at some other similar Masters programs, but BU seemed to have the best one, and the best location. I really enjoy living in Boston.
Can you tell me a little about the MAMS program you are in?
I am currently finishing up my second year and just completed my thesis. The first year is class-driven and focused on academics, which I really enjoyed. It gave me a realistic glimpse to what medical school will be like. I have definitely gained confidence in my capability to succeed in medical school based on my success in this program. The greatest adjustment for me in the MAMS program was the class size. I remember on the first day of class in Bakst Auditorium, I suddenly felt very hot. The room was filled with 200 people! That was a huge difference from Bates, where the class size was much smaller. Despite these large classes, however, MAMS and GMS create a small community, and if you put in the effort, you will realize that the professors do want to get to know the students.
What are your plans after completing the MAMS program?
I applied to medical school last year, and will be attending the University of Vermont College of Medicine. Right now, I am considering primary care, specifically obstetrics and gynecology. I really enjoyed the research I did for my thesis, but I am mostly interested in clinical medicine. Eventually, as a practicing physician, I would hope to participate in research as it fits in with my practice.
You have helped to organize a Sarcoma Awareness event for this Friday. Can you tell me a little about that?
In January 2012, the MAMS community lost a member to sarcoma. As a member of the GMSSO, I helped organize an awareness talk in her honor to help raise money for sarcoma research. Sarcoma is a type of cancer that originates in bone or connective tissue. It is relatively uncommon and is very difficult to treat. Dana-Farber Cancer Institute is performing innovative and interesting research on this cancer, and the speaker we invited is a member of the sarcoma team there. Approximately 40 people attended the event.
Are you involved in other activities on campus?
I serve on a small committee as a liaison between the MAMS students and Dr. Gwynneth Offner, the director of the program. We meet with her every month to discuss issues and ideas that my peers may have. Additionally, I volunteer with the GMSSO for events such as orientation, commencement, Project Gratitude, and blood drives, and I tutor three first-year MAMS students in Physiology and Endocrinology. Last summer I volunteered for the Outreach Van Project and enjoyed spending time with community members from East Boston who are in need of food and/or medical support.
What do you enjoy doing outside the walls of BU?
I like to stay active, whether I am hiking, biking, or riding one of my horses when I go home to Vermont. I also enjoy baking, and I love going out to eat when I can. Boston is such an exciting city, and I love to explore all the opportunities it provides. Traveling is another fun hobby, and I visit my friends in different parts of the country whenever I can. I also work part-time in retail.
What advice can you give other GMS students?
My two years went by so quickly. It is important to take advantage of all the opportunities BU and the city of Boston have to offer, whether it be playing squash at FitRec or visiting a museum. Also, the professors are very knowledgeable, not only about the subject they teach, but about medical school, and life in general. Importantly, they are always willing to help, so don't hesitate to contact them. Finally, don't forget to have fun and meet new people. GMS provides a great community that you will want to participate in.
Madeline Brisotti and Tanaya Kunnenkeri
Balancing a job and a earning a Master's degree can be a daunting task. Madeline Brisotti and Tanaya Kunnenkeri, both in the Mental Health Counseling and Behavioral Medicine program, make it look easy. Working in the GMS Division Office a little every week, they find numerous ways to help their graduate and Boston community.
Why did you decide to pursue a degree in Mental Health Counseling?
Tanaya: I started my undergraduate education at the University of Toronto in Biomedical Engineering. By my third year, I was more interested in a human-oriented field rather than working with machines. After switching my concentration to Life Sciences, I ended up earning a Psychology degree. This eventually led me to pursue an internship in a day treatment center for an orphanage in Bolivia.
Maddy: I received my undergraduate education from BU, and after I graduated, I worked for a behavioral neuroscience lab at Boston University. After a couple of years in this position, I realized that I really wanted to work with people, rather than animal subjects in a laboratory.. As I was working on projects focused on drug research, I could see how my experience could be translated to substance abuse counseling.
What brought you to BU?
Maddy: I chose BU for my undergraduate education, and I loved the community. When a job became available after I earned my Bachelor's, I jumped on the opportunity to stay here. After deciding to go back to school, I did consider other programs, but BU had the exact program that I wanted. BU has given a lot to me because I have been able to stay in the University community, both on the Charles River Campus and the Medical Campus.
Tanaya: After completing my undergraduate studies in Psychology, it soon became very clear to me that I would need to further my degree in order to move forward in my profession. I applied to the Mental Health Counseling and Behavioral Medicine program because this program included the behavioral medicine component, and it provided ample opportunity to get hands-on clinical experience. Another factor that led me to Boston was that I was dating my now husband who is a Bostonian.
Can you tell me a little about the program?
Maddy: The Mental Health Counseling and Behavioral Medicine is a two-year program that incorporates the new direction mental health is going. What I like most about the program is the small class size. One of my favorite parts about the program has been getting to know my peers and faculty. What is particularly unique about BU's program is that it is situated on a medical campus.
Tanaya: The program is completely different from my undergraduate experience. University of Toronto has 60,000 students, and I was unable to have valuable interactions with all my professors. Here at BUSM, all the faculty in my program are very involved in our growth as students and budding clinicians. BUSM offers an intimate educational environment, where your peers have passions similar to yours. This passion among my classmates and teachers is contagious, and is really motivating.
What is your second year internship like?
Tanaya: My program provides you with the opportunity to complete a full year internship in your second year along with a first-year practicum in the Spring or Summer semester. Currently, I am placed at Boston Medical Center at the Child and Adolescent Psychiatry Department. I have always been interested in working with children, and working at BMC has given me more of a clinical experience than my time interning at the orphanage in Bolivia.
Maddy: I am doing my internship at South Boston Collaborative Center, which is a substance abuse outpatient center sponsored by the Boston Public Health Commission. I primarily work with adults at the clinic, but I do have the opportunity to work in a South Boston high school once a week to work with adolescents as well. Overall, the experience has been incredibly rewarding, though some days are extremely challenging. In addition to my internship, I am also taking a full course load.
What do you hope to do after you earn your degree?
Maddy: I like working with adolescents more than I thought I would. Initially, I had thought about working with adults around substance abuse, but now I think it would be nice to work with adolescents as well, either from a home based or school based setting. It would be really great if I could find a site that offers both.
Tanaya: Though I love working with children, I am open to gaining more experience with the adult population. After graduation I am looking to pursue a career working with children and families in an outpatient setting.
You both are student workers in the GMS Division office. What is that like?
Tanaya: The experience has been great. I have had the opportunity to work on various administrative projects, which has been a nice break from my courses and internship. Everyone in the office values the student workers, and the work we do. They try very hard to make us feel like part of the office, and part of the team, even though we only work a few hours a week. They are always available and open for questions.
Maddy: After I started the program, I was still working in the neuroscience lab. By the second semester of my first year, I was ready for a change. My advisor suggested that I work in the Division office. The GMS office gives me tasks that required organization and structure, and I enjoy that kind of work. These are qualities that are not always a part of counseling. I have helped with Admissions, and also helped develop a database for all GMS alumni.
Are you involved in other activities on campus?
Tanaya: Last summer I assisted as a peer mentor for the summer research program offered by GMS. It was a great experience, because even though all the summer students were researching biomedical sciences, I had the opportunity to learn about their projects and lab experiences. I also enjoyed the process of watching them grow and mature over the course of eight weeks.
Maddy: Classes, internship, and work take up most of my time.
What do you enjoy doing outside the walls of BU?
Maddy: I enjoy traveling home to Long Island and seeing my family. It is a great place to recharge my battery and just enjoy being out of the city. I don't really have much free time right now, though I enjoy imagining what I can do if I ever do have some! Right now, I am focused mostly on completing my resume and applying to jobs.
Tanaya: I recently got married, and have had the privilege of experiencing the joys and new responsibilities that come as a newlywed. My husband has been extremely supportive of all my endeavors. I also really like yoga and dance, though these are the two things I have sacrificed from my schedule for the time being. I really hope to incorporate yoga into the future clinical work that I do, and I would love to take up dance again when I have the time. I am also involved with the youth at my church.
What advice can you give other GMS students?
Tanaya: I would highly recommend using the support system in the GMS Office, and taking an initiative to get to know the faculty members in your program. If I could do it all over again, I would join a student organization, or participate in dance as an outlet during my time as a student. Using the CRC campus, including the FitRec is a great idea.
Maddy: I would encourage students to get to know the faculty members in their program beyond their advisor. Take classes outside of the program. I took a class at the School of Social Work and gained a whole new perspective. It is good to see all the other courses that BU has to offer. Counseling and Social Work are female dominated careers. I would encourage men to apply to the program. They would definitely have an edge when it comes time to find a job.
Spotlight on Postdoctoral Fellows: Mohamed Jarraya
After growing up in Tunisia and moving to France to complete a Radiology internship, Mohamed Jarraya is no stranger to adventure. A Postdoctoral Fellow in the Department of Radiology at Boston University Medical Center, Mohamed compares his transition to American life to walking in a jungle. Navigating between cutting edge medical research and various opportunities through the Office of Postdoctoral Affairs at GMS, he finds ways to give back to the BUMC community, earning the respect and admiration of his colleagues.
What brought you to BUMC?
Originally I am from Tunisia, but right before coming to the United States, I was living in France completing a medical internship in radiology. I have a MD degree from the University of Sfax School of Medicine. When I decided to do a postdoctoral fellowship, I really focused on locations in the United States, a place I had never previously been. I wanted to complete a research project and really experience America. I found my current position in the BUMC Radiology Department, and I had to jump on it. I love Boston.
What kind of research are you involved in?
Right now I am working in clinical research within the Quantitative Imaging Center at the BUMC Radiology Department studying knee osteoarthritis. A lot of my work requires examining and reading MRIs of the knee. By studying these MRIs, lesions related to osteoarthritis can be scored depending on their severity. This information allows for an objective follow-up of patients with knee osteoarthritis, and helps for comparisons before and after special medical treatments.
Why did you choose radiology?
I have always been interested in architecture and the arts, which I initially planned to study in school. My father, who was physician, always encouraged me to pursue a career in medicine which I ultimately decided to do. When I took the residency exam, I only knew which specialties I didn't want to practice, surgery being one of them. My sister, at that time was in her first year of radiology residency and I was curious about her specialty; I guess she is the one who pushed me in radiology!
How did you adjust to American life?
The only person I knew before moving to the United States was my PI, who had interviewed me for my current position. I viewed the move from France to the United States as an adventure, and I found Americans to be friendly and open to other people. My colleagues are spectacular.
When I first arrived in Boston, any time I had outside of the lab, I spent going to the gym and becoming acquainted with the city. It didn't take me long to start meeting people, and now I am kept very busy with my research and my social life. I also spent the recent Thanksgiving holiday with an American family in the area. They were awesome, and the food was delicious!
Besides your research, how else are you involved in the BUMC community?
I am a member of Toastmasters International, a group recently established by the Office of Postdoctoral Affairs at GMS. It is a very interesting organization, and has been beneficial to me in many ways. Arabic is my first language, though I have been studying English for seven years. Since joining Toastmasters, I have been obligated to prepare a speech. Though there have only been six sessions, I feel my English has drastically improved. I am much more fluent, and my writing skills are enhanced. Additionally, I have met many great people through the organization. It is a very positive and friendly group. Besides Toastmasters, I also offer support for events sponsored by the Office of Postdoctoral Affairs, including the Ice Cream Social we had this past fall, and an the recent Holiday Party. The Office also sponsors career development luncheons I try to attend regularly.
What are your future goals?
I would like to acquire a clinical experience the United States and work as a Radiologist. Beyond that, I am not really sure what my long-term plans are. When I came to America, my goal was to dive into research, and I have come to discover that research is something I really enjoy. I think a combined medical and academic environment will provide me with the benefits of working both in the clinic and in research.
What do you enjoy doing outside the walls of BUMC?
I spend most of my time outside of BUSM with my friends. I have also traveled to New York City in the past six months of living in the country. There is a Tunisian consulate where I was able to participate in a vote back in Tunisia. The vote was for the constituent assembly who is drafting our new Tunisian constitution right now. That was the first democratic election in Tunisia for more than two thousand years!
What advice can you give other postdocs or GMS students?
Join Toastmasters, or other group activities, that will help you socialize. Most importantly, take advantage of working or studying here at BUMC; it is an opportunity and a great experience.
Spotlight on Students: Andrew Ferree
A challenging and rewarding program, the Boston University School of Medicine MD/PhD Combined Degree program produces exceptional physicians and researchers. Though only halfway through his time here, Andrew Ferree is no exception. An addict to research, Andrew has traveled internationally to present his scientific findings, and continues to investigate new ways to improve BUMC's sustainability efforts here in Boston.
What made you decide to pursue both a MD and PhD in BU's combined degree program?
You could say I have an addiction to research. I have spent the past ten years researching Alzheimer's disease and Parkinson's disease, and I can't stop. I initially earned a Master of Arts in Medical Sciences here at BUSM, working with Dr. Benjamin Wolozin in Pharmacology and Experimental Therapeutics on my thesis and various other projects. I knew I wanted to continue with research, but also wanted to experience the clinical side of medicine and see my research applied to people. When I was accepted into the MD/PhD program, it seemed like the most obvious choice for me because it combined the lab and the clinic.
What PhD program are you in here at BU?
I am completing my graduate research through the Department of Pharmacology but I also work extensively with the Departments of Neuroscience and Medicine.
I understand you will be defending your dissertation soon. What research have you been involved with?
My research has always been related to neurodegeneration. To date, most of my research at BU has been focused on studying the function of genes that are linked to Parkinson's and Alzheimer's diseases. I will never lose interest in PD and AD, but I am broadening my horizons and beginning to be lured into the study of how mitochondria play a role in diabetes and peripheral neuropathies. Ultimately, I want to help cure these diseases.
You recently attended a conference in Sardinia. What was that experience like?
Blissful would not be an exaggeration. The conference was absolutely sublime; it was relatively small and packed with very prominent researchers in mitochondrial biology. I presented some recent data from experiments on a new potential therapeutic for Alzheimer's disease. I tested how the drugs effect mitochondrial transport and function in hippocampal neurons. At the mitochondrial dynamics conference, I made some great contacts and got a lot of helpful feedback, encouraging comments, and new ideas. I would like to extend a very warm and appreciative thank you to all those that helped me with the travel expenses.
What have you found to be the most challenging part of your academic career as a MD/PhD student here at BU?
The MD years and the PhD years are very different from each other. Medical school is an inch deep and a mile wide; you learn lots of information across many areas. With research, the focus is narrow, and you try to learn everything there is to know about one topic. The learning approaches are very different as well. Medical school requires memorization and the retention of a lot of information to succeed. In research, the real value is placed on imagination and creativity.
Are you involved in other activities outside of research?
I spend a lot of time with my family, especially my son, Thomas, who will be turning two in February. They keep me laughing on the rough days and offer a lot of support. For the past few years, I have been very active in various sustainability projects here at BUMC. One quick plug, if anyone would like to join us in these efforts check out our website to get involved (www.bu.edu/sustainability/)! When time permits, I also enjoy playing a good game of basketball and teaching self-defense classes in Michael Galperin's School of Combat Sambo.
What are your future plans/goals?
The best part about the MD/PhD program is that it allows you to explore your options by giving exposure to both the clinic and the lab. I am still not sure where my path will take me but I do know I will never escape the brain. If I practice medicine, I plan to specialize in neurology and focus on treating age related neurodegenerative diseases. It seems unlikely that I will be able to kick my addiction to research so that will definitely be part of the picture.
Do you have any advice for current GMS students?
Pay attention to what truly interests you and pursue it. If you find that the passion fades, then do not feel obliged to follow the current course just because you started it. If you enjoy what you are doing, then it is probably a good fit for you. Beyond that I would like to say something corny, such as, believe in yourself and in your efforts. Your hard work will pay off though sometimes not the way you expect.


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ELEMENTARY - News, Reviews, and Discussion
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February 15 2013, 06:42 AM
Guy Gardener
Fleet Admiral
Location: In the lap of squalor I assure you.
Re: ELEMENTARY - News, Reviews, and Discussion
Allyn Gibson wrote:
The conversation in tonight's episode between Watson and Holmes in Bell's apartment makes it clear that there is a Holmes father with the power of the purse. Not a lawyer, not a codename.
That's true, only if Holmes junior isn't lying, which is the argument that i was making, that he is lying. Besides the Therapist said that Holmes is so smart and deductive that he should have known her game almost immediately... But we're supposed to believe that almost a month went by and the worlds greatest detective only figured out that he was being played for a fool because his father told him the truth?
Even if we meet the father, it could still be an actor... Just like last time almost.
There is a fun murder mystery show called Death in Paradise airing in England right now where a murderer was caught because she was supposed to alibi out her accomplice by cellphoning him while the murder was happening, but because she knew that her compatriot was busy murdering her husband, she didn't bother making the call which should have proved both their innocence, and just said that she had to the police when they were making her timeline, which is what stitched her up after the cops checked her cell phone records.
"Glitter is the herpes of arts and craft."
Troy Yingst. My Life as Liz
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DEFINITION of 'Foreign Branch Bank'
A type of foreign bank that is obligated to follow the regulations of both the home and host countries. Because the foreign branch banks' loan limits are based on the parent bank's capital, foreign banks can provide more loans than subsidiary banks.
INVESTOPEDIA EXPLAINS 'Foreign Branch Bank'
Banks often open a foreign branch in order to provide more services to their multinational corporation customers. However, operating a foreign branch bank may be considerably complicated because of the dual banking regulations that the foreign branch needs to follow.
For example, suppose the Bank of America opens a foreign branch bank in Canada. The branch would be legally obligated to follow both Canadian and American banking regulations.
Correspondent BankA financial institution that provides services on behalf of another, ...
Conference Of State Bank Supervisors ...A national organization founded in 1902 to further advance the ...
Grandfathered ActivitiesNonbank activities, some of which would normally not be permissible ...
Commercial BankA financial institution that provides services, such as accepting ...
Agent BankA bank that acts in some capacity on behalf of another bank. ...
Multinational Corporation - MNCA corporation that has its facilities and other assets in at ...
What is the difference between investment banks and merchant banks?Merchant banks and investment banks, in their purest forms, are different kinds of financial institutions that perform different ... Read Full Answer >>
After Enron, are SPVs / SPEs considered good business practice?A special purpose vehicle (SPV), also known as a special purpose entity (SPE), is a separate entity created by a company ... Read Full Answer >>
What role do SPVs / SPEs play in public-private partnerships?When created and used in conjunction with a public-private partnership (PPP), a special purpose vehicle (SPV) -- sometimes ... Read Full Answer >>
Is there a limit to the number of SPVs / SPEs a company can create?There are no fixed, definable legal limits on the number of affiliate companies that a corporation can create. Special purpose ... Read Full Answer >>
What is the most typical holding in an SPV?Special Purpose Vehicles, or SPVs, have been extensively used as a means of securitizing property-based assets. Since the ... Read Full Answer >>
How do businesses decide whether to do FDI via green field investments or acquisitions?When businesses decide to expand their operations to another country, one of the more important dilemmas they can face is ... Read Full Answer >>
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Cheap RHI to Philadelphia flights
Popular Flights from Rhinelander, Wisconsin
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Barbara was born in Tazewell, Tennessee, on March 31, 1940. She was the daughter of the late Herbert and Georgia (Evans) Waller.
In 1954, the family moved to Michigan where she attended Monroe High School graduating in 1957.
Barbara married the love of her life, James Needham on July 31, 1958.
Barbara began a 42-year career for the Monroe County Intermediate School District as a co-op student working as a switchboard operator. She worked hard rising in the ranks, retiring in 1999 as Assistant Superintendent for Business and Finance.
Barbara was well-known for her dedication, loyalty and expertise while serving the district. She helped to facilitate the organization's growth from four employees to more than 300, and was instrumental in the development of cooperative purchasing agreements between local districts.
She played a key role in increasing sophisticated business practices throughout the education system in Monroe County, encouraging districts to use the latest technology.
Barbara used her ability to analyze legislation to assist local districts. She became a resource for business managers across the state due to her first-hand knowledge of budgets and the needs of school districts.
Her Christian faith was important to her and regular church attendance. Recently, she transferred her membership to Frenchtown Missionary Baptist Church, where she was treasurer of the church widows group and very active in the food ministry/pantry enjoying service to others.
She loved spending time with her daughter and sister, and she was always willing to babysit the granddogs.
Barbara Jean Needham, 74, of Monroe passed away peacefully at 9:18 p.m., Thursday, May 22, 2014 at her home after a courageous nine-month battle cancer. Her loving family was at her side.
In addition to her parents and her husband on April 19, 1990, her passing was preceded by an infant brother, James Waller.
To cherish her memory, she leaves a daughter: Donna Powers of Delta; one sister, JoAnn Standifer-Parker of Monroe; one brother, Woodrow "Woody" Waller of Monroe; and several nieces and nephews.
Friends may gather from 3:00-7:00 p.m., Tuesday, May 27, 2014 at Merkle Funeral Service, South Monroe (formerly Bennett Funeral Services); 14567 S. Dixie Hwy. (734) 241-7070.
A Celebration of Her Life will take place at 11:00 a.m., Wednesday, May 28, also at Merkle's, with Pastor B.J. McDaniel and the Reverend Mike Cunningham co-officiating. Procession will follow to Roselawn.
Memorials are suggested to Frenchtown Missionary Baptist Church Food Ministry.
Online guests may leave words of inspiration and comfort, share a photo, or make a donation by visiting www.merklefs.com; Online Tributes page.


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The labor market continued to gain momentum and defy a mixed economy in June as employers added 288,000 jobs, the Labor Department said.
The unemployment rate fell to 6.1% vs. 6.3% in May.
Economists had estimated that 215,000 jobs were added last month.
The numbers came out early Thursday, helping the Dow hit 17,000 for the first time in history just minutes after the market opened.
The economy has now gained 200,000 jobs a month for the past five months -- the first such stretch since September 1999-January 2000.
Several economists expected continued strong employment advances after private payroll processor ADP released its own survey Wednesday that showed businesses added 281,000 jobs in June the most since November 2012.
Also, initial jobless claims have fallen to prerecession levels and surveys of service-sector employment are indicating a pickup in hiring. Outplacement firm Challenger Gray & Christmas said Thursday that announced job cuts fell to 31,434 in June from 52,961 in May and are down 5% so far this year,
Goldman Sachs had cautioned that the labor market might have taken a breather in June after four months of 200,000-plus gains, noting that a bounce-back in hiring after the harsh winter weather may be losing steam.
The surprisingly resilient job market has contrasted with an economy that contracted 2.9% in the first quarter its worst performance in five years and weak consumer spending recently.


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Sony Ericsson C905
Sony Ericsson announced today a new 8.1-megapixel camera phone as it takes the fight to the digital camera market head on.
The new C905, which will become the flagship Cyber-shot offering, will feature an 8.1-megapixel camera with Xenon flash and 2GB Memory Stick Micro included to store images on.
We got our hands on the new camera phone at the launch in London.


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New SIOR vice pres'.
As the lead staff member for SIOR, Hollander's responsibilities will include the day-to-day management of the 2,200 member organization.
In addition, Hollander will serve as the chief liaison with the board of directors, working to grow the organization and enhance the designation of SIOR.
Previously, he was the managing director of Washington Investment Partners, a private equity firm, where his responsibilities included acquiring retail real estate in the Southeast United States.
Other previous work experience includes serving as senior vice president and managing director with Randall H. Hagner and Company, a Washington, D.C. brokerage firm, and managing director of the Real Estate Advisory Services Group at Arthur Andersen.
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Facebook's Mark Zuckerberg has seen his wealth take a hit with the latest market slide.
Mark Zuckerberg is offering the world a lesson in the new volatility of tech wealth.
The billionaire Facebook chief saw his wealth soar to just under $20 billion after Facebook's IPO. When the stock fell in 2012, his paper net worth fell by more than $9 billion. Facebook's resurgence last year added back more than $10 billion, bringing his net worth to above $20 billion.
In recent weeks, however, the Zuckerberg roller coaster has taken another dive. An analysis of stock wealth losses shows that Zuckerberg is one of the biggest losers in the latest downturn in tech and momentum stocks.
His net worth has fallen by $4.6 billion since March 4, when the S&P reached its peak. No need to break out the microscopic violins, since he's still got $25 billion. But even Mark will probably notice his balance sheet is a little lighter.
Among the other largest billionaire losers is Jeff Bezos. The value of his shares in Amazon has fallen by $3.4 billion since March 4. Again, that's chump change compared with his net worth of $29 billion. But hey, the new Washington Post owner could have bought just about every other surviving newspaper in America with that cash.
Here is a list of some of the top billionaire losers in the latest stock market slide, with the estimated amount each lost since March 4:
Robert Frank is an award-winning journalist, best-selling author and a leading authority on the American wealthy. He joined CNBC in May 2012 as a reporter and editor.Prior to CNBC, Frank worked at The Wall Street Journal for 18 years, serving as a foreign correspondent in London and Singapore, and later covering Wall Street and corporate scandals. For eight years, he was the paper's wealth reporter, covering the lives, culture and economy of the new rich.


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Freakky Friday's Fun Zone
(Page 8 of 20: Viewing Diary Entry 71 to 80)
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So Thankful for LifeAugust 1st 2013 7:21 am
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Dear Diary
Hey I Wanna Dance Wif Sumbuddy Who Loves MEJuly 28th 2013 8:52 am
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*Friday puts on his sparkly purple dancing shoes and adjusts his bowtie*
MOL!!July 7th 2013 12:02 pm
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MOL!! Dis morning, like at 6 am, I hoped up into bed wif Meowmy cuz I saw her open her eyes and thought it a good time to let her know I'm there!
OOPS!!!~MOL!!! Mai Gifties to YOU Did Get Delivered!! MOL!!July 4th 2013 9:25 am
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I'm such a silly boy, must be the heat getting to me!!~so even though I did get a bad error, the gifts did go thru!!~took a while fur them to show up but there they are!!...not sure if all of them were delivered to all of mai furiends though..but I did still just send over a box fur alla my wonnerfur furiends to get a big bang from on mai last entry, MOL!!
Free Fireworks!!July 4th 2013 9:14 am
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Whoa it's a pawsome pawliday in the United States of America!!~its there Independence Day!!~Lots of countries are still fighting for what the US has!!
Petsmart and All Kinds of FunJuly 3rd 2013 8:26 am
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Dis is how I imagined it after Meowmy told us all about the trip :
No Rusty!!July 2nd 2013 9:26 am
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Hey the night before we go into the city to visit wif mai fur cousin, Rusty, we finds out our Uncle is gonna leave the same day we come in, a last minute wedding!!~PFFFFT!!
Sooo Catcitied!! ~ We're Going Shopping at Petsmart!! And I- Get's to Meet Mai New FurisinJune 27th 2013 7:35 am
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Yippee this coming Sunday we're going into Winnipeg to visit wif furmily and furiends!!!
To Everything There Is a SeasonJune 25th 2013 9:55 am
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How often have we heard this saying? Lots I suppose and yet how true these words are.
Summer Time~Special Care NeededJune 19th 2013 6:12 pm
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Well it's going to be officially summer in a couple of days but with the heat and humidity already creeping up there, Meomwy has been busy trying to keep us all cool inside the house
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When Teaching the Right Answers Is the Wrong Direction
"Is this right?" Admittedly, I flinch a little when I hear these words from a student. Why? They always serve as a reminder of the wrong turn education has taken. (Or maybe it's always been like this.) It's not their fault, but students are all too often on a quest for the Correct Answers, which has little to do with critical-thinking development, I'm afraid.
Our schools are about competition, merits, awards, and how to earn the Golden Ticket -- giving the right answers. And this focus often starts as early as kindergarten. We teachers want to support all answers, all the "best thinking" of all children, but we give ourselves away when we nod, glow, and beam when a student says exactly what we want her to say. We even hint at that perfect response. But is she really learning? (Can you picture this happening in your classroom? Guilty as charged over here.)
According to this article from Scientific American, studies show that getting answers wrong actually helps students learn.
So, how do we break those know-it-all routines?
Become an Explorer with Students
Step off the soapbox, tone down that direct teaching, and become wondrous and inquisitive right along side your students. Take a break from what you are expert at and delve into unknown territory with new content, activities, or a concept. Here are ways to get started:
- Begin and end a lesson, unit, or project with an essential question or two. These are overarching questions that do not have a definitive answer -- for example, "How am I connected to those in the past?" Essential questions are also open ended, highly subjective, and often provocative. (Read education researcher Grant Wiggins's descriptions and examples of essential questions.)
- Take every opportunity to express to your students that you have no idea about an answer, even if you have to fake it a little. (Teaching is part theater, after all). Show them that you are equally puzzled. Model inquiry by using the think-aloud strategy as you do a class reading of a current science article, or a poem, or as you collectively admire a painting from the Harlem Renaissance.
- Dwindle down those teacher sentences that start with "This means" and replace them with, "I wonder," "What if," and "How might?" And, most importantly, begin asking your students this crucial question often, even multiple times in a day: "What do you think?" (For more on framing open-ended questions and exploratory classroom language, try this book.)
- Give students plenty of think time. When you stop rushing, students may seem a bit shocked and may even believe it to be some sort of trick or hidden tactic. Wait, push that Pause button, and count the seconds -- whatever it takes. Can you say "uncomfortable"? Students are not accustomed to this exaggerated amount of time, but studies show that giving students an added handful of seconds after a question can reap much richer responses.
- Be mindful of your tone. Try replacing a flat, authoritative, expert-sounding one with -- and this might sound corny -- a singsong intonation, the one we use when we are whimsically curious.
- Make your classroom a place of wonderment. When a student asks a question that provokes a discussion, elicits a slew of fiery rebuttals, or brings about even more questions, give her a sticky note to write the question and her name on and put it on display, maybe on the "Questions That Rock" wall.
(All of the above suggestions are also sure to help lower the affective filter of the struggling students in your classroom.)
A Constructivist Classroom
For those out there already forming a response to this post about the woes of constructivist teaching methods, I'd like to point out a few things:
Teachers are known control freaks. We have to be. Anyone who is not a teacher out there, try to summon the attention of 32 seventh graders the day after Halloween and loads of candy, or teach a lesson on how to properly format a bibliography page to a group of students two weeks before high school graduation. What I'm proposing is that you channel all that controlling energy and put it at the beginning and end of a lesson.
This means that you do indeed have goals and objectives solidified in your mind and in your lesson-planning books. With clear objectives (the beginning) and enriching, rigorous assessments (the end) decided on and designed, constructivism just proposes you do something different in the middle.
You know the saying "The devil is in the details"? Well, the devil is also in the misunderstood. This method of teaching sometimes gets a bad rap because learning objectives and assessments are flimsy, or even missing.
How about it? Step down, stand next to students, and take a journey. You are still leading the pack, just relaxing your grip.
Down with Drill and Kill
You will start to see students slowly -- often painfully so, at first -- begin to become questioners and openly, vulnerably curious. The almost robotic, knee-jerk quest for the correct answers will begin to vaporize from your classroom.
And, students will see questioning out loud as not so much an admittance of not having the right answers as a declaration that they are admirably curious -- a learner, full of ideas, hypotheses, and reflections. They will begin to see that they -- just like their teacher -- are explorers of knowledge and ideas.
What are some ways you've inspired students to speak their minds and question freely in your classroom? We look forward to your comments!
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I agree totally with all the posts. It is a shame that students, as well as, some teachers and administrators are so caught up in getting the right answer that they sometimes forget that it is not the answer you are looking for, but how you came to get it that matters.I have a student that is so afraid she will make a mistake that she panics when the problem calls for a little more effort than she is used to. Students should not feel the extreme pressures we put on them to get a perfect score. As a teacher, I am much more interested in the manner in which students are able to solve a problem.
I believe tests are not an accurate measure of student success. I have witnessed teachers handing out previous tests and drilling students over the correct answers. Because so much attention has been placed on teacher accountability, teachers desert to spoon feeding the tests to their students, just to get that perfect score.
Why can't getting the wrong answer be the right way to teach? Why do teachers not applaude the efforts put forth by their students? When a student gets an incorrect answer this is the perfect opportunity to teach what went wrong and then steer them back on track. I believe this approach would increase student learning and participation.
I agree with your lesson on having students journal their thoughts. I have students journal at least two times a week by responding to an open ended question. I enjoy reading their creative writing expressing their unique thoughts. I emphasize on no right or wrong answers, but I expect some depth on their papers. I strongly encourage students to be creative in a collaborative learning environment. I feel that this enhances students to be self motivated and creative thinkers!
I have taught in my classroom in a constructivist manner and my students grew by leaps and bounds because of it. I would still get the "is this right?" question, but when they realized that I would not answer that question, it soon faded.
I have always encouraged my students to speak their minds in my class. I've even let them explore their thoughts and opinions openly with each other. The constructivist approach to learning is, in my opinion, a great way to reach so many different students and address their different learning styles in doing so.
This is a great post. It is all too true that as teachers and students, it is the easiest thing to give and expect the correct answers from our students. With standardized tests, that seems to be all that students need to know, the straight facts. We are missing the underlying theme of getting an education, gaining an understanding of a concept as a whole and being able to infer answers to questions from our previous knowledge. I have always been taught to use open-ended questions when trying to get the higher Bloom's learning, but I think that it is possible to use with the lower levels as well. Students of all abilities are capable of using open-ended questions. I also love the "Questions that Rock" wall idea. This is something that I will want to use in the future when I get my classroom (I am currently substituting). There are many strategies that I think that I am capable of using at the moment, I just have to be mindful when to best implement them.
Sometimes, educators often search for right answers as a way to evaluate their teaching skills. We feel if the students get the answer right then we have taught an effective lesson. The weight of producing passing test scores contributes to the anxiety of hearing the right answer. This is a topic my school district needs to read and pass on to every educator.
I thought about the comment that teachers are control freaks. Personally, I feel that all teacher have to have a certain amount of control at all times. Otherwise,you will have kids running your classroom. And there will be no control...
I too really enjoyed this post, will recommend it to others and loved all the comments and suggestions from other thoughtful, deep thinking and challenging teachers. If more teachers were instructing like all the posters here, I think the landscape of American education (and in Abu Dhabi) would look totally different.
Kirsten (author of Wounded By School, 2009)
It may come as a surprise, but the true centre of education is the student, he who will learn. The teacher thing is pure XIV century dogmatistics (to help the Vatican in its feudal control). Try it. DP
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Birthday Alarm - Official App
5,000 - 10,000 downloadsAdd this app to your lists
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We will send free birthday reminders by email and push notifications only for the birthdays that are important to you.
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Want to see cool details about one of your friends? Add their birthday and check out the cool infographic that shows important data based on the date of birth.
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(62 stars)
Also, does not display anniversary reminders from my account.
(62 stars)
Pros: Using birthday alarm for nearly 9yrs, so transition to app was natural. Very handy. Cons: One entry shows as multiple(bug maybe)
(62 stars)
It never let me forget any birthday.
(62 stars)
Need improvement,where we can see birthday and anniversary reminders,right now can only see birthday reminders
(62 stars)
Uso há anos o serviço pelo site e sempre funcionou muito bem.
(62 stars)
Doesn't connect to Facebook. Images are too big and do not display properly, so you can't read all that's on the card, cannot be moved to SD card. Removing.
(62 stars)
Okay, so the app is made so you can't make ANY changes on a reminder without adding their email address! How screwed is that... yeah, there are people that don't use email still these days. And why do you even need to enter an email anyways - are they hoarding them to send to spammers or something? So yeah... what's the point of the app? You can add reminders - if you give them an email address f


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The Office of Research Protections facilitates research and creative endeavors by administering programs that provide ethical and regulatory oversight of research involving human participants, animals, recombinant DNA, radiation, and export control regulations. The Office strives to support innovation and commercialization of research to promote the University's mission of transmitting and applying knowledge to address the needs of society.
What's New
Wednesday, December 10, 2014 - 1:05pm
The Office of Research Protections will operate with limited staff on December 22-23. The Office...
Tuesday, November 18, 2014 - 3:12pm
We have created a request form to aid students in retaining the PI rights to their invention or...
Sunday, October 5, 2014 - 8:16pm
Please note, the IRB Office is experiencing very high volumes of requests, and since we are...
Research News
Director of Research Protections
Robin Tyndall


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Landmine Marathon Album Stream
Cutting edge move.
I would propose to Grace any day of the week.
Digging: Starlito - Cold Turkey
um....Rusted Eyes Awake is the old album. The new one is Sovereign Descent.
Fixed thanks.
mmmm...better then Rusted Eyes to be sure.
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486 posts tagged with child.
Displaying 1 through 50 of 486. Subscribe:
Help me monkey-proof these stairs
I'm a single mother of a 2 and a 4-year-old. Recently, my dad decided to look into buying a condo to rent to me, so that my kids would be in a better school district when my daughter starts kindergarden next year. Yay! The problem is, he has found a condo that he is in love with, right across the street from a top-rated elementary school; BUT - it's a two-story, and my older child is a budding acrobat. [more inside]
Raising a bilingual child in London with monolingual parents -- how?
We live in London and have a toddler! We both speak (woefully) only English, and have struggled as adults to learn another language. We have to find childcare for our daughter anyway, and would love for her to be exposed to another language. But how? [more inside]
Where to put this money for my child?
A relative wants to give a cash gift to my 12-year-old child, but wants to put it in some kind of account where it can grow for many years before the child receives it. Where? How? It's under $1000 and we're in the U.S. [more inside]
How to help a child stop being scared of animals?
My daughter (5.5yo) is scared of animals - dogs in particular. If any come close to her, let alone touch her, she starts wailing and crying and runs away. [more inside]
What happens at a baby's first dental appointment?
I'm living in a country where they don't see children for dental care until they're three. So what happens in American dentist appointments before then? [more inside]
Distinctive Voodoo Child cover on "Hitman: Agent 47" trailer
The trailer for the new "Hitman: Agent 47" film is a rather distinctive cover of Jimi Hendrix's "Voodoo Child", as found here; however I can't find it online, or even anything close... any ideas?
Parenting an Anxious Kid
My 4 year old seems to be considerably more anxious, perfectionistic, and emotional than his peers. Do you have a kid like this? WERE you a kid like this? Give me your secrets to helping him develop coping skills. [more inside]
Sleep in heavenly peace (please, for the love of God)
We have a five-month-old daughter. How do we deal with chronic sleep deprivation and get through our days? [more inside]
My Kid Is "The Bad Kid". Now What?
Nutshell question: "did YOUR kid act this way? What helped them? What was wrong with them?" Nutshell synopsis: WeeThumbscrew is a bright, sweet, cute nine year-old. He has also exhibited SEVERE social issues in school this year (think "has been kicked off of the school bus", think "at least one phone call from the principal every week"). He is already in therapy (with an excellent pediatric Psy.D). Miserable, gray, hopeless snowflakes inside... [more inside]
My parent survived child abuse. Is it impacting us now?
What information and support is out there for adult children of people who themselves survived child abuse (including physical, sexual, and verbal / emotional abuse)? How can abuse survivors' families (including adult children) navigate the effects of untreated trauma? [more inside]
Should I encourage or redirect my little kid's interest in death?
She is a happy and healthy three-year-old who is very curious and bright, and one of her growing interests is death and horror. Currently, we redirect to less morbid topics, but with the comparatively same level of interest in for ballet, we've got books and ballet costumes and play ballet music and have taken her to watch ballet classes, etc, so we're uncertain how to handle this goth phase from our own biases. [more inside]
How much $ to give a child who just earned a bundle?
Basically by accident my kid is about to earn a large chunk of money. How much should we let him keep, how much should be saved, etc.? [more inside]
First cartoons for young toddlers
Our little big boy is 1.5yrs old and we think it's time to relax the "no TV" rule and let him start watching cartoons. Please give us your recommendations! [more inside]
Why does our 9 month old love the Gangam Style music video?
Psy just blows it out of the park with the really young female crowd apparently, or is it a selection bias of sorts? You know what I'm sayin'! [more inside]
Help me have a conversation through books with my little girl
I'd like some recommendations for books to get my 6 year old girl who has a vast interior life I only rarely get glimpses of. [more inside]
Child-safe messaging device
I'd like to give my 2 nieces and 1 nephew a shared device this Christmas, with which they can send and receive SMS and MMS messages (or similar) to and from an explicit whitelist of contacts. Apple iMessage is not an option. Is it possible? [more inside]
Please help me stop spanking my kid.
I'm having problems controlling my temper, every so often, with my child, who is increasingly pressing my buttons. I would like advice on how to not forget myself and spank this child when my temper is piqued (usually by hitting, kicking, or spitting). [more inside]
All I want for christmas is my two sparkle shoes
We are looking for the best shoes ever to give to a 2 year old boy for christmas. the idea is that it's practical for the parents (no shoes to buy for this round!) but that they can be fun enough for a child (lights? other weird somethings?) Shoes must NOT be lace up, bonus points for craziness otherwise. Money is no object, but we will probably spent around $60. Online ordering a plus. Thanks!
How do siblings work?
As an only-child parent of two wonderful girls who are entering the Age of Sibling Interaction with a roar, quite often I find myself wondering...what the hell is going on? [more inside]
I think I want a child, but don't want to ruin their life
I think I'm ready to begin trying but I'm extremely scared of ruining the child's life or even regretting having one. How do I move forward? [more inside]
Deadbeat suddenly wants to parent
My ex has suddenly decided he wants to parent again. He got a bit screwed when it came to holidays and summer because based on his behavior during our marriage and the divorce he wouldn't be bothered. Anyways he says he has a lawyer and is going to send me papers to sign to lower his monthly child support payment and adjust holiday visits because he is making less money than when we got divorced. This is likely true he had the best job he has ever had aside from the military when we were getting divorced. [more inside]
Should we make our wedding kid-friendly? If so, how?
Most of our friends have kids under age five. We're considering whether and how to make our wedding a kid-friendly event. Have you seen this done? Have you tried it? As a parent, what would help? Or do you just want a night out? Would anything make you more likely to stay overnight for more fun the next day? [more inside]
Resources and Research on Talking to Overwhelmed Kids
As a teacher, I regularly have contact with kids who are feeling some very strong emotions. Many of these children are coming to terms with a separation or divorce in their families. So I'm hoping that the hivemind can help me find resources about how to talk to kids about their emotions, and especially what to do when they seem flooded. [more inside]
What percentage of youth in foster care have parents who were in FC?
Research help: What percentage of youth in foster care are born to parents who were at one point in foster care of themselves? I'm looking for information on the prevalence of intergenerational child abuse and experiences of foster care. In addition to the question above, I am also interested in what percentage of perpetrators of child abuse were victims of child abuse themselves. I've done some digging myself and haven't been able to find any data on this.
Son's childcare worker suddenly fired - what to think/do (if anything?)
Has anyone dealt with the sudden dismissal of a childcare worker? [more inside]
Help identify short story about poor inner-city Hispanic art student
Hi, My friend and I read this story in elementary school and cannot remember the title. [more inside]
How can you help a toddler learn to jump
Our son, who recently turned three, doesn't know how to jump. When my wife and I ran through a review of his skills and abilities at this point as part of his general check-up, he scored well with or above on all tests, except gross motor skills, namely jumping. How can we help him learn this skill? [more inside]
So . . . what is a "playdate", anyway?
What is a playdate, anyway? Is it a social occasion where parents hang out together while their kids play together in close proximity? And how did this pattern emerge? do people in other countries do this or is it mainly an American thing? [more inside]
Preschooler sensitive about laughing
My almost-3-year-old is cute and delightful in all the typical ways. So, people smile and laugh when she says or does cute things. So what's the problem? The laughter makes her cry. [more inside]
What's the deal with the ASQSE?
My 21 month old's daughter just sent home with her a questionnaire called the ASQSE, which from what I gather is intended to help diagnose ASD. Her answers on the questionnaire would indicate that she doesn't have a problem. BUT. They sent this thing home with me for a reason, right? [more inside]
Fancy events + no sleep + small children = help?
Family trip coming up, and I need advice on helping my five-year-old daughter manage sleep-deprivation and jetlag. In the context of a wedding weekend, with all the attendant social and behavioral expectations. With bonus similarly-aged relative who brings out her most rambunctious side. What can I do by way of scheduling, boundaries, etc., to keep this sane while still being polite? [more inside]
Need specific cites in the No Child Left Behind Act for school choice.
I am in need of a Title 1 school choice transfer to get my child out of a really terrible school into a pretty decent one. The administration is giving me the runaround, so I'd like to find the specific section of the law that discusses it so I can print it out and cite it. I won't have the time to scan through the entire law before my meeting with them. Please help! [more inside]
Did my 5 y.o. tear something in his knee?
My son had two nasty playground falls within 30 minutes of each other yesterday. Since then he's complaining of pain in the space behind his knee, and walking stiff legged. Occasionally he'll put weight on the leg, and it buckles. You are not my pediatrician, but can you help tell me how worried I should be, and what questions I should ask at our appointment later today? (Please please please tell me my baby didn't tear an ACL). [more inside]
Kid starting daycare
Should we start daycare along with everybody else or wait for other kids to finish their transition period first, just because we can? [more inside]
how is babby supported
I want to have a child, but I don't think it would work with my schedule and financial situation. My inability to solve this problem is affecting my daily moods and creating a negative outlook on life. [more inside]
Help me get my kid a phone
Parents, what do you wish you knew when you got your kid their first phone? I need practical advice, but I'm also interested in the less tangible parent/child relations-type advice, too. [more inside]
My son is panicking about learning to swim. Help?
My kids are going to a day camp for the first time this summer. They're scheduled to swim twice a day, but my son has been refusing to go into the pool and panicking when the counselors try to encourage him into the water. How can we convince him the pool is fun, safe and comfortable? [more inside]
Move to another apartment in the same neighborhood to escape landlord?
I need to decide by tomorrow whether to move out of my apartment (in September). Dislike the landlord, who lives above me, but the place is nice and my daughter was born there. My old landlord, who I like a lot, has a place for rent. Details below: [more inside]
Ready for career change. Nanny to ......
With 13+ years experience working in the field of child care, I am ready for a career change. Most recently (the last 5 years), I have been working as a nanny in a major American city. Previously, I've been a camp counselor, Au-Pair, and tutor, etc. I'm looking to parler this skill set into something outside of 'household help'. [more inside]
Child reading books in the summer
Hi, My 10 year old girl loves to read. When she gets started, she loves it, but it's the "getting her started" that I have a problem with. [more inside]
Was having a second child a career killer?
For you full-time working mothers, was having a second child a career killer like my googling suggests? Are there other potentially negative ramifications of having a second that I'm not considering? Feel free to ignore the special snowflake details inside; I tend to ramble. [more inside]
Worried mom of 10-year-old son with inferiority complex
10-year-old that struggles with many things who, for a few years now, has, when feeling sad/depressed, talked about how no one likes him, he's not good at anything, has no special qualities, isn't smart... etc. Looking for ways to help him. [more inside]
Saturday morning child care while at Pepperdine conference
I have a conference at Pepperdine University near Malibu CA and am bringing my kids and another adult. There is a Saturday excursion that my youngest, 6, is too young to participate. We're flying in from the East Coast, how do I find a fun, responsible college kid for that morning? [more inside]
Help me choose a mattress
We need to buy a single mattress for our infant daughter's bed. I have no idea what is reasonable in terms of price or what we should look for. Please help. [more inside]
Books for tweens set in New York City
Some friends are coming to visit NYC and I'd like to get their kids some fiction set in the city. [more inside]
How can a child make their parent feel bad about their parenting?
Friends told me the reason I'm emotionally unstable is probably mainly because of how I grew up and I needed to reconcile with my dad. [more inside]
Can I let my 2 year-old sleep in the back during a 10 hour long drive?
My wife and I want to go on a trip to Luxembourg. Its a 10 hour drive, and we want to do it during nighttime. However we have a 2,5 year old and we're wondering if we can let her sleep in the back in the car-seat for the entire ride? Will we do permanent damage to her body if we let her sleep in the carseat? Usually we just take a break if we go on long rides, and we've never considered her sleeping during a really long ride.
Stop biting behavior in an SPD/ASD kid?
Our young (<6) child has sensory processing issues, and is lashing out physically when she is overwhelmed. We don't want to pull her from a generally beneficial school, and she's already in occupational therapy, what else can we do to stop the aggressive behavior? [more inside]
Is your child's allowance dependent on chores?
Hi, My ten year old daughter wants to start getting an allowance this summer when school is out. My husband and I thought about it and we thought 10 dollars a week would be good. But we are trying to decide the pros and cons of attaching the allowance to chores. [more inside]
Calm, quiet, constructive activities for kids age 6-9?
A friend's child is chronically ill. He watches a lot of television, and he and his mom have agreed that it's not the best use of time. What are some things he can do instead? [more inside]


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2nd August 2011 – On Your Marks
Almost ready for the off. There will be the usual last minute panic, but as far as I am concerned the starter's pistol can't come quick enough.
If you're trying to work out what I am on about, scan through my recent posts. It won't take long to understand.