Research backgrounds – DC Writers Way Tue, 10 May 2022 11:06:57 +0000 en-US hourly 1 Research backgrounds – DC Writers Way 32 32 Next Generation of VA Researchers to Explore Maternal Health in New Summer Research Training Program Tue, 10 May 2022 11:06:57 +0000

UMass Chan Medical School students will conduct qualitative research focused on pregnancy and maternity care for female veterans this summer as part of the Veterans Administration’s new training program designed to diversify research staff .

Micaela Tobin, Kristin Mattocks, PhD, MPH, and Laël Ngangmeni in the community outpatient clinic for veterans on the UMass Chan Worcester campus

UMass students Chan Lael Ngangmeni, MBS, and Micaela Tobin will participate in the summer research program alongside UMass student Amherst Tanmaiyee Vaddepati and University of Pittsburgh student Akila Sanjay. Kristin Mattocks, PhD, MPH, professor of quantitative health and population sciences and associate dean of veterans affairs, is the program director at UMass Chan.


Akila Sanjay

“Student researchers will have access to interviews with pregnant women and doula agencies and to qualitative and quantitative research. They’re going to have a lot of data to work with,” Dr Mattocks said.

The VA’s Office of Research and Development is funding the pilot program at UMass Chan and a dozen other sites. The goal is to enhance the diversity of the biomedical, behavioral, rehabilitation and clinical research workforce by providing research experiences to undergraduate students and healthcare professionals from diverse backgrounds, including those from nationally underrepresented groups in the biomedical, clinical, behavioral, rehabilitation, and social sciences. .

Mattocks said students at the UMass Chan site will work on the Center for Maternal and Infant Outcomes Research in Translation study that has been ongoing for six years, in which pregnant veterans are recruited from 15 VA facilities across the country and followed. during pregnancy as researchers work to better understand postpartum outcomes. They will also be part of the first-ever VA doula study, which will take place in New Orleans, Louisiana, and Durham, North Carolina. Pregnant veterans will receive doula care at the end of their pregnancy as part of the pilot study, which Mattocks said could go nationwide in a year.

“We found that there were very large ethnic-racial disparities in caesarean sections at some of our study sites. Doula care in the non-VA world has been shown to really improve maternal outcomes,” Mattocks said.


Tanmaiyee Vaddepati

Mattocks said the goal is that by the end of the summer, the students will each publish an article on a topic that interests them.

“I’m excited to learn about the research process and clarify how you go from asking a question to doing research that’s applicable and can make a difference, especially with veterans of color,” said Tobin, a medical student. first year. in the Translational Clinical Research track at TH Chan School of Medicine who spent a year working in a fertility clinic before entering medical school. “There’s so much to look for out there and so much to change. How are we going to ask the questions that can have an impact? »

“Numbers can be a simple thing. But when someone talks about their experience and how they feel and confidence, those things are abstract,” said Ngangmeni, a medical/PhD student in the Population Health and Clinical Research Program who wants to be obstetrician/gynecologist and is interested in health. disparities. “Part of what you learn is how to hear and understand someone’s experience and convey it to providers or other patients, to better optimize a system and make health care a better experience. for everyone.

The Summer Research Program is a three-year program; students working this year will have the opportunity to return the next two summers.

Current articles related to UMass Chan:
VA pilot grant led by Kristin Mattocks to study doula care among pregnant veteran women of color
UMMS, VA Launches First-Ever VA Women’s Maternal Health Care Study
Medical/PhD student Laël Ngangmeni is dedicated to equity and justice in women’s health

Is private or public better in Australia? Sun, 08 May 2022 16:00:00 +0000

She says My School shows similar NAPLAN scores for schools that claim to enroll similar students, and the final word likely comes from the OECD.


An international program assesses 15-year-olds in OECD countries.

the 2009 results students in independent schools achieved the highest scores, followed by Catholic, then public schools; however, after adjusting for students’ socioeconomic background, there were no significant differences between their mean scores.

In other words, it is the socio-economic background of the school that matters, not the type of school.

Research also indicated that schools with students of higher socioeconomic status had fewer discipline problems, better teacher-student relationships and teacher morale, a performance-oriented climate, and often a more fast. They have attracted talented teachers.

In almost all countries, and for all students, there was a clear advantage in attending a school whose students were, on average, from more privileged backgrounds.

Regardless of their own background, students attending schools with a high average socio-economic background tend to perform better than those attending a school with below-average enrolment.

In most countries, the effect of students’ average background on performance far outweighs the effects of individual student background.

You might read this and think, well, I’m not sending my little genius to Stonewall High to train.

Alternatively, you can trust the good start you have given them in life and believe that if we support our local schools and stop emptying them of children from more advantaged backgrounds, these children could help each other.

It could be a decision based on principles, not fear and self-interest (although I’m not saying that every parent who chooses a private school acts on these. Families have their own values, individual circumstances and considerations).

The Commonwealth’s top schools for overfunding for 2022-28 as a percentage of their school resource standard, which estimates need. By comparison, public schools get a maximum of 95% of what they need. Credit:Graphics: Kathleen Adele

But let’s not forget that if you’re a parent who makes research-based decisions that consider the common good, your child will learn that too.

Moreover, public schools might even do better than private schools in some respects.

Data from 2009 highlighted three major problems in Australian education: declining reading and math skills; large gender gaps in these two subjects and significant levels of educational disadvantage related to socio-economic background.


This was not inevitable – some countries had acted to reduce inequalities and had students performing at a high level in all areas.

So, have we acted? I dug the most recent evaluation from 2018.

Australia’s results in reading, maths and science are still falling.

After adjusting for socio-economic background, there were still no differences in reading or science scores between the public, Catholic and independent sectors.

In mathematics, however, once socio-economic background was taken into account, students in public schools achieved a higher standard than in Catholic schools, a first in Australia.

Public schools were the only sector do not record a decline in reading since 2009.

And this, despite the hundreds of millions of overfunded independent schools received.

Last week, Karen Murcia, an associate professor at the Curtin University School of Education and an expert in learning theory, told me that the biggest determinant of a student’s academic success is self-efficacy.


It is an offshoot of social cognitive theory, a respected stage of research from the 1990s. In short, a belief in one’s own ability to learn and perform.

Students with high self-efficacy, Murcia said, were more likely to set tasks and create environments for success, and to interpret their own performance and accomplishments productively.

They learned by observing the behavior of their models. More recent research has also suggested that parents still exert a major influence on students’ career choices.

“It depends on what they see modeled and what they can relate to,” she said.

A school can contribute to self-efficacy, but is only one element.

The key was for the child to have a sense of well-being, connection and belonging to this school community.

I’m going to take a risk here and assume that children from high socioeconomic families might also have a better chance of having good self-efficacy.

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New on-campus exhibit honors Native American Aggies past and present Fri, 06 May 2022 16:29:52 +0000

Side-by-side portraits of Texas A&M senior George Hass show him wearing his Cadet Corps uniform and a set of traditional handmade insignia.

Emily Sartin/Texas A&M University Division of Marketing and Communications

Two photos of Texas A&M University senior George Hass hang side by side on a wall in the Forsyth Galleries at the Texas A&M Memorial Student Center. On the left, Hass is pictured standing to attention in the Corps of Cadets’ iconic midnight uniform. On the right, he stands with his hands on his hips, sporting a set of traditional regalia that he has meticulously handcrafted to honor his Creek and Nez Perce heritage.

“The Corps me that you see every day is one side, but that other side with insignia and respect for the culture is also me,” Hass said. “It may be two sides, but it’s the same coin.”

Hass, who will graduate in Environmental Design Architecture Studies in May, is one of many Native American Aggies whose stories and experiences are highlighted by Forsyth Galleries’ latest exhibition, “HERE: Faces and Voices of Native Aggies”. Organized by students from Department of Anthropology An advanced course in museum studies, the exhibit showcases the many contributions Native Americans have made to Texas A&M from its founding to the present day.

“I really hope that someone walking away from this exposure has a new understanding of what it means to be a Native American in the United States today,” said Assistant Professor Heather Thakar, who teaches the course.

Thakar, who is also curator of anthropology research collections, said the exhibit draws heavily on work she and other researchers have done as part of an ongoing project funded by the Q3: Texas A&M Triads for Transformation program.

a photo of several strands of turquoise beads on a transparent base

A set of traditional Navajo turquoise beads loaned to the exhibition by Rolando Pineda, class of 2021.

Emily Sartin/Texas A&M University Division of Marketing and Communications

One of the many goals of this project, titled “Understanding the Role of Indigenous Lands and Peoples for Texas A&M University,” was to piece together the history of Native American students on the A&M campus. This semester, Thakar students went above and beyond to share this story with a wider audience.

“They were able to pull it all together, adding new interviews, content and belongings borrowed from former students, to produce something that I think really showed an amazing side of who we are as a community here. at A&M,” Thakar mentioned.

The Aggies featured in the exhibit come from a wide variety of tribes, backgrounds, and time periods. Photos, documents and other materials tell the stories of star athletes, war heroes, artists and scientists.

PhD in anthropology. Student Olivia Brill, who worked on the exhibit with classmates Abigail Hill, Casey Black, Claire Zak and Jannah Burgess, said she was particularly enthralled to learn about an Aggie who spoke about the Choctaw code during World War I, Otis W. Leader.

“Natives weren’t allowed to speak their native language in the United States at that time,” Brill said. “They weren’t considered full citizens, yet he served our nation in a very unique way.”

Other notable figures from A&M’s early years include Victor “Choc” Kelley and Michael R. Balenti, noted multi-sport athletes who played for the Aggies in the early 20th century. Balenti was the first Texas A&M alumnus to play major league baseball.

Many of the newer stories featured in the gallery come from current or former members of the Native American and Indigenous Student Organization (NAISO) who worked closely with the exhibit’s curators throughout the planning and design process. ‘execution.

“It really helps to reinforce and highlight the idea that we belong in the Texas A&M community,” said Madeleine Flanders, animal science manager, member of the Oglala Lakota Nation and president of NAISO. “Native American students have contributed so much to the culture here, and we are an integral part of the Aggie network.”

It is precisely this sense of enduring presence that the exhibit aims to convey, said Angela Hudson, a professor at Department of History and Educational Advisor to NAISO. The exhibit opened shortly before this year’s Aggie Muster, and it intentionally invokes Muster tradition in its title, “HERE.”

“A lot of times we go to a Native history exhibit, and it presents Native people as people of the past, people who once were,” Hudson said. “I love that this exhibition is organized around Muster’s week and around the theme ‘HERE’, because it kind of touches on both levels: the loved ones who are no longer here, but also demand an account of who is here now. , and pay attention to their stories.

For Hass, being surrounded by the faces and voices of so many other Native American Aggies was an experience like no other. Looking around the gallery, he said he felt much less alone – and even more proud of this part of his identity.

“The fact that I can come here and see that it’s not just me, see that I’m part of a long chain that goes back to when I started college, is fantastic,” Hass said. “It’s phenomenal, and I couldn’t be more grateful that it’s something I can say.”

$10 million gift to Drexel University will support underrepresented students and civic partnerships Mon, 02 May 2022 21:33:10 +0000

Ronald W. Disney and his wife Kathleen with Drexel students and Brian Ellis, PhD, executive director of the Goodwin College of Professional Studies, which created LeBow BRIDGE.

A $10 million pledge from Drexel University alumnus Ronald W. Disney and his wife Kathleen will help promote diversity, equity and inclusion efforts at Drexel by providing funding from scholarships and program support for students from underrepresented backgrounds, primarily at the Bennett S. LeBow College of Business.

The donation was made as a bequest and will also provide financial support for a mentorship program for West Philadelphia public school students; hunger and poverty research in the Philadelphia area; and mental health and wellness counseling and programs for Drexel students. The LeBow College portion of the pledge is the second-largest donation made to the business school by an individual.

“I am deeply grateful to Ron and Kathy Disney for their visionary generosity to Drexel and our neighbors in Philadelphia,” said Drexel President John Fry. “Their far-reaching gift demonstrates not only their commitment to expanding educational opportunities and quality programs to the widest range of talented students, but also their confidence in Drexel’s civic engagement mission to promote health equity. and help create more equitable learning environments in our city’s public schools.

Prior to this gift, Ronald and Kathleen Disney established two endowment funds to benefit LeBow College students participating in Build Relationships in Diverse Group Experiences (BRIDGE), a learning community established at Drexel in 2012 to support students from diverse backgrounds. underrepresented in their future development. leaders in their profession.

“The magnitude of Ron and Kathy’s generous gift is extraordinary,” said Vibhas Madan, PhD, Dean and R. John Chapel, Junior Dean Chair at LeBow College. “Opening our doors to the widest range of able students is our top priority, and we are so grateful to Disney for helping us achieve this goal. Their far-reaching commitment will have a multidimensional impact on our efforts to support student success – now and in the future.

Including $1 million from that previous commitment, the new gift creates nine endowment funds that will be named in honor of the donors.

Disney endowment funds that will provide direct financial support to students, including a scholarship fund for undergraduate business and engineering students participating in BRIDGE and graduate students enrolled in joint MD/MBA and JD/MBA programs ; a cooperative fund providing financial support to LeBow College students for unpaid or underpaid cooperative education experiences; and an “Operation Graduation” fund providing scholarships to LeBow College undergraduates at risk of not graduating due to financial hardship.

Disney endowment funds created to support student access, opportunity and success in college include:

  • A fund that supports initiatives that promote diversity, equity, and inclusion at LeBow College, including the participation of current and prospective students in conferences and professional development programs, and the recruitment of faculty and professional staff .
  • A fund providing operational support for BRIDGE programs at LeBow College and other Drexel schools, as well as Camp BRIDGE, a two-week summer college program designed to introduce high school students to the college experience.
  • A Counseling Support Fund supporting mental health and wellness workshops, counseling programs, mentorship programs, and academic and career advisory resources for LeBow College students.
  • A research and innovation fund supporting LeBow College’s efforts to promote student success by further aligning with industry partners to develop new program offerings, provide experiential learning opportunities in the classroom, integrating faculty research into curricula, and updating technology.

The endowment funds will also support community-focused initiatives, including Drexel’s efforts to launch and maintain a mentorship program, developed with the Philadelphia School District, for students attending Samuel A. Powel Elementary School and the middle school Science Leadership Academy. To address hunger and economic insecurity, the funds will also support collaborative research projects and work between LeBow College and Drexel’s Dana and David Dornsife School of Public Health that address hunger and poverty in the Philadelphia.

Ronald Disney is chairman of Disney Bingham Investments, a Dallas-based healthcare investment and advisory firm. He has held positions in the healthcare industry for over 40 years, including consulting, hospital management, and the development and operation of day surgery centers.

A native of Baltimore, Ronald Disney earned a bachelor’s degree in commerce and engineering in 1972 from Drexel’s College of Business and Administration. The school was renamed in 1999 after Bennett S. LeBow, a 1960 graduate of Drexel’s College of Engineering, following his transformative gift to the business school.

“Drexel has had a profound impact on my life, including two and a half years of hands-on co-op experience,” Ronald Disney said. “It is a true privilege to give back and help others access similar opportunities and to advance Drexel’s mission of active community engagement.”

Kathleen Disney met her future husband in Baltimore while pursuing a Drexel co-op at Western Electric Company.

“Ron and I are so happy to be able to give this gift,” she said. “We have always been concerned that not everyone has the same opportunities to make the most of their talents and abilities. By supporting Drexel and its neighboring communities, we can do something about it.

The Disney giveaway marks the final leg of Drexel’s fundraising and commitment campaign, The future is a place we make, which launched publicly in 2017 and will officially end on June 30, 2022. With this new commitment, the campaign surpassed $775 million in donations. The campaign advances the University’s highest strategic priorities, including creating pathways for student support and success; growing commitment to access, diversity and inclusion; the promotion of pioneering approaches in teaching and learning; accelerate high-impact, multidisciplinary research and innovation; and deepening civic engagement. In addition to its financial goals, the campaign aims to engage a wider circle of Drexel alumni in the life of the University.

Postdoctoral researcher in optoelectronics of 2D materials job with UNIVERSITY OF MELBOURNE Fri, 29 Apr 2022 05:51:25 +0000

Location: Parcville

Role type: Full time; 12 month CDD

Faculty: Faculty of Engineering and Information Technology

Department/School: School of Electrical, Mechanical and Industrial Engineering

Salary: Tier A – $75,289 – $102,163 plus 17% super

The University of Melbourne has a strong commitment to supporting diversity and flexibility in the workplace. Applications for part-time or other flexible working arrangements will be welcome and will be fully considered subject to meeting the inherent requirements of the position.

Founded in 1853, the University of Melbourne is Australia’s No.1 university and is consistently ranked among the top universities in the world. We are proud of our staff, our commitment to excellence in research and teaching, and our global engagement.

The Faculty of Engineering and Computer Science (FEIT) is strongly committed to supporting diversity and flexibility in the workplace. Improving female representation is necessary in our goal to innovate and strengthen FEIT’s reputation as a premier research center.

School of Electrical, Mechanical and Infrastructure Engineering (EMI) recognizes that engineering systems of present and future significance increasingly relate to all three.

We are Australia’s oldest engineering school – originally founded in 1861 – and have evolved into a vibrant community of internationally renowned researchers passionate about the major challenges of today and tomorrow.

About the role:

The researcher will be responsible for the daily management of projects centered on the optoelectronics of 2D materials, including photodetectors and light sources. This will include assisting in the supervision of graduate students and research assistants. The position will involve a great deal of experimental work in the laboratory. The result of this work will be publications in high impact journals and leading conferences.

The position will be within the Department of Electrical and Electronic Engineering (EEE) of the Faculty of Engineering and Information Technology (FEIT) and the researcher should be an active member of the Department, in collaboration with other researchers.

Responsibilities include:

  • In collaboration with the chief researchers, develop the research plan based on the objectives of the research program and help oversee projects carried out by graduate students and research assistants.
  • Contribute to program design, teaching, training, scientific mentoring and student supervision as required.
  • Identify sources of funding to support individual or collaborative projects related to teaching, research and the practice of engagement in the discipline

About you:

You are a motivated and passionate emerging scholar with a high-quality research record, as evidenced by prominent author positions in high-impact publications. Your excellent written and verbal communication skills allow you to produce high quality scientific outputs, including presentations, seminars and grant applications. You are able to work effectively both independently and within a larger team, and your excellent interpersonal skills allow you to effectively supervise graduate students and/or research assistants.

Ideally, you will have experience in photovoltaics, photodetection or other manufacturing of optoelectronic devices.

You will also have:

  • A PhD in electrical engineering, chemical engineering, materials science, or a closely related discipline
  • Skills and experience in hands-on fabrication, simulation and characterization of nanoelectronic devices

For the specific responsibilities of this role, please refer to the attached job description.

You will be supported to pursue your achievements in all pillars of an academic career:

  • Research and research training
  • Contribution to teaching and learning
  • Commitment
  • Service and management

Benefits of working with us

In addition to having the opportunity to grow and meet challenges, and to be part of a vibrant campus life, our employees enjoy a range of rewarding benefits:

  • Flexible work arrangements and generous personal, parental and cultural leaves
  • Competitive remuneration, 17% super, salary package and leave loading
  • Free and subsidized health and wellness services, and access to fitness and cultural clubs
  • Discounts on a wide range of products and services, including Myki and Qantas Club cards
  • Career development opportunities and 25% off graduate courses for staff and their immediate families

To learn more, please visit

Be yourself

At UoM, we value the unique backgrounds, experiences and contributions each person brings to our community, and we encourage and celebrate diversity. Indigenous Australians, those who identify as LGBTQIA+, women, people of all ages and from diverse cultures are encouraged to apply for our roles. Our goal is to create a workforce that reflects the community in which we live.

Join us!

If you think this role is right for you, please submit your application, including a brief cover letter, your resume, and your answers against the selection criteria* (found in the job description) for the role.

For information to help you compile short statements to meet the selection criteria and competencies, please see

If you require reasonable adjustments with the recruitment process, please contact the Talent Acquisition team at

Due to the impacts of COVID-19, we are currently prioritizing applicants with valid work rights in Australia and applicants who are not affected by travel restrictions. Please see the latest updates to Australia’s immigration and border provisions:

While we review your application, get to know us by visiting

Job description: 0055909_Postdoctoral researcher in optoelectronics of 2D materials_PD.pdf

Closing of applications: Thursday, May 19, 2022 11:55 PM AUS Eastern Daylight Time

Government accused of ‘contempt’ of taxpayer for seeking Covid loans Wed, 27 Apr 2022 06:07:43 +0000

The leader of an influential group of MPs has accused the government of using the speed of its response to the pandemic to excuse a “contempt” for what it will cost the taxpayer.

Meg Hillier said fellow members of the Public Accounts Committee were “unpleasantly surprised” to learn that the government had learned “little” from the 2008 banking crisis.

The committee, chaired by Dame Meg, said the Department for Business Energy & Industrial Strategy (Beis) was ‘complacent’ in preventing fraud under the Bounce Bank Loan Scheme, which funneled billions to small businesses .

“Weary Inevitability”

“With weary inevitability, we see a government department using the speed and scale of its response to the pandemic as an excuse for a complacent disregard for the cost to the taxpayer,” Dame Meg said.

“More than two years later, Beis has no long-term plan to chase down overdue debt and isn’t focusing on lower-level fraudsters who may well walk away with billions in taxpayer dollars.

“The Committee was unpleasantly surprised at how little the government learned from the 2008 banking crisis and, even now, it is not at all convinced that these hard lessons will be incorporated for future emergencies.

“Beis must commit now to identifying the anti-fraud measures needed at the start of any new emergency regime so that the taxpayer is better protected in the future. He must also define the trade-offs and the level of fraud he initially tolerate.

The Committee said the government relied too heavily on the banks that lent money to small businesses to get it back.

Yet this gives lenders little incentive to do much to prosecute potentially fraudulent loan takers, or even those who fail to repay for other reasons.

Around £47bn has been disbursed in loans to 1.5m businesses under the Bounce Back loan scheme. The money came from the banks but, if the companies were unable to repay, the government promised to repay the lenders in full.

It won’t be known for long how much this will end up costing the taxpayer, but a highly uncertain estimate from Beis is that £17billion may never be repaid.

“The evidence for the effectiveness of lender operations is thin, but there are worrying indicators,” reads the PAC report.

Financial incentive

While banks must try to seek loans as part of their contract with the government, there is little financial incentive for them to do more than the bare minimum.

“None of the witnesses could tell us how much the lenders spend on this,” the report said.

“The department now plans to create a simple dashboard of management information to improve its ability to hold lenders to account.

“Together this paints an unconvincing picture of how lenders are burdening large amounts of unpaid debt and we are not convinced that lender audits replace business incentives.”

The committee said officials should explain how they plan to collect overdue payments once the banks get their turn.

A British Business Bank spokesperson said: “We recognize the recommendations of the Public Accounts Committee.

“The Bank will publish this summer an initial assessment and impact assessment of the Covid-19 emergency lending programs, including rebound loans, with further assessments to follow in 2023 and 2024.”

“Our May 2020 booking notice outlined our concerns about possible market distortion. Despite these concerns, our recent Small Business Finance Markets report highlighted a rebound in activity

“Challenger and specialist banks accounted for just over half of bank loans in 2021, a record share. In addition, private debt, asset finance, invoice finance and asset-based lending, and alternative finance all saw a rebound in activity after a difficult 2020.

A government spokesperson said: “We continue to crack down on Covid support scheme fraud and will not tolerate those who seek to defraud consumers and taxpayers.

“These programs have been implemented with unprecedented speed to protect millions of jobs and businesses. If the government did not act quickly, more businesses would have failed and many more jobs would have been lost.

Related: Rishi Sunak set to spend up to £13,000 a year to heat his new swimming pool

8 Best Educated Hollywood Stars With Advanced Degrees Sat, 23 Apr 2022 12:17:03 +0000

We’ve all heard stories of celebrities dropping out of college to focus on acting. But many of them chose a different path. Some Hollywood stars have impressive academic achievements that have influenced their acting careers.

This should come as no surprise. Pursuing higher education gives people a new perspective and encourages them to discover and explore their passions. For an actor, it is an inspiration that allows him to embody multidimensional and believable characters.

Curious to know who the most educated Hollywood stars are? Here is a list of eight celebrities with impressive academic achievements.

Natalie Portman

Natalie Portman has done an amazing job combining her acting and academic goals. She was a psychology student at Harvard University while pursuing her acting work in The Public Theater in New York and the prequels to star wars.

If you are also interested in pursuing your academic goals alongside other interests, personal or professional, hire expert paper writers to do my trial for me cheap. With a homework helper, you can easily manage different commitments while maintaining excellent academic results.

Maim Bialik

A genius on and off screen, The Big Bang Theory star Maim Bialik earned a bachelor’s degree in neuroscience from UCLA, where she also minored in Hebrew and Jewish studies. After a short hiatus and a few new acting roles, she returned to college, researched hypothalamic regulation in people with Prader-Willi syndrome, and earned a doctorate. degree in neuroscience.

Harper Hill

Dr. Sheldon Hawkes in CSI: NY and Dr. Marcus Andrews in the good doctor, Hill Harper, is well educated not only on screen. In real life, he holds three Ivy League degrees. Harper graduated magna cum laude from Brown University in 1988.

Four years later, he graduated JD cum laude from Harvard Law School. At Harvard University, he also earned his master’s degree in public administration. In addition to these, he holds several honorary degrees, including two doctorates.

David Duchovny

David Duchovny is one of the best educated Hollywood stars. In 1982, he received a bachelor’s degree in English literature from Princeton University and graduated summa cum laude. Duchovny was a member of Phi Beta Kappa, an American academic honor society.

A few years later, he attended Yale University and earned a master’s degree in the same major. The actor even started working on his doctorate. thesis, but it is unfinished.

Rebel Wilson

Few people know it, but the star of JoJo Rabbit, Isn’t it romanticand how to be single, Rebel Wilson, was in high school math. Later, she majored in both law and theater and performance studies at the University of New South Wales. Wilson graduated with a double degree in 2009. She also studied at the Australian Theater for Young People and won the scholarship to transfer and continue her studies in New York.

Lupita Nyong’o

Kenyan-Mexican actress Lupita Nyong’o is best known for her outstanding performance in We and Black Panther and her role as Patsey in 12 years of slavery, which won him the Oscar. However, few people know that his academic career is no less impressive. She attended Hampshire College and graduated with a BA in Film and African Studies. In 2012, Nyong’o earned a master’s degree in acting from the Yale School of Drama.

Ken Jeong

A comedian and a licensed doctor is not a combination you would normally expect. Despite playing funny characters in The Hangover and CommunityKen Jeong earned an MD from the University of North Carolina School of Medicine and graduated from Duke University.

He is a licensed physician in California, although he gave up his practice to become an actor. His medical background helped him give so much personality to Dr. Ken, a character from the sitcom of the same name. Also, to hone his acting skills, Jeong took acting classes at UCLA.

Rooney Mara

Academy Award-winning actress and nominee Rooney Mara made sure to get some training before becoming an actress. After graduating from high school, she attended traveling school and explored South American countries.

Later, Rooney Mara entered George Washington University, and after a year transferred to New York University. In 2010, she obtained a degree in psychology, international social policy and non-profit organizations. Mara starred in her early films while still a student at NYU.


Of course, this list of the most educated Hollywood stars is by no means exhaustive. The entertainment industry is full of people with solid academic backgrounds. The time and effort invested in developing your knowledge is never wasted. They build your base of transferable skills and knowledge that you can apply in various industries.

McNair Scholars Program Receives Diversity, Equity and Inclusion Award Thu, 21 Apr 2022 21:35:42 +0000

During the Cal State Fullerton College Awards Program on April 21, the following individuals received the Diversity, Equity, and Inclusion Award. The award recognizes staff, faculty, or teams who have taken steps to make CSUF a more diverse, equitable, and inclusive campus community.

  • Patricia Literte, Associate Professor of Sociology (Academic Affairs) and Program Director, Center for Partnerships in Education (Student Affairs)
  • Monique Posadas, Auxiliary Services Corp., Center for Educational Partnerships
  • Rosie Guillon, Auxiliary Services Corp., Center for Educational Partnerships

the McNair Fellowship Program offers preparation for higher education, and in particular for the doctorate. curriculum preparation services, to students from low-income, first-generation, and underrepresented backgrounds. The program was created to honor Ronald E. McNair, Challenger astronaut and Ph.D. physicist. The MIT program is federally funded by the US Department of Education.

Since 2010, 15% of CSUF McNair Scholars, all of whom are first-generation, low-income, and/or underrepresented, have earned their Ph.D. This rate is significantly higher than the rate of obtaining a doctorate for the general population, which is approximately 4.5% (US Census, 2018). The rate of Americans from first-generation, low-income, and/or underrepresented backgrounds earning a doctorate is even lower.

Preparation for the doctorate. programs is a rigorous and stressful experience for even the most privileged students. It’s even harder for McNair Scholars, who often face “impostor syndrome,” economic instability, family demands and stressors, and mental health issues, as they try to develop research skills and knowledge of university policies necessary for success in doctoral programs. . McNair Scholars are encouraged to “lean into learning” and continually build on their existing knowledge and skills.

CSUF McNair Scholars staff have raised awareness of diversity and inclusion by creating a transformational Titan experience, which supports student success at CSUF and post-baccalaureate level.

All CSUF McNair Scholars receive biweekly mentorship, writing tutoring, and seminars, which focus on academic skills development, professional development, and preparation for graduate school.

Getting a lower degree at UK university could cost you dearly Tue, 19 Apr 2022 23:01:01 +0000

IFS research found that men and women who graduated from a UK university with a lower second-class degree in 2013 earned an average of £3,800 less a year before tax, five years later.

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Failing to achieve a higher grade at university could mean earning around £3,800 ($4,946) less a year, according to new research from a leading independent research institute in Britain.

The research, published on Wednesday, found that men and women who graduated from a UK university with a lower second-class degree (known as a 2:2 in the UK) in 2013 earned an average of £3,800 in less per year (before tax). ) five years later.

This was compared to students who had achieved an upper class second degree (known as 2:1), which is considered the average grade given to many UK students.

In the UK, a First Class Honors, or 1:1, honors degree is the highest classification a student can obtain for their degree. This is then followed by a 2:1, a 2:2 and a third class honors degree.

The research was produced by the UK’s Institute for Fiscal Studies and commissioned by the government’s Department of Education. The main earnings estimates were based on a sample of approximately 470,000 graduates born between the 1985/86 and 1987/88 school years, who had started an undergraduate or postgraduate course at the age of 21 (between 2007 and 2009) and had completed their studies. diploma at the age of 27 (between 2013 and 2015).

The IFS found that women graduating from a UK college with a 1:1 degree earned on average £2,200 more than those with a 2:1, five years later.

And that pay gap was even greater between male graduates with the highest grades. Men who completed a first-class honors degree in the UK typically earned £4,100 more than those who completed a 2:1 degree.

Additionally, the IFS found that achieving at least a 2:1 had a much larger payoff at some of the top colleges in the UK. According to the study, students who got a 2:2 degree from the UK’s ‘most selective’ universities ended up earning an average of 20% less by age 30 than those who got a 2:1 degree. .

IFS named the four most selective universities as Oxford, Cambridge, Imperial College London and London School of Economics. These universities are part of a group of 24 of the UK’s leading colleges, known as the “Russell Group”, similar to the “Ivy League” in the United States.

Gender pay gap

The study found that there was a stark difference in the gain for men and women after graduating with a first-class degree from one of the most selective UK universities. The IFS report says there was an “almost zero” gain for women for getting a 1:1 over a 2:1 at any of those colleges, while men typically earned 14% more. more per year for graduating with the highest classification.

Grades also mattered depending on the subject studied by the graduates. For example, men and women who studied law or economics and graduated with a 2:2 tend to earn 15% less than if they had graduated with a 2:1 in either. other of these materials.

The IFS pointed out that overall there has been a long-term trend towards students obtaining higher classifications in all subjects and at all levels of academic selectivity.

Ben Waltmann, senior research economist at IFS and co-author of the report, said the findings imply that “degree classification may matter as much as university attended for later earnings.”

“Other things being equal, going to a more selective university is good for future earnings, and the fact that few students from disadvantaged backgrounds attend the most selective universities is a barrier to social mobility,” he said. -he declares.

The cost of earning a degree continues to rise for UK students. Under government plans announced in February, students starting university in the UK next year could always end up repaying their student loans well into their 60s. In the UK, the state usually pays for university tuition and some living costs, which graduates then repay from their monthly paycheck once they earn above a certain amount, such as a tax.

To verify: Soaring prices hit young Britons. The new UK budget will not help much

Jean Engohang-Ndong answers questions about his profession and Enkaza Sun, 17 Apr 2022 09:25:45 +0000

Dr. Jean Engohang-Ndong was born and raised in Gabon, a French-speaking country located in Central and West Africa.

He currently lives in Jackson Township with his wife Charlotte Engohang. They have six children, four girls and two boys.

Since 2007, he has been a university professor teaching courses in biological sciences. He is a tenured associate professor of biological sciences at Kent State University Tuscarawas, where he has been a faculty member since 2010.

He also operates his own business, Ekaza-Bridging The Gap. Engohang-Ndong was immersed in an educational environment from an early age as his father was a schoolteacher.

“Education was paramount to my father,” he said. “So naturally, I embraced it. Fast forward, after graduating from high school, I started my graduate studies at Masuku University of Science and Technology in Gabon where I graduated with a d associate in biology and chemistry. At the end of my associate’s degree, I obtained a scholarship which allowed me to go abroad and more precisely to France where I continued my higher studies in the field of biological sciences.There I obtained my bachelor’s and master’s degrees in biology with a specialization in cell biology and physiology.