Waching daily Feb 28 2018

Hey guys, today we're going to go over Reaper, which is a cheap, yet fully equipped, digital

audio workstation for Windows and Mac.

Reaper is fully capable of some advanced audio production, with support for audio and MIDI.

There's also a lot of different effects available, and even some options for virtual

instruments to use with MIDI.

Though there are a lot of effects included, you can also add your own by telling Reaper

what folder they're in.

You can also do this with custom synths to dial in your tone, or use a MIDI instrument.

Reaper does have a free demo version available, however the license cost is $60 for a regular

license and $225 for a commercial license.

If you're trying to pick a DAW, we would definitely recommend trying out a demo of

Reaper to see if it's right for you.

When you first open a new project, there won't be

any tracks and all you'll have is your master.

The first thing we'll do is set this up.

We'll add 3 tracks to start with.

One for a kick drum, one for snare, and a stereo track for overheads.

To add a track, go to the top Track menu and select Insert New Track.

You can also right-click on the track area and select to add a new track.

Then click on the blank area as shown and name each of the tracks to keep them organized.

Now we'll configure our tracks for recording.

First click next to IN FX for the track and select your input.

We're using input 1 for the kick, 2 for the snare, and the 3/4 stereo input for the

overheads.

Then click the red circle beside the track name and arm each of the tracks for recording.

Finally, press the big red record button at the bottom next to play button.

Once you're done, you'll get a window that pops up.

Select Save All to keep the tracks, or delete them to start over again.

After you've recorded your tracks, you can make a time selection by dragging on the end

of each of them to trim noise from the tracks.

You can also select a track, move the time selection to a certain point, and press the

S key on your keyboard to split the track.

That allows you to quickly delete sections or slide them around individually.

You'll want to make sure you turn off snapping at the top first, especially if you're not

working with MIDI and your project tempo doesn't match the recording.

Once all your tracks are recorded and trimmed, it's time to start mixing.

At this point, we're going to use a sample multitrack project for the rest of the tutorial.

The first thing we want to do is open the mixer at the bottom of the screen.

Click on View in the top menu and select Mixer.

This gives us the same controls that we have on the side, but it's a little easier to

access down here.

At the top of each track on the mixer, you'll see a power button next to the letters FX.

Click this and it will bring you to the effects menu for that track.

This is where you add, remove, and edit the effects for that track.

If you just click the power button, you'll be turning on and off all the effects for

that track at once.

Once the effects menu is opened, you can individually bypass each effect by clicking on the checkmark.

From the menu, click add to add a new effect to the track.

Most of the effects we use are under VST or JS, and the virtual instruments for the MIDI

track are found under VSTi.

For example, on our kick drum track, we added ReaComp, which is a compressor.

It has all the expected options like attack, release, ratio, and it's pretty straightforward

to use.

All you need to do is adjust the sliders to make changes.

We also added and equalizer which is a parametric equalizer.

By default, there are two central bands and a high and low shelf.

These can each be changed, for example if you wanted more bands or a high or low pass.

To make changes to the equalizer, you can use the sliders at the bottom or drag the

numbers across the chart at the top.

Next to the effects option on the mixer, we have signal routing.

This opens up a menu to control these options.

By default, each track should be sent to master.

You can also select a send, which outputs it to another track, and this can be done

along with the master.

There's also the option to output a MIDI track to a MIDI device, or to output a track

to a separate hardware output, such as for monitoring.

When looking at the mixer, there are a few icons for the signal routing.

The green M indicates the track is being sent to master.

S indicates the track is connected to a send, such on our vocal track which is sent to reverb.

R indicates the track is receiving another track, such as the reverb track receiving

the vocals.

The routing window also has options for track volume and panning, but it's easier to adjust

these from the mixer view.

Next we have the pan selector.

Just hold and drag this knob back and forth to adjust the panning of the track.

You'll be able to hear the difference, and see it visually in the meter for that track,

since they're all displayed in stereo.

To adjust the volume, all you need to do is pull up and down on the fader.

One of the awesome features about Reaper is its MIDI capabilities.

I found MIDI in Reaper to be very powerful, while still being simple and straightforward

to use.

For this example, I'm going to setup MTPowerDrumKit 2 as our MIDI instrument on a MIDI track.

We'll go over how to create an entire drum track in Reaper, then you can route to different

audio tracks from there and edit all the drums individually.

Before we can work with drums in Reaper, we need to add a VST instrument.

Go to the Options menu at the top, select Preferences, then scroll to and select VST

under plugins.

Add the folder where your virtual instruments are stored and press re-scan to add it to

Reaper.

After we've added our VST instrument we need to create a new MIDI track.

Right click on the tracks section and select Insert Virtual Instrument on New Track.

From there we select our virtual instrument.

When it comes up asking if we want to add the following tracks, we will say yes.

This will allow us to route all the parts of the drum kit to different audio tracks.

When we first open our instrument, we need to do the signal routing.

This works similar for any plugin, but how you send the plugins to a different channel

within the instrument itself will vary.

In this plugin, we open the mixer view and change the output for each of the drums.

I've grouped some of the drums together, like different snare hits and the cymbals.

Now all the parts of the drum kit are assigned to those individual audio tracks that Reaper

created earlier for us.

At this point, I like to rename them to keep the project organized.

From here, there's a few ways to create MIDI files.

The first is with the composer view from our plugin.

This can create really nice drum loops that we can use, but not all the plugins have this

feature.

The second is with the piano roll view.

To do this, select a section of the timeline, then go to the Insert menu at the top and

select New MIDI Item.

This creates a MIDI file on our track.

From there, double click the MIDI item to end the piano roll view.

From the piano roll, click on the keys on the side to see which drum you're working

with.

Then just add the notes to create a beat by drawing them on the piano roll.

This is a very tedious way to program drums, but for what it is, Reaper does a good job.

At the bottom, the bars can be adjusted to control the velocity of each of the notes.

My preferred way to program drums in Reaper is with my Akai MPD218.

This is a USB MIDI drum pad.

All it does is send MIDI signals to your program, there's no built in audio capabilities in

the controller itself.

From there, Reaper can create MIDI recordings and process it through whatever plugin you

have on that channel.

The only catch with a MIDI controller is that you need to make sure you stay in time with

the song, so using Reaper's built in metronome for the project is really important to playing

accurately.

I find I get much better results with the Akai MPD218, since it also measures the velocity

of each note, leading to more natural randomness in the final product.

To setup a MIDI controller with Reaper, all you have to do is select it as an input on

the MIDI track, just like you would do with a microphone input.

Now that we have a MIDI recording going to separate audio tracks, we can apply effects

to these tracks just as we learned previously with an audio track.

There's no need to record the actual MIDI to an audio file first, it will just automatically

process the sound going from that output of the virtual instrument.

Though we didn't cover how to use any virtual synths or other instruments in this tutorial,

it does work the same way.

You still create a virtual instrument, but you don't need to route to multiple tracks

after, and you edit the notes on the piano roll in the same way.

There are also MIDI controllers available that use a keyboard instead of drum pads and

these are definitely helpful, but I find programming synths with the on screen piano keyboard to

be easier than drums.

Once you've edited your project, go to File at the top menu and select Render.

We'll leave the source as Master mix and the Bounds as Entire project, but you can

export only a time selection if you want.

In our case, we can select the directory we want to export in and the file name.

For this project, we'll be keeping it at the default Wave file settings, but you can

adjust these if you wanted to.

Once everything's the way you want it, click Render 1 file at the bottom of the window.

The export process for this is pretty quick, even with all the tracks and effects we're

using.

Thanks for watching this video tutorial on Reaper.

If you liked this video and want to see more, don't forget to like and subscribe to the

channel.

You can also check out our social media links below, where you can follow us to see all

our new content every week.

For more infomation >> Reaper DAW Tutorial - Best Audio and MIDI Software for Recording - Duration: 10:41.

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THE TTM MEDIA BUILD FOR KODI 17.6 KRYPTON BUILD BEST KODI BUILDS AND TOP ADDONS FROM THE TTM WIZARD - Duration: 12:10.

What's up guys it's Everything Kodi back with another video

so many of you are looking for a build with lot of different add-ons

and lot of different sources for content then you might want to check THE TTM MEDIA BUILD

I've also tested on my fire TV and two other fire sticks the build works great

You will enjoy this kodi build on your amazon fire stick or nvidia shield or android tv box

now I'm gonna give you guys an overview of what it has to offer

offer if you like it I can show you how you can get it installed on your device.

Now if you haven't already go ahead and hit the subscribe button

and make sure you click the little bell icon right next to subscribe so you don't miss any of my posts

so let's go ahead and jump into the overview of the build.

Now once you install it the first section you're gonna run into is the movies section

so you have the widget here at the top

you can scroll through find a movie and tv shows you like.

Don't forget to subscribe and click the bell icon to stay informed.

For more infomation >> THE TTM MEDIA BUILD FOR KODI 17.6 KRYPTON BUILD BEST KODI BUILDS AND TOP ADDONS FROM THE TTM WIZARD - Duration: 12:10.

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Very warm winter sets stage for warm spring in 2017 - Duration: 2:16.

On March 16th, NOAA issued its

2017 Spring Outlook for temperature,

precipitation, and flood risk.

Much of the lower 48 just experienced

one of the warmest winters on record,

with the Southwest and the eastern half

of the nation leading the way.

The April - June temperature outlook

suggests this pattern will continue

with Alaska and Hawaii also favored

to experience above-average temperatures.

Remember, the colors on the maps

only show the most likely category.

There is always some chance that

there will be a below-, near-,

or an above-average outcome.

"EC" stands for "equal chances":

locations where there is no tilt

in the odds towards above-, near-

or below-average temperature.

Winter did bring abundant snowfall

to several regions.

Above-normal snowpack elevates the risk

of moderate to major flooding in

parts of the northern plains.

Some areas in the West carry minor

to moderate risk.

Snowpack is also a factor for

New England's risk of minor flooding.

Seasonally normal heavy rain could

contribute to at least minor flooding

throughout much of the Midwest

and Southeast.

The very wet and snowy winter brought

significant relief to California,

which is now emerging from nearly

5 years of drought.

Climate models, statistical tools,

and our expert opinion don't tell us

much about what to expect for

precipitation this Spring over

much of the country.

Above-median precipitation is favored

along the Gulf Coast and over

the northern plains,

with below-median precipitation favored

over western Alaska and eastern Hawaii.

Extreme weather events often result

in minor flooding, so monitor

your local forecasts to be weather

ready and climate smart.

From NOAA's Climate Prediction Center,

I'm Mike Halpert.

(null)

For more infomation >> Very warm winter sets stage for warm spring in 2017 - Duration: 2:16.

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An Exercise For Opening Your Spiritual Eyes - Duration: 6:36.

An Exercise For Opening Your Spiritual Eyes

Are your spiritual eyes open?

Open Your Spiritual Eyes There is a universal will that operates twenty-four

hours a day that is FOR you and a will that operates twenty-four hours a day that is AGAINST

you. You�re familiar with the will that works against you. It�s that will that drags

you into internally and externally unprofitable, self-punishing moments. The will that works

for you is that which forever says, �Look up.

See that there is more to your life than what you presently embrace and that�s causing

you this pain.� Put even more simply, the will that wants to raise you up is the will

that makes it clear to you that there�s another will that�s trying to pull you down.

Were it not for that elevating will, you would never recognize the harmful one.

Please make the following substitution in your mind so that you have a clear picture

of what your new mind and new spiritual eyes can show you. If something is either for you

or against you, isn�t that the same as saying that something is either trying to pull you

up or pull you down? I want you to see clearly that the two words �for� and �against�

are connected to directions of the operation of a will.

If indeed it is true that there is a will that is trying to pull you down as well as

a will that is trying to pull you up, how do either of these wills come to have power

over you? How do they take hold of you to either pull you down or to help you up and

out?

The fact is that you do have free will � in a sense. The free will you have is in the

choice you make to align yourself with either the will that is ascending or the will that

is descending. From now on I want you to picture a hand reaching from below to pull you down,

and another hand reaching from above to pull you up.

At any moment (even now while you�re reading this), your hand is either in the hand of

the will that is ascending, or it�s in the hand of the will that is descending � and

it�s your choice. Don�t fall for the lie that says, �No, it�s not my choice because

I have to get depressed, I have to get angry, I have to get frightened.� No, you don�t.

It�s the voice of deception that accompanies the hand from below that insists you have

no choice. In fact, you always have the choice.

Unfortunately, in the initial discovery � and misunderstanding � of these two wills, some

men and women fall away from their inner work. It happens when, of necessity, individuals

begin to feel the strain of two things pulling on them at once. It�s extremely necessary

for this to happen. Why? Because, if you don�t feel two things pulling on you at once, it

means that only one thing is pulling at you. And if you�re not already living in a higher

place, what do you suppose that one thing is? It�s the descending hand.

I receive countless letters, phone calls, and e-mails from students who declare �Since

I started studying your ideas my life has just fallen to pieces � everything is worse!

I don�t understand. Why is it this way?� Then they understand even less when to say

to them �Congratulations. That�s a great sign.� Their shock turns to comprehension

when I tell them �It�s great because now at least you know there is another direction.

Before you followed the descending hand without question. Now you know it�s possible to

go up, which makes you all the more aware of the pain in going down.�

Whether you see it or not (and the purpose of your studies is to give you the spiritual

eyes to see), this world is in the hands of the hand that is coming from beneath the earth.

Just think of all the acts of will that are occurring as they have never occurred before

on this planet where young children and adults commit unbelievable acts and then say, �I

have no idea what came over me.� I�m telling you what came over them.

Through years of abuse by a planet filled with people who don�t care, and through

years of refusing the tiny moments when their Father did place His hand in theirs, they

have reached the point where they can�t recognize the difference between the hand

that wants to pull them down, and the hand that wants to lift them up. And once you come

to the point where you can no longer tell the difference � you�re a goner.

But to know the difference costs something, doesn�t it? It means we have to work when

we would really prefer not to be bothered. We want to feel pleasure with no disturbance.

But that�s spiritual and psychological sleep. Christ said, �Watch. Watch. Watch,� meaning,

�Be awake. Be awake. Be awake.� When he cautioned people to �be awake� he was

telling them to see whose hand they were holding.

Your Father�s hand not only doesn�t let you go to sleep, but it lifts you. The hand

from beneath not only puts you to sleep faster and faster, but it puts you to sleep so fast

that one day you won�t even know that your hand was held fast in that descending hand.

That�s the truth. Work, work, work. Stay awake, regardless of what it seems to cost

you. Remember to do this exercise: Come awake every moment and ask yourself �In whose

hand is mine?� When you�re driving your car or sitting in a business meeting ask yourself

�In whose hand is mine?� The moment you become aware of yourself and ask the question

you will know which spirit just possessed you.

Now, here�s the problem: There are parts of our own nature that don�t want to ask

the question � that don�t want to know whose hand we�re in! Are you aware of this

defensive spirit in yourself? �I don�t particularly want to know right now whose

hand I�m in because I would prefer to believe in what it�s telling me � that what I�m

doing is good.� It�s not good!

Just do your spiritual work, open your spiritual eyes, and leave the battle up to your Heavenly

Father. Leave the battle up to Christ � to Reality � to Truth. Leave the battle up

to the Light and I promise you the fight will be a right fight and you�ll come out on

the right side of it � guaranteed.

For more infomation >> An Exercise For Opening Your Spiritual Eyes - Duration: 6:36.

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Why I QUIT YouTube for 2 Months - Duration: 7:51.

Hey, Choyn Guy here. A YouTube animator and filmmaker.

Well a so-called one at least cuz...

Well let's be honest

you've probably noticed.

That I've been a lazy recently.

You know what I don't think.

I've not uploaded for

Oh.

Okay so... Yeah

Why did I ghost for the last couple of months

Look I do have a valid reason

I wasn't trying to be a jack yeah

It's because

So yeah that's

That's why I haven't been posting.

I just needed some time so that I could fix myself.

because these things were only gonna get worse.

I think the biggest mistake that I

made is that I didn't anyone know.

I still haven't because I feel like

I can't I just find it really hard to open up to people

I've always have but maybe this way the people that need to know will see you

and maybe it might help someone else too

okay so these things controlled my life and as one bad habit formed others

weren't that far behind and I lost control

I lost control for a bit and I know that these things aren't that big of a deal

they seem pretty innocent but that's how it gets you I basically told myself that

this isn't causing me any harm how could it and that's how I ended up

wasting so much time time that I could have spent connecting with others and

creating for you

whoa okay attitude the simplest way that I can explain it is that I was in this

autopilot mode going day to day repeating my bad habits in this endless

cycle because it was easier I couldn't fail if I didn't try yeah that was my

thought process eventually I got to a dark enough place where I legit just had

enough and I knew I had to change so I wrote down all the things I wanted gone

from my day-to-day life and I took the cold turkey approach I basically got rid

of everything and I caught everything cow and guess what that actually worked

for a couple of days I feel like I just messed up good

I feel like I had all this Patel potential but I really just it

all up I mean with this addiction I currently will go three days without I

told myself I wasn't gonna go back that I wasn't gonna feed my addiction anymore

and that I have to stop you know but then the urges came and then I relapsed

again I'm so so in the head I'm so messed up because I know

that this addiction has taken control of my entire life

it's ruined my life I feel like I could have been so far ahead and by if I

didn't have this holding me back

yep so as you can see I messed up quite a bit I messed up quite a lot actually I

messed up multiple times after recording that video which isn't great but I found

out how integrated my bad habits were within me and you know what recording

those videos on my phone really helped like just pulling my phone out and

speaking my mind felt really good because I could just speak my mind

without being judged without being interrupted and plus I didn't want

advice I know it's weird but I didn't want any advice from anyone because at

that point I just wanted someone to listen I just wanted to speak my mind

and for someone to just listen and that's it just listen so that helped me

a lot because I tend to suppress some of my emotions which isn't good I tend to

bottle them up and so I guess that's how I got here

now I'll save the rest of that sake sob story for another time but basically

what happened after is that I took to the internet to find some answers and I

found a channel called improvement pill from that channel I finally started to

learn how to build some good habits learn twitch cues triggered my bad

habits and how to resist the urge you I made a system to follow every single day

so that when the dark days come I'll be ready when willpower a motivation

although you know what I'll know what to do because I am ready and now I'm slowly

getting back on my feet I'm feeling like the old me the kid that lives inside me

I know I've still got a long way to go but that's ok because when I look back

at how far I've come I'm actually quite proud I forget how

much I've done I've done a ton of things that I couldn't even imagine doing a

couple of years ago especially because most of my life I was always known as

that introverted academic kid and so doing a 180 and going towards the

creative route was definitely a big shock but I'm glad I took this path I

mean look at the crazy support I get from you guys I'm so blessed every

comment and message I get just reinforces that people are rooting for

me you want me to succeed and that's what drives me to make videos there's

just something about making videos and making content I can't quite put my

finger on it but I think I'm starting to really like it

and okay so I guess that's all I've got to say

just know that I'm back and I'm back for good

you

For more infomation >> Why I QUIT YouTube for 2 Months - Duration: 7:51.

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Ketlen Vieira Will Ask For UFC Title Shot With Win Over Cat Zingano - MMA Fighting - Duration: 5:24.

Ketlen, you have a big fight ahead of you now against Cat Zingano.

How is you camp going for this fight, a fight that can change your career and even make you a title contender?

My preparation is very intense, especially in the physical aspect and jiu-jitsu.

My team is working hard in order to help me put on a great fight. They tell me I'm getting ready for a war, not a fight.

What are your thoughts on this match-up?

What do you think she's going to try to make sure you don't dominate her like you did in your last fight?

Cat Zingano is a bit unpredictable. She moves forward all the time, always going after the win

and that's what we're focused and working on, trying to counter and catch her when she's not expecting.

Sometimes she exposes herself too much, so we're focusing on the physical aspect.

I think that age is not a huge factor, but it is a factor that will help me recover quickly in between rounds.

You impressed everyone by submitting Sara McMann in your last fight.

Do you think that jiu-jitsu is the best way to win this time?

It's a similar fight. We knew that Sara McMann was strong, especially in the first round, and then she starts to fade.

My coach 'Dede' told me before the fight that we would probably lose the first round, but we would come back in the second and third because she would slow down.

That will probably happen again. She will come explosive in the first round, aggressive.

The fact that she hasn't fought in almost two years, I can use that to my advantage and get another win.

How do you prepare mentally to enter a fight expecting to lose the first round?

You get in there thinking 'it's highly likely that I will lose the first round'?

I had to remain calm. And since 'Dede' told me that before, it was no surprise.

I had watched her fights before and she's strong in the first round, so I had to learn to trust my coach.

He always believed in me. I say that he believes in me more than I believe in myself.

I'll be confident for this fight because I know that what he says is 99 percent what's going to happen.

This division needs contenders. Are you going into this fight thinking 'if I win, I'm the one to fight for the belt'?

For sure, I think that excites me, but I'm trying to stay focused on Cat Zingano.

It's a dream. I always wanted to get in the UFC, but not only to fight and keep my job, but to fight to become a champion.

I believe I'll possibly become a contender, especially now that Amanda (Nunes) might move up in weight.

I think it's a big possibility, but my team and I are trying to stay focused on this fight first. After we win, in the Octagon, I will ask for a title shot.

What do you think of Amanda's decision to call out Cris Cyborg?

She has said many times that she wasn't interested in moving up in weight, and now she's actively asking for it.

Are you surprised, or you think that makes sense in this era of money fights?

In this era of money fights, I think it does. She wants that.

If I recall correctly, she said on TV a while ago that she didn't want to fight Brazilians. I don't want to either, but I respect Amanda.

She was the first Brazilian woman to become UFC champion, but between her and my dream, my dream comes first.

If one day we meet, I'll always respect her, but I'll give my all for my dream. Man, I think we have to fight for our ideals.

She's aiming something by challenging Cris Cyborg, but I believe there are other challengers and other girls that deserve an opportunity to fight for the belt.

But if she wants that, that's one less step for me to move up the ladder.

If they do fight, who do you think wins?

Look, MMA is an ungrateful sport, the best and better prepared fighter doesn't always win.

But in theory, I think that Cris Cyborg is a better fighter than Amanda.

If we look at Amanda's last fight, she fought Valentina Shevchenko, who's not a natural bantamweight

a small fighter who didn't even cut weight to fight at 135, and had a hard time twice against her.

Now she's fighting a featherweight with big knockout power, and I think it's a tough fight for her. But if she chooses that, she can't change her mind.

For more infomation >> Ketlen Vieira Will Ask For UFC Title Shot With Win Over Cat Zingano - MMA Fighting - Duration: 5:24.

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Test Taking Strategies for Global Campus Students - Duration: 1:02:53.

KAITLIN HENNESSY: Hello, everyone.

And welcome to test taking strategies

for Global Campus students.

My name is Kaitlin Hennessy.

I'm the program coordinator here at Global Connections.

And our goal at Global Connections

is to provide co- and extracurricular programming

for Global campus students wherever they live.

And tonight presenting for us is James Bledsoe.

He is a senior career advisor at the Academic Success and Career

Center at WSU.

And as most of you are already doing,

please do us chat box throughout the night

to discuss the content.

You can also submit questions to James,

and he answer them at the end of the session.

But feel free to pop in at any time.

And if you have any technical difficulties,

please do let me know.

And I'll do my best to help you.

I will be in the chat all night.

My name is Kaitlin Hennessy once again.

And I'm going to give it over to James now.

Thanks so much for coming.

JAMES BLEDSOE: Good evening, everyone.

And thank you Kaitlin for that wonderful introduction.

Much of what I'm going to present tonight

is some of the standard information

that we give out in the Office of Academic

success and the Career Center.

We are two offices that merged.

So we do have the academic support and also

career planning.

So I'm happy to take this opportunity to talk about some

of these things that are very important, as it relates

to tips on test taking.

So I'll just start with some things.

I'll try to answer as many questions as I can,

but I want to make sure we get those key points

on my PowerPoint here tonight.

So tips on testing.

Let's go ahead and get started.

And there we go.

OK, so just to overview some of the learning goals,

or take home, or what I hope you get out of this

is number one, a study schedule and how

to organize for your college test.

Number two, how to prepare for a college test.

And then number three, test taking skills and strategies.

So study schedule, test prep, and strategies, OK?

Now before we get started with that,

I've got to pose a question for everyone.

And this will kind of help me later

on in the presentation in terms of answering a few questions.

But what issues are you having with test preparation and test

taking?

Now, you can think about that, and you can

type in some questions, again.

We'll come back to it from time to time

and try to answer as many questions as we can on that.

But I want you to be thinking about issues

you're having with preparation for test taking and taking

the test itself.

So let's get started with study schedule.

Again, this is one of my personal favorites.

It has to do, I think, with time management.

But when you're talking about a study schedule,

let's go over the three points here that are mentioned.

Create a separate schedule for studying a test.

Number two, start with the extended study times.

And number three, plan a review schedule time

24 hours before the test.

Now, let's go back.

When you talk about a study schedule, here's my advice.

If you know ahead of time when you get the syllabus

and you're able to see the timeline in terms of when

a quiz, or a midterm, or a really important exam

is going to be given, right from the outset of the class,

that's your time now to set your study schedule in a way that

fits your learning style.

So for instance, if you happen to be taking a class that

requires a lot of reading and you kind of know ahead of time

that the test is going to be a little bit of maybe what's

coming from the video lecture, or maybe a lot of it

is going to be coming from the reading from the textbook,

or the online handouts that you get, what you want to do

is think about what I call your reading stamina.

Now, what I mean by reading stamina

is on any given night how long are

you able to get to read before you're actually kind of tired.

So for instance, my daughter, who's a sophomore in college,

she can read for four, five, six hours a night,

and she never gets tired.

So she's able to cover a lot of ground

in her reading and her studying.

And she may not have to set aside as many nights as I do.

Let's just say I have three weeks to get ready for an exam,

and I've got six chapters, long chapters, to read.

I probably need all of those weeks to get ready for that,

because maybe my reading stamina is about I can

do about 90 minutes a night.

And so I'm going to have the budget to time so that you want

to avoid the cramming and trying to read everything

all at the last minute.

You want to extend that time and set aside time

every day, so that you're reading at your pace.

You're giving yourself a chance to highlight different things

in the book, and underline different vocabulary

words that maybe you don't necessarily understand,

and you could take a few minutes just to look them up.

You want to give yourself time to do that.

And what might take usually 30 seconds

or maybe a minute to read one page, when you're

studying you may take four or five minutes to read

a page, because there happens to be a lot of vocabulary

on the page, terminology related to the subject

matter that maybe you've never heard of before.

And you could give yourself time to look up that word.

If you come across one or two words in just one paragraph

that you don't understand, you probably

will lose the entire meaning of that paragraph

if you don't know those words.

And if you go through several pages and on each page

there were two or three words where you've heard of the word

before, but you weren't really clear on the definition, again,

you could lose three or four pages

where you did not get the meaning of it.

So now I see someone talks about reading versus studying

as an important distinction.

And Heather, I agree with you.

You've got to give yourself time to understand the material.

So that's kind of what I'm getting at in terms

of knowing your own reading pace and what you're able to cover.

What you do want to do is avoid cramming.

And I'll get back to why you want to avoid cramming here

in just a few minutes.

OK, so next create a study plans.

So this kind of gets at what I was talking beforehand.

Plan at least two hours of study time for every hour

you will spend in class.

That's a general formula to use.

Again, when it comes to reading, or looking at flashcards,

or maybe taking some of the quizzes that

are in the back of the book, whatever you're doing

to prepare, again, you want to set aside an ample amount

of time to do that.

And make sure that you're setting goals

for each study session, which is the second bullet

on the PowerPoint there.

So maybe I know ahead of time I'm

going to be able to study for this particular exam at least

10 hours, let's say five sessions of two hours.

And in those two hours I want to make

sure I'm covering the vocabulary.

I'm setting aside time to do some flashcards with a partner.

Maybe setting aside 30 minutes to join a study group or maybe

online exchange notes online through email.

But, again, you want to know exactly what you're

going to cover during that study time.

The third bullet talks about studying boring or difficult

subjects first.

Again, if that fits your style, and you

want to be able to kind of get the things maybe

that, yeah, it's boring, maybe it's difficult to understand,

but then you can spend that time looking up the vocabulary,

or looking at things you don't understand,

or gathering questions that you want

to be able to ask your study partner or ask your professor.

Let's get that clear right away.

Again, if from the outset if you're

able to understand some of difficult material,

it makes everything else a whole lot easier

to digest and not just commit to short-term memory,

but to long-term memory.

And that's our goal here is to commit everything

to long-term memory.

The fourth bullet there talks about avoiding marathon study

sessions, because you can get to a point

where you're studying way too long.

You're getting tired, and a lot of the material that you're

studying is just not sticking.

And then the last bullet is being aware

of your best time of the day.

I'm going to back up here in just a moment,

so I can answer some of these questions.

Being aware of the best time of the day, again, a lot of you,

I think, have already thought that through.

But for me, during my undergrad and graduate work,

my best study time was early in the morning, 5 AM to about 9

AM was my best study time.

That's when my mind was ready to go.

And that's when the material would

stick, whether I was reading, whether I

was looking at videos.

Whatever study tools I was using,

that was the best time for me.

Late night after work, that didn't work for me.

Midday didn't work for me.

Early morning was the best time for me.

And that's when I did my best studying.

I'm gonna pause for a minute to see if I can

answer some of these questions.

Kaitlin, are we do OK on getting some of the questions answered?

KAITLIN HENNESSY: We're doing fine right now, James.

There was one clarification about how this formula alters

to apply to online courses when we don't have classroom time.

I suggested that her credit hour the general formula would

be you should plan to study at least two times that amount

weekly.

So if you were in a three credit course,

you'd ought to expect to study at least six hours each week.

JAMES BLEDSOE: Thank you.

Thank you, I agree.

Thank you for translating that over.

OK, next we want to talk about where to study.

And this is an area that, again, I'm

going to do some personal experiences here.

But again, I'm going to draw on what I give students--

I've been here now at Washington State University 18 years.

A lot of that was in retention counseling.

And so where the study is very important.

And cutting to the chase here, if you

can find something that has the same environment as a library,

that is going to be your place where you don't have

the interruptions, where you can reflect on things,

and you really want to make sure you take this to heart

where you study.

Because if you have the interruptions,

the phone is going off, the people

are knocking at the door, maybe there's background noise,

those things are going to be a distraction.

And over time, you're not going to be

able to digest the information the way that you should.

So for instance, during my undergrad,

I would use the ninth floor of the library in a back corner.

And I would be there four or five hours a day.

It was quiet.

It was out of the way.

And if I had questions, particularly

when I was doing research or I needed some more background

information on a particular topic

to help me understand the topic, there

was always someone I could go to for help.

Maybe looking up a book.

Again, you can have study groups in the library

if you find a nice quiet space.

I understand that studying quiet may be not fit for everybody.

Obviously, there are times when I

study with the radio on faintly in the background.

I get that.

Getting yourself up to a comfortable, reflective state

of mind is what you want to be able to do.

So once you're there, you want to make

sure you return to that environment

and do those things that get you ready to absorb

this information.

Again, we want to stick away from cramming,

so we want to make sure that we use our time wisely.

OK, test preparation.

Test preparation.

Get yourself prepared by studying.

Take a practice test.

See which questions you missed and study those questions,

so that you're ready for the exam.

Now, I always recommend, especially

in those classes where you have a test

book or some type of material that gives you

at the end of the book, the Class Book or the material,

vocabulary words that are important for that chapter,

or it gives you a quick little quiz

just to kind of review the information that you just read,

I recommend that people go through that first.

It kind of helps you to anticipate

what you're about to read for that chapter or that piece

of information that you get.

Again, it's important to know the vocabulary

word or key words that are important to that chapter

and make sure that you just don't grace over them

without fully understanding their definition

and the context in which they're being used in relation

to that academic topic.

And so anything you can do to give you

as much preparation, but also confidence

in you knowing that the material, you have to do that.

So if there's a practice that's available,

take the practice test.

Take it several times.

Take it until you know all the answers,

and you can anticipate all the questions

like the back of your hand.

If there is little study guides to be used, use those.

Again, going back to your study group,

and maybe, again, you're using the flashcard method.

Again, you can pair up with somebody

and do flashcards over, and over, and over

until this information is, again,

going from short-term memory to long-term memory.

You're actually becoming an expert in the subject matter.

And that's where you want to get yourself when

you're preparing for an exam.

OK, back to test preparation and the environment.

If you happen been to be in a situation

where you're living with other people

or you're sharing a space with other people,

taking the time to make sure people

understand and know that you're studying,

and set the parameters for what you're

going to be doing for the next 90 minutes or two hours.

Again, avoid noise distractions.

Learn to say no.

Now, for me what this means when we say,

learn to say no is that a lot of times when you sit down

to study there might be that friend, that person trying

to get ahold of you through Facebook

or through social media and your phone

is set for bells and whistles to go off every time someone

tries to contact or wants to communicate

with you about something that has nothing

to do with your subject matter.

Those are the things you have to avoid.

Learning to say no.

So it's not always a verbal no.

It's you know what, I'm not going

to have social media access.

I'm not going to meet my friend who just asked me to meet

them downtown for dinner.

It'd be nice to meet for dinner, but I've

got to get this study time, because it's

the best time of day.

Once you agree the best time of day,

if that's my best time of day, and I've got access

to the environment that I need, and I've got access

to the people that can answer questions if I have trouble

with my study time, or it may be the time that you set aside

to communicate with the professor

by email or through video conference,

you don't want anything to get in the way of what

you set aside to help you get prepared for your exam.

Remember, you're trying to space your time out

and use it effectively over a two week, three week, maybe

a one month period.

All of us are busy.

You're busy.

Some of you may be working full-time,

part-time, have a lot of other responsibilities.

And when you set this time aside to prepare for your exam,

it's got to be sacred.

It's got to be something you stick to.

So that the art of saying no as it relates to your study time

is very, very, very important.

So now we get to general tips on test preparation.

OK, test prep.

Study in short distributed sessions

rather than mass practice cramming sessions.

I've kind of alluded to this several times

that I was going to get back to this topic.

Here's why.

When you think about how the brain works,

I like to use the analogy it's similar to how we digest food.

So I like Subway sandwiches.

If I'm going to go get a Subway sandwich, a foot-long sandwich,

I'm not going to now take that sandwich,

and in one bite stuff it down my throat and just eat that.

That's not how the human body digests food.

I will take small bites of that sandwich

and do what I need to do and there's a chewing,

and swallowing, and making sure it goes down

before I get to the next bite.

It's going to be in small bites.

Small bites, I'm not going to cram that sandwich down.

And in my opinion, and the research that I have done,

the brain works in a similar fashion.

You can try to cram everything into your brain right a test.

You can try to do that.

And some of that information you might hold on to.

But it'll be short-term.

It won't be for very long.

And a lot of that information you

won't remember for the test.

So the key is you want to study in a way that

commits everything to your long-term memory.

You want to master the material as you go in for a test.

So that's why it's so important to distribute your time

and take small bites.

Master small parts of the information before you

move on to the next, so that the information is digested.

You can talk about the information.

You can write the information.

You can display your knowledge in several different ways,

because you've committed it to your long-term memory.

Next, begin your study session by reviewing your lecture

notes.

If the test is comprehensive, review it one unit at a time.

Review the text book readings.

Reread the textbook introductions, the conclusions,

anything that's italicized, the bold face headings.

These are all tips in terms of familiarizing yourself

with material.

Any time you come across something,

I'm going to reiterate this again, anytime

you come across something that you don't understand

a word, a phrase, a whole paragraph where you just didn't

get it, make sure you highlight, indicate it, rewrite it to make

sure you have a chance to find out the definition,

or find out the context and how it's being used

present that information to your professor,

present that information maybe within your study group,

online study group, or whoever.

Maybe you have a partner that's helping you to study,

and you can look up information the together.

But making sure that you're looking at all these things,

so that you're not just digesting the material,

but you're identifying things that you

need a little more feedback on.

Also, this last bullet.

Review the study guide.

Never take a study guide lightly.

The more information you can use to give you

a different perspective of the information

is only going to enhance and broaden

your understanding and your perception of the material.

Again, this is a process of committing everything

to long-term memory.

Now, what if they don't give study guides.

A lot of times, you've got to rely on your

what I call your inner mentor.

You've got to create your own study guide.

And that's what you do within the readings

where you highlight different things

and underline different things that you

feel are key things that you need to understand.

And you pull them out of the book, out of the readings.

And maybe you look up more information

using YouTube, using other books,

in your study groups talking about it.

But sometimes you've got to create your own study guide,

so that you can follow when there's not one study

guide being given out.

Maybe in that study group or maybe with a partner

you work together, even if it's online through email,

the two of you are the three of you

to put something together and, again, create your own study

guide.

When you put two or three heads together,

and you identify things that you all feel are important,

you can make a really clear and concise study guide that

helps everyone in the group.

Again, when it comes to making your own study guide,

creating outlines and concept maps--

now I prefer creating outlines.

I love to read two or three pages,

and go back, and kind of write down

what was covered in those two or three pages.

Sometimes I'll just write at the top of the book

or at the top of the paper that I'm reading,

or maybe sometimes when you're getting attachments online

there's a highlighting feature where you can cut and paste

information to Microsoft Word.

And, again, you're basically creating your own outline,

but you're highlighting things yourself using the computer

tools, again, to highlight those things that are important when

you compare them with people in your study group

or you're going over these things on a daily basis

as you work up to your exam.

Again, these are all the things that

are going to commit everything to your long-term memory

and help you to be able to display your knowledge

in multiple ways.

Predict possible test questions.

I hate to say predicting, but I would more so

say that comes through meeting time or communication

with your professor and trying to get a handle on what

test format is going to be.

And just talking to the professor, even if it's email,

the way you ask questions and the way

the professor answers those questions,

or asking the professor to elaborate

on a particular topic, or helping

you understand a particular vocabulary word within or term,

when you ask Professor to a elaborate,

sometimes they're kind of giving a clue as to how

the possible test questions are going to be framed.

So the more you can get the professor

to communicate with you and elaborate

on different subjects, the more you

get an idea possibly on how these test questions

are going to be put together.

OK, after individual review and study,

meet with a study partner or group.

Have each member bring questions over the lecture and assigned

readings.

The last bullet there is quiz each other

and discuss key ideas for the course.

Now, again, sometimes you've got to get

a lot of this done online through email

or I assume there's different chat rooms where

you can form your study groups.

I'm actually taking a few classes online myself.

So again, part of a study group is the beauty of it

is getting a chance to exchange your notes,

exchange your questions, and helping each other

to answer the questions.

If you get in a regular routine of a study group,

and all of you are listening to the lectures online,

you're doing the readings, and you've got three or four people

meeting in the study group, a lot of times you've got you

guys together can't help but have a good idea of what's

going to be important in terms of what you need

to know for this test or exam.

OK, and then lastly, this bullet about this general tips,

get a good night's rest.

The quality of your education often

depends on sufficient sleep.

I'll tell you what, some people might

think this should go without saying,

but if you're not getting proper rest it affects your thinking

process.

It affects your memory.

It affects your ability to communicate.

It affects your ability to recall information, especially

in times when you're a little bit nervous, and stressed,

and A little bit of anxiety has set in.

So it's very important to get your rest.

I made some corrections recently in my ability

to sleep after doing a sleep test.

And my sleep is so much better.

My thinking is so much clearer.

I'm able to remember things and recall things so much better.

And there's no doubt in my mind that if you're not

able to get the proper rest, you're

not going to be able to recall or digest

the information properly.

So it's not just about getting good rest right

before the test.

It's about getting good rest while you set aside that study

time.

All those weeks that you set aside for study time,

you've got to make sure your getting the good rest,

so that you're able to digest the information

and commit to your long-term memory

to be able to recall it when you need it

OK, we're going to continue on with general tips on test

taking.

Let me get all this out here.

Don't schedule appointments immediately after the test.

Don't study right up until the test.

Number three, assess your time.

How much time is given to complete the test?

Let's spend some time here on number three for a moment here.

I'm going to switch over from test taking to say a job

interview just to compare.

When someone's going to interview me for a job,

they tell me right up front, we're

going to ask you a few questions,

and we have 20 minutes to do the interview.

We're going to probably ask you eight to 10 questions.

When you give me numbers like that,

I automatically start doing the math.

And if I'm to get about 10 questions

and you want me to do this interview in 20 minutes,

I know I've got about a minute and 1/2 to two minutes

to answer each question.

Well, the same thing is true when taking a test.

You've got to understand how much time you

have to complete the test, how much time you need

to answer all the questions, which questions are most

time consuming, you've got to be ready to watch the time,

so sometimes you've got to put yourself in a position

where you can see the time on your computer,

or you've got a clock in front of you,

so that you can keep track of the time,

and also of an understanding of which questions

are worth the most points.

Now, let me let me say this.

I've seen exams before where when you look at it the way

it's structured, 10% of the test is

going to be vocabulary, matching, or multiple choice,

or fill in the blank, and then 90% of the test

is going to be essay.

A lot of times what I will suggest

is if you can skip the part that's

only going to be worth 10% of your score and work

on the essay first, because that's

90% of what you're going to do.

And then come back and do the other part that's only worth

10%.

Again, you want to be careful, and watch the time,

and understand how much time you have.

If you have a test that's a lot of essay in terms of you're

going type in your answer, personal statement, or whatnot.

And maybe you know that it takes you a little bit of time

to read the question, and then formulate your answers,

and then actually commit to the typing or the writing

if it's a proctor test, so you want

to make sure that you understand OK, well, it's going

take me a little bit of time.

So I need to make sure.

I've only got 40 minutes.

I'd better set aside 38 minutes to make sure I

get that part of the test done.

So all of this is just strategy, but being

aware of how many questions, what type of questions,

the point breakdown, and where you're going to score the most

points, all of those things are important as it

relates to assessing your time.

The next important point before I leave general tips

on test taking is number four.

Carefully read the instructions.

I don't care if it's a quiz, midterm, exam,

after you finish your degree if you're

taking a national exam, GRE, the LSAT, all of these things

are you can to lose so many points by not reading

the instructions.

So every time you click to a new page of questions

or you turn the page to a new page of questions,

make sure you read the instructions.

Don't assume that whatever the instructions we're

on page number two, well, page number three looks the same,

I assume the instructions are the same.

That is a way to really lose a lot of points,

because sometimes the instructions will change.

And you might be asked to do one thing

like pick all those questions that have terminology

that need the same thing.

And the page then turns and the instructions

are on the same place on the page,

and it will say something like now

pick those things that are opposite.

And you didn't take the time to read that,

and now you're going through those questions based

on the instructions you read on the page before.

So it is important to read the instructions

on every single page as mundane as it may seem or tedious,

make sure you understand the instructions for each page

or each section of a test or an exam.

There are a few more general tips on test taking.

OK, jot down any immediate answers or pieces

of information that come to mind.

Answer questions worth the most points.

We kind of went over that.

Ask the instructor about any questions

that you may have about test directions.

And so again, any time you can communicate

with the instructor, even if asked beforehand,

to kind of get an idea of how that test is formatted,

whatever you can draw from that is just going to be helpful.

Going back to number five, jot down

any immediate answers or pieces of information

that comes to your mind.

I'm jotting down things all the time, especially when

I'm doing the reading.

I write in my books.

I underline in my books.

I highlight.

I do whenever I can in terms of identifying information

that I'm just not familiar with or identifying information

that I know is going to be important.

Now, these are things that all lead up

to the first test you may have with an instructor.

But once you take one test and you kind of

know how the tests work, hopefully you'll

have another opportunity with the final exam,

or another quiz, or midterm, or whatnot to redeem yourself

if you didn't do well on the first midterm or exam,

and you kind of know how the test is set up now.

And so you've got to figure that in to your preparation

time and your study time in terms of what you study,

and how long you study, and what you prepare for,

and making sure that you're ready to execute the next time

around you take the test.

OK, number eight.

Leave time to redo your answers.

Check for grammar, spelling, omitted words,

and, again, if you kind of know how much time you have to test

and how many questions, sometimes you

set up how much time you're going to take

to answer each question.

But then also figure in a little bit of time

to go back and check your grammar and spelling.

So for instance, again, let's say

I've got 20 minutes for a little quiz, or a midterm.

I've got 20 minutes.

And maybe I've got 20 questions.

And I figure, OK, that means I've

got about two minutes per question

before I have to go onto the next one.

But if you want to leave some time

for checking grammar, and spelling, and omitted words,

maybe you take a minute and 1/2 to answer each question.

And each question you finish your game in 30 seconds.

And so in that 30 seconds at the end of

say at the end of the test, you've

now set aside maybe four, five, six,

minutes to go back and check your grammar quickly,

and your spelling, and your omitted words.

So sometimes you can budget that in when you kind of know

how much time you have and how many questions you're

going to be to be dealing with.

OK, if there's extra time add to or complete answers.

Remember to complete skipped questions.

You know, a lot of us have learned over the years

to get to the questions we know first,

and then go back, and answer the questions

that we're kind of having to make an educated guess on.

Just make sure you are checking back for any questions

that you skipped.

You always got to remind yourself of that.

And usually, before I take a test or do an interview,

I always remind myself that I'm going to go back.

First, I decide I'm going to skip those things that

take too much of my time.

And I remind myself I'm going to go back and answer

those things.

I'm not going to leave it out or leave it blank.

And then finally, you may feel more relaxed, and as a result

remember more at this point.

Sure, when you set aside some extra time

toward the end of your test or exam,

sometimes it gives you a chance to take a deep breath.

Sometimes it gives you time a time to gather your confidence

and say, you know what, that wasn't so bad.

Sometimes it gives you a chance to just reflect.

And in that reflection time when you're relaxed,

sometimes more information comes back.

And this is what we're talking about,

you can go back and add information sometimes

or correct some of the answers that you

gave if you're taking that type of test that

allows you to go back and make corrections on any thing

that you answer.

So in any case, again, that comes with some practice.

You don't want to stress yourself out and not

give yourself enough time to ask questions.

But at the same time, you want to set aside some time

to relax and check your work.

Let's review some of the test taking errors

that people make and I've seen over the years.

Number one, the person did not follow the directions

for the test.

You know, I've seen people who knew the material, studied

the right way, prepared the right way,

they are expert in that subject matter,

and they just got the directions wrong,

and they all their questions come out wrong.

Again, as you go to each section of the test

you've got to remember to breathe.

You've got to remember to relax.

And you've got to remember to read the directions in a way

that you know exactly what you're about to do

as you answer the questions.

Another common error is did not calculate how much time

spent on each question in order to have time

to complete all of them.

Again, we've talked extensively about that.

You've got to know from the get go how much time you have,

and how many questions, and quickly

be able to designate how much time you're going to spend

on answering each question.

Again, once you take a test once with a professor,

you kind of understand her style, or his style,

or the framework, or how their tests are put together.

And so sometimes you've got to go through it just

to better prepare the second time around.

And just hope that you're not taking a class

where there's one comprehensive test at the end,

because then you don't have a second chance.

So in any case, make sure you calculating your time

correctly.

Again, did not read the questions carefully.

Again, reading questions carefully

comes with being relaxed, and focused,

and staying in your confidence.

That's what we're trying to get you to focus on,

being relaxed when you read the directions

and when you're reading the questions.

OK, some more common errors.

You did not understand the question,

and did not seek clarification from an instructor.

If you have that liberty within how

you're taking your online exam or test,

if you're able to clarify with the professor

if you don't understand the question,

take advantage of that option.

Sometimes you don't have that option,

and that's understandable.

I get that.

But sometimes there's no way to get around that,

except for going through the test the first time

and learning from experience the second time around.

And having those questions ahead of time

that dialogue with the professor,

because a lot of times in that dialogue with the professor,

he or she is going to reveal what's important on the test.

And you're going to hear some terminology sometime

that's going to be on the test.

But you'll hear it ahead of time,

and you might not understand it.

And that's when you're going to ask, well, wait a minute.

Can you clarify that?

Can you talk about that a little bit more.

That's why it's important to engage the professor

in dialogue as part of your study routine

as often as you can.

Another missed error, the person wrote lots of words,

but did not answer the question.

I can use an example where I was to an evaluator for people

who were writing personal statements for scholarships,

for instance.

I'll just use this as an example.

And students wrote a lot of words,

but they did not answer the question.

A lot of times when you want to make

sure the reader or the evaluator knows

that you know the material, those first two sentences

need to be direct with that terminology that's

related to the material, so that right off the bat

you're answering the question directly.

And then the last one there, the third bullet where people lose

points or make errors, their answers were disorganized.

And so sometimes when you see a question,

you have to take a moment, think about how you're

going to answer it, and then answer in a way

that you know the person is going to understand what you're

trying to communicate.

But never just write your answer without being able to look back

and say, you know what, this is not an organized

display of my knowledge.

So you put in hard work studying,

you don't want to mess it up by not delivering your answer

in an organized fashion.

Before I move forward, are there any questions,

we can take right now, Kaitlin that maybe I

can answer directly?

KAITLIN HENNESSY: No, we're good now.

Thank you, James.

JAMES BLEDSOE: OK, all right.

Well, these are more test taking errors.

Some of these you've heard before,

but, again, the handwriting was not legible.

But again, sometimes you're typing,

so that's not always an error.

But spell checks are in order.

OK, another error could be you did not know the subject matter

very well.

And again, I'm getting back to, all of you

probably noticed I used the phrase subject matter expert.

Anything that I'm studying or when

I'm helping a student to master material,

I always talk about subject matter expert,

that you want to be studying to what

you feel is that you're an expert in this subject matter,

in terms of what you just read or what you just listen to

on the video.

That you can get to a point where you can repeat it back.

You have read the chapter so many times

that every time you read a page, as you

come to the end of that page, you

can anticipate what's on the next page.

This is when you know you're committing things

to your long-term memory.

And sometimes we don't study to the point

where we know the subject matter very well.

We don't study to the point where we can write it,

we can say, we give can even lecture on it ourselves

if we needed to as test takers.

You need to be able to get to that point or as close

as you can to that point.

Because when you can display your knowledge

in multiple ways, that's letting you know it's in there,

it's made my long term memory.

And when I need to recall it, I'm going to be ready,

and I'm going to be confident.

I'm not going to talk myself out of that a

that I know I deserve, because I put in the study time.

OK, so how to avoid these errors.

Again, we've talked extensively about preparing adequately

and studying enough.

I think if you understand your learning style

and you set aside enough time from the outset to get ready,

I think will study adequately.

We talked about reading the instructions to really

stay disciplined in that area.

We talked about understanding the question.

Again, sometimes that comes with beforehand,

any terminology, any vocabulary that you really

don't understand, you really don't

know the definition of it, make sure you look it up,

so that you know the context of the paragraph or the page

that you're reading of the information

that you're looking at.

Because you just don't want to skip things

that you don't understand, because you'll

miss the whole point.

You'll miss the whole lesson.

You'll miss the whole learning targets, the whole learning

objective for that material.

Take your time within the allowed limits.

Again, if you set aside the right amount

of time based on a number of questions and the total time

that you have, again, you can build in some relax time.

You can stay comfortable and avoid getting too tense

or stressed out as you're studying for something

and as you're taking the test.

Make sure you review your test before turning in.

That's the last bullet there.

Again, sometimes you've got to set aside

some time in how you do your time management for the exam,

so that you have time to review what you're turning it

or what you're hitting submit on if you are taking something

online.

OK, we've got a little bit of time.

And there's a lot of information here.

But I think you all are familiar with the types of tests

that you may encounter in your online programs of study,

the multiple choice, true and false,

fill-in the blank, matching, short answer, and the essay.

Let me just say this rather than go through all those slides,

hear me on this.

The essay.

I learned this in my undergrad, and I

have to flunk a course just to come back, and retake

the course, and get an a.

And the reason when I talked to the professor

after hand, because I thought I had studied well.

I thought I had written down enough information

from the test.

The professor told me, Bledsoe, you

did not display your knowledge.

And you all have heard me use that over, and over, again.

It's been 25 years since my undergrad.

This point, this lesson has never left me.

An essay is your chance to display your knowledge.

You can never write too much when

it comes to an essay or a personal statement.

Now, you can write too much if you

look at the bullet above that when you

talk about the short answer.

You can buy too much there.

When you're dealing with a short answer on a test,

you want to make sure you get to the point right away.

Again, don't write a lot of words that really

don't pertain to the answer.

Don't worry about developing your answer.

Just get right to the point, because remember,

it's a short answer.

Matching types of tests, again, you

want to do a good job of as you answer

things make sure you cross them off,

so you don't answer them twice.

And make sure you take your time and you

make the logical selections.

There's not a lot to talk about when it comes to matching,

but you've got to make sure that as you see maybe you're

matching terminology or vocabulary words,

make sure you go through those on the test

as you're reading them.

And make sure you restate them in mind

what each one of those terms means just

to reacquaint yourself and make sure you're

on the same page with what it's asking.

And then begin to match.

OK, make sure you state what each term means.

And sometimes that'll help you understand what

it's asking you to match it to.

Fill in the blank, there's only one answer.

When you read a question on a fill-in the blank--

so for instances, here's the question.

A method of research for a psychologist who

is studying different age group cohorts cognitive development

for 25 years is called.

Well, right away the question is asking me

what is a method of research.

So maybe this is something where you were given five or six

different methods for research.

So right off the bat, that's what

that question is answering.

Which method of research is for psychologists.

And then it goes on the rest of the question.

But understand with asking you first before you just

try to recognize some things that are in the question

and then answer too quickly.

So no what it's asking you first before

you go directly to put your answer in the blank.

True or false.

Again, when you read the question sometimes

you can pick up on things in the question that let you know OK,

this is going to be a false answer

or this is going to be a true answer.

A lot of times when the question is asking something that's

asking if it's absolute or is asking several different things

and it's absolute, sometime that's going to be an easy flag

and say, that's usually the cause.

But the bottom line is this, I really

don't want to recommend any strategies

for how to do true or false.

Honestly, when you know the material,

you've getting yourself as close as you can

to being an expert in the subject matter, true false

are usually pretty easy.

I know some of us think that professors try to word things

to kind of trip us up, but they're

wording things in a way, I think,

that is trying to assess if you really know the information.

So if you've done the right type of studying preparation,

true or false and multiple choice hopefully over time

are not a problem for you.

But the strategy really, in my opinion, for multiple choice

and true false types of tests are actually

knowing the material ahead of time,

so that those answers just jump out at you.

Do any of you experienced burnout

in terms of your preparation for studying?

OK.

I've got yes.

Yes.

OK.

And do any of you experience--

OK, yes, especially when it's a subject that you don't enjoy.

Thank you, Heather.

Well, that burnout may signal, without even really through all

this, sometimes that burnout has to do with studying too long,

trying to cram things in, but you

have to get yourself to a relaxed state of mind.

You basically have to convince yourself that you're capable

and that everything is going to be all right.

You put in the time, everything's

going to be all right.

But I'll tell you what, sometimes anxiety

can trigger burnout.

And this is my opinion, again, 20 some years in the business.

I'm just going to shoot straight on this.

If you're telling yourself the entire time

that you're preparing for it, yes, during your study time,

the days that you set aside to study--

If you're reminding yourself, I don't take tests very well.

I'm not good at taking tests.

I've always been bad at taking tests.

I never really want to take tests.

It makes me nervous.

It makes me this.

It makes me that.

What you're doing is something called internal dialogue.

And you're talking yourself out of doing well on a test

right then and there.

And if you're doing that every day, you're reinforcing that.

And if you're reinforcing it, it's

almost like your state of mind is in a dilemma.

You're studying, and you're trying

to take in the information, but then there's

this background voice that's saying,

you're not good at tests.

You've never been good at tests.

You're not going to do well on the test.

You're not going to score high enough on the test.

And you've got to know to stop, to cut yourself off

when you hear that inner voice or that inner dialogue that's

negative.

You've got to cut yourself off, and now

do something that relaxes you, that's positive.

Maybe if it's reiterating positive affirmation, telling

yourself it's going to be OK.

Stop for a minute.

Play some inspirational music.

Look at something inspirational.

Maybe it's a picture.

Maybe it's gazing out at the window at the scenery.

Maybe it's going for a short drive.

Maybe it's going for a short walk.

And while you're walking, you're telling yourself,

I can do this.

It's going to be fine.

I know what's on the test.

I know it's going to be on the test.

I'm getting my rest.

I'm going to study correctly.

I've got to study.

If you do positive affirmations and keep

those negative thoughts out, when it comes time for you

to sit back down and study again,

you're going to get yourself in a state of mind

where that information is coming into a relaxed mind,

a relaxed spirit, and it's moving itself

to long-term memory.

So sometimes that's kind of the way

you avoid the burnout is not to let yourself get so stressed

out about how you're going to perform on the test

when you should be concentrating on your preparation and study

for the test.

And not allowing anxiety to build up.

When you hear that internal voice, cut it off.

I'm talking about it it's negative.

Cut it off and replace it with positive thoughts,

positive feelings, positive emotions,

doing things that make you happy,

or just rather breathing, drinking water, putting

a smile on your face.

But you can do this.

This whole thing that we talk about

test taking tips and getting ready for tests, this study

portion, you can do it.

But you have to constantly work on keeping yourself

in the right state of mind.

And lastly, before I close, those same things that you

do while you're preparing and studying for a test,

you've got to do that once the test starts.

You can't be five minutes out from a test saying, OK,

this is it.

I'm going to fail this.

I'm not ready.

And all of a sudden that internal dialogue

starts up again.

You're getting yourself into a state of mind that's

ready to now fail the test.

And you've got to stay positive with your comments to yourself.

Because if you're going to think it, and you're going to say it,

then you're going to do it.

So if you think negatively and say

things that are negative in your mind,

you're going to perform negatively.

But if you think positively, and keep yourself relaxed,

keep yourself happy and calm, and say

things that help you to stay in that state of mind,

you're going to free yourself up to display your knowledge

in multiple ways.

And you're going to score that grade that you truly

deserve based on the time that you've put in.

KAITLIN HENNESSY: I did have a question

on a little more about test anxiety.

Specifically, where you have a type of test anxiety

where you can study beforehand, but then

blank when you're taking the test.

Do you have any helpful tips or strategies

for helping to deal with that?

JAMES BLEDSOE: Yeah, here's what I

have used, because first remember

I think this thing that type of thing happens to all of us,

whether it's a test, whether we're about to go on stage

and speak, whether we're about to start

a test taking tips webinars.

Those types of things happen.

And a lot of times all the information

that you've taken in, and you that you've studied,

sometimes you've got to kick-start the recall

portion of your brain.

So you might memorize a sentence ahead of time that

directs your thought process.

So a better example might be maybe

you're taking a early American history exam.

You might put a sentence together

that has a few details that you've come up with that,

that sentence helps you to trigger

all this other information that you've been studying.

But sometimes you've got to focus your brain on the topic,

on the matter.

You've got to do something to kick-start it.

So sometimes it's putting that sentence together

like, OK, this country was formed in 1776.

George Washington was the first president.

And it went into civil war in 1861.

Now, that's an odd sentence.

But I put that sentence together,

because it helped me to now focus

on the time period between 1776 and 1861,

the formation of the United States

and the Civil War that happened.

Now my mind is focused.

I've got the time period.

I put that sentence together.

I memorized it.

And now it's getting me in the right state of mind

to display my knowledge.

It's almost like giving yourself a cue, your own cue that

cues you into the subject matter,

to what you're about to do.

You've got to have that cue ready.

It might be a word.

It might be a sentence, but it's got

to pertain to something that makes

you think about the material that you've got already locked

in here ready to display.

You just need something to kick-start the right state

of mind for you.

Any other questions?

KAITLIN HENNESSY: Thank you so much, James.

For more infomation >> Test Taking Strategies for Global Campus Students - Duration: 1:02:53.

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For more infomation >> Tips for Using Temporary Wallpaper - HGTV - Duration: 1:10.

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Online Readiness Orientation for SRJC Students Faculty Resources - Duration: 5:07.

>> Hello. I'm Liz du Plessis the instructional designer

in Distance Education at Santa Rosa Jr. College.

In this video I talk with Michelle Badarri

at Student Services at SRJC

about a new online readiness orientation

that prepares students to be successful in online

and Hybrid classes, and I'll show you an assignment

that faculty can import into their own canvas courses

to encourage students to complete the orientation.

Let's get started.

First, I'll provide some background in fall 2016;

the Student Success and Support Program

at SRJC welcomed Michelle Badarri to its team

as the director of assessment

and student success technologies.

In summer 2017, Michelle launched the online readiness

orientation for SRJC students taking online classes

to assist them in developing the skills required

to be successful online learners.

Are SRJC students who sign up for an online or Hybrid class

at SRJC, receive an e mail invitation before the semester

begins for free access to the orientation and canvas.

Which includes a diagnostic assessment,

multi media tutorials, quizzes and supplemental resources all

of which are optional for students to complete.

The resources are provided

by the states Online Education Initiative

or OEI a collaborative effort among California Community

Colleges to increase student access to

and success in online courses.

SRJC students complete the orientation in canvas shell

that is separate from academic course content

so they have access to the orientation prior to the start

of the semester as Michelle explains.

>> That way they have time

to utilize the resources before class begins

and it also doesn't impede upon time that should be devoted

to first week academic course assignments.

>> The first module includes discussions forums for students

that are facilitated by Student Services Staff.

>> Having this content administered

by Student Services Staff has been super useful.

It's allowed us to create a space for students

to ask questions prior to start of term.

A place for students to share types with their peers

and a method for us as staff to share local resources

as a follow up and to connect them to campus resources.

>> Then students take the Smarter Measure Learning

Readiness an assessment that quantifies

and identifies a students level of readiness to take an online

or technology rich course.

>> Which measures for aptitude and technology as well

as non cognitive skills.

The results are geared towards informing the student

of the readiness with the follow

up of rich assortment of resources.

>> There are seven components of smarter measure,

ranging from life factors such as: Availability of time

to study to learning styles, reading skills

and technical knowledge and competency.

>> Upon completion of smarter measure,

students receive a score report and guide

to interpreting the scores.

A color coded chart ranks the students performance

on a four point scale

and explanatory text is provided for each item.

The remaining three modules in canvas include:

Links to multimedia presentations created by the OEI

on topics related to online learning

such as getting tech ready and organization for online success.

The modules also include quizzes for students

to check their knowledge along

with other supplemental resources.

>> Now, let's look at an assignment that faculty

to teach online or Hybrid courses can import

into their canvas courses

to encourage students complete the orientation.

To find it, log into canvas and click on comments.

Search for the SRJC online readiness orientation assignment

and import it into the course of your choice.

>> Once it's imported, you'll find it in the assignments area

of your course and you can easily add it to a module.

>> The assignment includes instructions for students

to save their orientation results as PDF files

and submit them online for you to review for completion.

The PDF file provides detailed instructions

with screen shots showing how students are to save,

both the smarter measure results and orientation quiz results

as PDF files to submit to you in canvas.

>> If you'd like to award bonus points, leave the point value

of the assignment zero and any points that you award

to students will count as bonus.

If you do not wish to award points,

you can set the display to not graded.

>> Then you can view the students submission

in speed grader.

Even without granting credit, student participation

in summer 2017 has exceeded expectations.

>> We're super pleased with the participation thus far we've

invited all summer online students

to the quest content in canvas.

>> Today we have five hundred fifty four participants.

Fifty five community building posts

and six hundred forty eight quiz submissions.

>> Students services also has plans for ongoing inventions

to support online learners.

>> Our continued plan includes ongoing targeted intervention,

this time to reach the non cognitive results

as the semester develops and to launch the same efforts

for our fall online learners.

>> Yeah, we're so excited.

>> Thanks. [Laughter]

>> Thanks Michelle.

For more infomation >> Online Readiness Orientation for SRJC Students Faculty Resources - Duration: 5:07.

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Get Ready for Fall 2017 Back Up Past Courses Set Up New Courses - Duration: 9:08.

>> Hello, I'm Liz du Plessis, the instructional designer

in distance education at SRJC.

Let's get ready for the fall semester.

In this video, I'll show you how to backup your course content

and grades for past campus courses.

Then I'll show you how to find and set

up your Canvas course shells for the fall semester, including how

to cross list and import content.

Let's get started.

At the end of each semester, you should export your past courses

and save them to your local computer as a backup.

You can find them in the "all courses" list

under past enrollments.

While these courses will always be here for you to access

in Canvas, it's a good practice

to back them up, I'll show you how.

First, let's backup grades,

which are exported separately from content.

Go to the grade book, select export, and click CSV file,

which will then download.

You can open it in Excel and save it on your local computer,

flash drive, or other storage device.

You can backup grades at any time during

or after each semester.

Now that's export content.

Click on course settings and select export course content.

Click create export and the export process will run.

When it's complete, click the new export link

to download it and save it.

Exports are packaged as zip files with the extension .imscc,

which can only be opened by Canvas or other programs

that support common cartridge files.

You can upload these files to your Canvas account

at another institution at a later date or share them

with colleagues who have Canvas accounts.

These files do not include student interactions or grades.

Now I'll show you how to find and set

up your Canvas course shells for the fall semester.

As an instructor, every course you are assigned to teach

in the schedule of classes will automatically have a course

shell added to your Canvas account.

The term "shell" is used

to describe the Canvas user interface that you use to set up

and for students to access course content and activities.

If you don't see a course shell for a class you're assigned

to teach in your dashboard of Canvas, click the courses icon

in the blue global navigation bar and select all courses.

If you'd like the new course shell to appear

on your dashboard, click the star icon next to the course

until the star turns gold.

If you'd like to hide a course from the dashboard,

click the star until it turns white.

If you don't see your course shell in your

"all courses" list, please go to de.santarosa.edu,

click canvas request forms, and fill out the form

"course shell missing for faculty,"

so that our systems administrator can reassign the

course shell to you.

Starting with fall 2017 course shells,

the default homepage is set to modules,

but you can easily change this by going to home

in the course navigation, clicking choose homepage,

and selecting another option.

Click on the canvas resources for SRJC faculty page

to view helpful information about setting

up your Canvas course, templates available to you

in Canvas Commons, and steps for changing the homepage

of your course from modules to a front-page.

Note that you should not publish the Canvas resources

for faculty page in your course because it is not meant

to be visible to your students.

If you teach multiple sections of the same course

in a given semester, you may want

to cross list your course shells in Canvas.

To learn more about cross listing,

go to the form "cross list course sections," and be sure

to read the information on this page

and on the multiple sections page

for more important considerations.

Note that the timeframe

for cross listing your sections is short.

You must complete this form each semester

after course shells have been added to your account,

which happens when the schedule is permanentized

for a new semester.

And you must cross list before classes start,

or you will lose submitted assignments.

You can import some or all content

from a previous semester's Canvas shell

into your new course shells.

To import content into a new shell,

choose the course shell you would

like the content to end up in.

Choose settings from the course navigation.

From the right sidebar, click import content

into this course to import content.

In the drop-down menu under import content,

select the "copy a Canvas course option."

Select the course with the content from the drop-down list.

You can also do a search by course name.

If you want to import all of the content from the course

to be added to the shell, click the "all content" radio button.

If you want to select specific content,

such as only certain modules, assignments, or quizzes,

click the "select specific content" radio button.

This import process does not overwrite existing content,

it simply adds the additional content to your course shell.

If you want to adjust the due dates associated

with the course events and assignments,

click the "adjust events and due dates" checkbox.

In the beginning date field, enter the starting date

of the course you are importing, such as January 10, 2017.

In the change-to field, enter the new date

when you want the course to begin, such as August 20, 2017.

Do the same in the ending date fields.

You can also define days substitutions to adjust

for change in class schedules, such as moving all assignments

on Mondays to Tuesdays.

Click the substitution button and select days of the week

in the move from and to fields.

If you want to remove all associated due dates

in the course, select the remove dates radio button.

Dates will be removed from assignments, announcements,

quizzes, and calendar events, as well as module unlock dates.

Click the import button.

This may be a little counterintuitive

since you haven't yet selected the specific content

to be imported, but that's the next step.

In the "current jobs area,"

click the blue select content button once it appears.

Depending on how big the imported course shell is,

it may take a little while to see the next screen.

From the pop-up window, mark the checkbox next

to all content categories you want imported.

This will automatically select all items

within the marked categories.

To select only certain items within a category,

click the arrow next to the category to open

up the list of available items.

Select all items you want imported.

Click the blue select content button.

When the green completed button appears

in the current jobs area, your content has been imported.

Don't worry if the completed button is orange

and shows issues, as long as it says "completed,"

your content was imported.

Next, review your course materials for the new semester.

You can check that all internal

and external links are functioning correctly

by using validate links in your course settings.

Note that the URLs for the SRJC bookstores are now

santarosashop.com and petalumashop.com,

where students can search for textbooks by course section.

If you want to provide a link directly to the textbooks

for your section, remember to update that link each semester.

You may also wish to unpublish items or modules in your course

until they're ready for students to view.

Or if you keep them published, which will allow assignments

to appear on the calendar and in grades, you can publish

and then lock an individual module

so students won't access the content until a particular date.

The module will unlock automatically

on the date you set.

You can also customize course navigation links in Canvas.

We recommend keeping it simple and hiding navigation elements

that are not being used to avoid confusion.

If you're using modules to present assignments, quizzes,

files, pages, and discussions,

those links can remain hidden in your navigation.

You can still get to them

but students will only see those in modules.

If you do include files in your navigation

and there are any files you do not want students to see,

be sure to unpublish those files or restrict access to them.

You can make files only available to students

with a link, such as a link in modules,

or schedule student availability dates for each file or folder.

Before you publish your course, use the student view option,

found in the right-hand navigation bar

on the settings page, to see what your course looks

like from the student perspective and check to see

that all modules and items are published and updated.

You can even submit assignments or quizzes as the test student

to verify everything is working properly.

When your content is ready, publish your course,

which will open it up for student access.

For more information on these topics,

search the Canvas guides.

Thanks for watching.

For more infomation >> Get Ready for Fall 2017 Back Up Past Courses Set Up New Courses - Duration: 9:08.

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Diagnostic Testing Algorithms for Celiac Disease [Hot Topic] - Duration: 18:33.

Hi, I'm Matt Binnicker, the Director of Clinical Virology and Vice Chair of Practice

in the Department of Laboratory Medicine and Pathology at Mayo Clinic.

Celiac disease is an inherited, autoimmune disorder that affects the digestive process

of the small intestine.

And did you know that it's estimated that 1% of the U.S. population, or about 3 million

people, are living with this disease?

Well, because of its significance, it's important that we understand the clinical

manifestations of Celiac disease, as well as how to test for it.

In this month's Hot Topic, my colleague, Dr. Melissa Snyder, will review the diagnostic

testing algorithms for celiac disease, and highlight the advantages and limitations of

certain tests, including serology and genetic assays.

I hope you enjoy this month's Hot Topic, and I want to personally thank you for allowing

Mayo Clinic the opportunity to be a partner in your patients' healthcare.

Thank you, Dr. Binnicker.

Hello, Everyone.

My name is Melissa Snyder, and I am the Co-Director of the Antibody Immunology Laboratory at Mayo

Clinic in Rochester, Minnesota.

I'm so glad you are able to join me for a brief discussion about celiac disease and

the role of diagnostic testing algorithms.

Before beginning the presentation, I have one disclosure to make.

I have served as a member of the Strategic Advisory Committee for Inova Diagnostics,

which is an in vitro diagnostic company that manufactures and sells kits for celiac serology

testing.

For many of us in the health care field, utilization management, and how most efficiently to use

laboratory testing in patient care is a critical issue.

While viewing this presentation, take some time to consider a few points, including how

this testing might be used in your practice, when the tests should be ordered, and how

the results from this testing might impact patient management.

Celiac disease is a chronic inflammatory condition that primarily affects the small intestine.

It is caused by an inflammatory response mounted by the patient's own immune system, which

ultimately results in damage and atrophy of the villae within the small intestine.

In the figure to the left on this slide, you see a biopsy of a normal small intestine,

with intact villae.

In the middle and right-most figures, you see the partial and total villous atrophy

that can occur in celiac disease as a result of the inflammatory response.

The clinical manifestations associated with celiac disease can be classified as gastrointestinal,

malabsorptive, or extra-gastrointestinal.

In the context of the gastrointestinal symptoms, patients may present with diarrhea, weight

loss, steatorrhea (fatty stool that can cause fecal incontinence), or abdominal pain, just

to name a few.

Because of the villous atrophy, patients with celiac disease may not be able to absorb nutrients

from their food.

As a result, patients may show symptoms of malabsorption, including iron-deficient anemia,

various vitamin deficiencies, hypoproteinemia (low protein levels in blood), or hypocalcemia

(low calcium levels in blood).

Young children may even present with a failure to thrive.

Lastly, patients with celiac disease may show manifestations that appear to have little

to do with the gastrointestinal system.

Reports in the literature have demonstrated associations between celiac disease and ataxia

(mobility issues), infertility, arthralgia (joint pain), dermatitis herpetiformis (chronic

blistering), hyposplenism (abnormal spleen function), and a variety of autoimmune conditions.

The point to stress here is that the symptoms of celiac disease may be nonspecific, sometimes

making for a challenging diagnosis.

For celiac disease to develop, an individual must have the both the genetic susceptibility

and the proper environmental exposure.

The genetic component of celiac disease had been inferred from observations that the disease

occurred in families.

Overall, in the United States, celiac disease occurs in approximately 1% of the total population.

In first-degree relatives of individuals with celiac disease, the prevalence increases to

10%.

Ultimately, specific alleles of the human leukocyte antigen complex, namely HLA-DQ2

and HLA-DQ8, were demonstrated to be responsible for much of the genetic susceptibility for

celiac disease.

The environmental component that causes celiac disease is dietary exposure to protein from

the cereal grains, namely wheat, barley, and rye.

Collectively, the protein agent from these cereal grains known to be associated with

celiac disease is gluten.

An initial diagnosis of celiac disease can be established if a patient has positive serology,

which I will expand on in a moment, and an intestinal biopsy that demonstrates villous

atrophy.

Once this initial diagnosis has been established, the patient will be started on a gluten-free

diet.

The goal of this treatment is to remove the environmental exposure of dietary gluten,

which is the trigger for the inflammatory response in the small intestine.

A definitive diagnosis of celiac disease can be established after gluten has been successfully

abolished from the diet.

The patient should begin to see resolution of their clinical symptoms, which is often

accompanied by conversion to a negative serology and reconstitution of the intestinal villae.

As I stated in the last slide, laboratory serology plays a key role in establishing

a presumptive diagnosis of celiac disease.

The primary antibodies associated with celiac disease are endomysial antibodies (or EMA);

tissue transglutaminase (or TTG) antibodies; and gliadin antibodies.

The antibodies against gliadin are related to the dietary gluten that initiates the inflammation

in celiac disease.

When the protein gluten is ingested, it is digested into smaller peptides.

The ethanol-soluble fraction of gluten is referred to as gliadin.

The first immunoassays developed tested for antibodies against unmodified gliadin.

However, these assays were inferior to the TTG antibody and EMA assays, and generally,

they were not recommended.

The newest generation of gliadin antibody assays uses a novel form of this antigen,

specifically deamidated gliadin.

These newer assays specific for deamidated gliadin offer improved diagnostic utility

and are preferred over assays using unmodified gliadin.

Testing for each of these antibodies can involve either assessing for IgA and IgG isotypes.

A variety of methodologies are available for these serology tests.

TTG and deamidated gliadin antibodies are generally detected using plate-based enzyme

immunoassays, although bead-based multiplex assays are becoming more common.

EMAs, on the other hand, are detected by immunofluorescent assays using some source of smooth muscle

tissue, such as a monkey esophagus substrate.

In addition to serology tests, genetic testing can be useful in the evaluation of a patient

with suspected celiac disease.

In this context, testing will focus on assessing for the presence of the HLA-DQ2 and HLA-DQ8

alleles.

Both the serologic and genetic testing can be important in establishing a diagnosis of

celiac disease.

However, it is important to appreciate the limitations of each type of testing.

For the serologic testing, we must deal with the issue of selective IgA deficiency.

Selective IgA deficiency is generally defined as the absence of detectable IgA immunoglobulin

in the presence of normal IgG and IgM production.

Although relatively rare, it is clearly more common in patients with celiac disease compared

with the general population.

In celiac diagnostic testing, the IgA isotype for the celiac-specific serologies is more

sensitive and specific compared to the IgG isotypes.

It is for this reason that the IgA isotype antibodies are preferred as a diagnostic test.

However, for patients with selective IgA deficiency, testing for the IgA isotype antibodies is

not useful, and testing for the IgG isotype antibodies is necessary.

The other issue that can impact the utility of the serology testing is the effect of a

gluten-free diet.

In a patient with celiac disease, removal of gluten from the diet leads to "down regulation"

of the inflammatory immune response, ultimately leading to reduced autoantibody production.

This is useful when monitoring patients with celiac disease, as decreasing concentrations

of the celiac-specific autoantibodies is interpreted as having a favorable response to the gluten-free

diet.

However, if a patient is already following a gluten-free diet before the diagnosis of

celiac disease has been established, there is a risk of a false-negative diagnostic serology

test.

Genetic testing for the celiac-associated HLA alleles also has some important caveats.

HLA-DQ2 is present in 90% to 95% of patients with celiac disease, while HLA-DQ8 is found

in the remaining 5% to 10%.

Because HLA-DQ2 and HLA-DQ8 are detected in virtually all patients with celiac disease,

it might appear that genetic testing would be the preferred diagnostic test for this

disorder.

Unfortunately, this is not the case because 30% to 40% of the general population of the

United States is positive for HLA-DQ2 and/or HLA-DQ8, yet, we must remember that only 1%

of the population has celiac disease.

So, what does this mean for the utility of HLA typing for celiac disease?

The power of the HLA testing lies in a negative result.

If a patient is negative for both HLA-DQ2 and HLA-DQ8, we can exclude celiac disease

as a diagnosis, since the patient does not have the genetic component, which is required

to develop the disease.

In contrast, if the patient is positive for either HLA-DQ2 or HLA-DQ8, we can only say

that the patient has the genetic susceptibility for celiac disease, although he or she may

never develop the disease in his/her lifetime.

At this point, I think it is important to summarize the test performance and clinical

utility of the various serologic and genetic tests used for the diagnosis of celiac disease.

The IgA isotypes for TTG and deamidated gliadin consistently have shown the best combination

of sensitivity and specificity.

EMA IgA generally demonstrates excellent specificity.

However, because EMA is performed by indirect immunofluorescence, this testing can have

some analytical challenges for the laboratory.

If we consider the IgG isotypes for TTG and deamidated gliadin, we find that they are

probably most appropriate for patients with a selective IgA deficiency.

And lastly, for HLA-DQ2 and HLA-DQ8, we find these to be most useful as a "rule-out test"

to exclude celiac disease as a diagnosis.

Given the variety of tests that are available for the diagnosis of celiac disease, choosing

the tests that are most appropriate for a given patient—not to mention interpreting

the results—can be a challenge.

The clinical labs at Mayo, working closely with our GI (gastrointestinal) colleagues,

have established several algorithms to aid in the diagnosis of celiac disease.

These algorithms involve reflexing of tests within the laboratory and are available as

orderable clinical tests.

No one algorithm is applicable to all patients being evaluated for celiac disease.

However, we believe that these various testing strategies will be useful for many patients

in a variety of situations.

The first cascade is the Celiac Disease Serology Cascade, or CDSP.

This algorithm is applicable to most patients and incorporates a reflex approach to serologic

testing.

The second cascade is the Celiac Disease Comprehensive Cascade, and has the test ID "CDCOM."

This algorithm includes both serologic and genetic testing.

Lastly, we have the Celiac Disease Comprehensive Cascade for Patients on a gluten-free diet,

or CDGF.

This cascade only performs serology in the context of a positive genetic test.

Now, I will go through each algorithm, beginning with the Serologic Cascade.

The Serologic Cascade begins with total IgA quantitation.

All further testing reflexes automatically within the lab, based on the IgA result.

The IgA result is classified as normal, or within the age-adjusted reference rage, as

low, being still detectable but below the reference range, or as deficient, or undetectable

by our nephelometric assay.

All samples with a normal IgA result would automatically reflex to a TTG-IgA antibody.

For all samples testing positive or negative, no further testing would be required.

The final report would include the total IgA and TTG-IgA results, along with an interpretive

comment.

However, if the TTG-IgA result falls into the equivocal range, then EMA and deamidated

gliadin-IgA testing is performed.

These results, along with the total IgA and TTG-IgA results would be included in the final

report.

On the other side of the cascade, those individuals who have no detectable IgA or have a selective

IgA deficiency would have TTG and deamidated gliadin testing performed but only the IgG

isotypes.

These results would be released as part of the final report, along with the total IgA

quantitation.

Finally, for those individuals with low but detectable IgA, TTG, and deamidated gliadin,

both IgA and IgG isotypes would be performed.

This cascade is designed to perform all testing necessary to identify patients who may have

celiac disease and in whom a biopsy would be suggested.

It is not applicable to patients who have been following a gluten-free diet, due to

the possibility of a false-negative serology test result.

The Comprehensive Cascade is identical to the Serologic Cascade except that HLA typing

is also performed.

The Comprehensive Cascade begins with both total IgA and HLA-DQ typing.

All further testing reflexes automatically within the lab based on the total IgA result

and occurs independent of the HLA result.

As far as the serology reflexing is concerned, the same pathways are followed as in the Serologic

Cascade.

The IgA results are classified as normal, low, or deficient.

For normal IgA, a TTG-IgA is performed.

For positive and negative results, no further testing is required.

If the TTG-IgA is weakly positive, EMA and deamidated gliadin-IgA are performed, the

results of which are included in the final report.

For individuals with selective IgA deficiency, testing for the IgG isotype for TTG and deamidated

gliadin antibodies is performed followed by the release of the final report.

For a low IgA result, both isotypes for TTG and deamidated gliadin are performed followed

by the interpretive report.

For a patient who has instituted a gluten-free diet in whom the diagnosis of celiac disease

has not been confirmed, the Comprehensive Cascade for Patients on a Gluten-Free Diet

may be appropriate.

In this algorithm, only the HLA-DQ typing is performed initially.

For those individuals who have neither the DQ2 nor DQ8 alleles, celiac disease is virtually

excluded as a diagnosis.

At this point, testing for celiac disease should stop, and other potential diagnoses

related to the patient's clinical presentation should be evaluated.

On the other hand, a positive result for DQ2 or DQ8 does not establish a diagnosis of celiac

disease—it means only that celiac disease is a possible diagnosis.

At this point, further testing should be performed, specifically all of the serologic tests.

Depending upon how long the patient has been following the gluten-free diet, and how strict

the diet is, some of these serologic tests may provide a positive result.

In that case, the interpretation would be that the results of all laboratory testing

are consistent with celiac disease and that a biopsy should be performed.

If all results are negative, celiac disease has not been completely ruled out, since this

could simply be a reflection of a successful gluten-free diet.

At this point, the clinician must determine how likely the diagnosis of celiac disease

is and if further evaluation, such as a gluten challenge, should be considered.

To summarize, Mayo Medical Laboratories offers three laboratory reflex algorithms for celiac

disease, which targets the most appropriate testing for the individual patient.

Each cascade has a specific utility.

The Celiac Disease Serology Cascade is the most widely applicable algorithm and uses

targeted serology testing for identification of patients in whom celiac disease is a possible

diagnosis and for whom a biopsy may be indicated.

The Celiac Disease Comprehensive Cascade includes serologic and genetic testing and is designed

for the small sub-set of patients in whom HLA-DQ2 and HLA-DQ8 typing is desired.

The Celiac Disease Comprehensive Cascade for Patients on a gluten-free diet relies on genetic

testing to exclude celiac disease in patients who have initiated a gluten-free diet prior

to a confirmed diagnosis of celiac disease.

One final point to mention is that all celiac testing offered by Mayo Medical Laboratories

is also available as individually orderable tests.

The testing algorithms are most useful for diagnostic evaluation, while the individual

tests are most appropriate for monitoring patients and their response to gluten-free

diets.

I hope this presentation has provided you with useful information regarding laboratory

testing for celiac disease and has helped to clarify the many options available for

diagnostic testing.

Thank you for your participation.

For more infomation >> Diagnostic Testing Algorithms for Celiac Disease [Hot Topic] - Duration: 18:33.

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Get Ready for Spring 2018 - Duration: 7:39.

>> Hello, I'm Liz du Plessis, the instructional designer

and distance education at SRJC.

Let's get ready for the Spring semester!

In this video I'll show you how to back up your course content

and grades for past CANVAS courses, then I'll show you how

to find and set up your CANVAS core shells

for the new semester, including how

to import content and change due dates.

Let's get started.

At the end of each semester you should export your past courses

and save them to your local computer as a backup.

You can find them in the "All Courses" list

under "Past Enrollments".

While these courses will always be here for you to access

in CANVAS, it's a good practice to back them up.

I'll show you how; first let's back up grades,

which are exported separately from content.

Go to the grade book, select "Export", and click "CSV File"

which will then download.

You can open it in Excel and save it on your local computer,

flash drive, or other storage device.

You can back up grades at any time during

or after each semester.

Now let's export content; click on "Course Settings" and select

"Export Course Content".

Click "Create Export" and the export process will run.

When it's complete, click the new export link

to download it and save it.

Exports are packaged as zip files with the extension

".inscc", which can only be opened by CANVAS

or other programs that support common cartridge files.

You could upload these files to your CANVAS account

at another institution at a later date or share them

with colleagues who have CANVAS accounts.

These files do not include student interactions or grades.

Now I'll show you how to find and set

up your CANVAS Course Shells for the new semester.

As an instructor, every course you are assigned to teach

and the schedule of classes will automatically have a course

shell added to your CANVAS account.

The term "shell" is used

to describe the CANVAS user interface that you use to set up

and for students to access course content and activities.

If you don't see a course shell for a class you're assigned

to teach in your dashboard or CANVAS, click the courses icon

in the blue global navigation bar and select "All Courses".

If you'd like the new course shell to appear

on your dashboard, click the star icon next to the course

until the star turns gold.

If you'd like to hid a course from the dashboard,

click the star until it turns white.

If you don't see your course shell in your

"All Courses" list, please go to DE.SantaRosa.edu,

click "CANVAS Request Forms", and fill out the form

"Course Shell Missing For Faculty"

so that our Systems Administrator can reassign the

course shell to you.

Starting with Fall 2017 course shells,

the default home page is set to modules

but you can easily change this by going to "Home"

in the course navigation, clicking "Choose Home Page",

and selecting another option.

You can import some or all content

from a previous semester's canvas shell

into your new course shells.

To import content into a new shell, choose the coure shell

that you would like the content to end up in, choose "Settings"

from the course navigation.

From the right sidebar click "Import Content

Into This Course" to import content.

In the dropdown menu under "Import Content",

select the "Copy A CANVAS Course" option.

Select the course with the content from the dropdown list.

You can also do a search by course name.

If you want to import all of the content from the course

to be added to the shell, click the "All Content" radio button.

If you want to select specific content,

such as only certain modules, assignments, or quizzes,

click the "Select Specific Content" radio button.

This import process does not override existing content,

it simply adds the additional content to your course shell.

If you want to adjust the due dates associated

with the course events and assignments,

click the "Adjust Events and Due Dates" checbox.

In the beginning date field, enter the starting date

of the course you are importing, such as January 10, 2017.

In the "Change To" field, enter the new date

when you want the course to begin, such as August 20, 2017.

Do the same in the "Ending Date" fields.

You can also define day substitutions to adjust

for changing class schedules, such as moving all assignments

on Mondays to Tuedays.

Click the "Substitution" button and select "Days of the Week"

in the "Move From" and "To" fields.

If you want to remove all associated due dates

in the course, select the "Remove Dates" radio button.

Dates will be removed from assignments, announcements,

quizzes, and calendar events, as well as module unlock dates.

Click the "Import" button; this may be a little counterintuitive

since you haven't yet selected the specific content

to be imported but that's the next step.

In the "Current Jobs" area,

click the blue "Select Content" button once it appears,

depending on how big the imported course shell is,

it may take a little while to see the next screen.

From the pop-up window, mark the check box next

to all content categories you want imported.

This will automatically select all items

within the marked categories.

To select only certain items within the category,

click the arrow next to the category to open

up the list of available items.

Select all items you want imported.

>> Click the blue "Select Content" button;

when the green "Completed" button appears

in the current jobs area, your content has been imported.

Don't worry if the "Completed" button is orange

and shows issues, as long as it says

"Completed" your content was imported.

Next, review your course materials for the new semester.

You can check that all internal

and external links are functioning correctly by using

"Validate Links" in your course settings.

Note that the URL's from SRJC bookstores are now

SantaRosaShop.com and petalumashop.com,

where students can search for textbooks by course section.

If you want to provide a link directly to the textbooks

for your section, remember to update that link each semester.

You may also wish to unpublish items or modules in your course

until they're ready for students to view

or if you keep them published, which will allow assignments

to appear on the calendar and in grades, you can publish

and then lock an individual module

so students won't access the content until a particular date.

The module will unlock automatically

on the date you set.

You can also customize course navigation links in CANVAS.

We recommend keeping it simple and hiding navigation elements

that are not being used to avoid confusion.

If you're using modules to present assignments, quizzes,

files, pages, and discussions,

those links can remain hidden in you navigation.

You can still get to them

but students will only see those in modules.

Before you publish your course,

use the "Student View" option found

in the right hand navigation bar on the "Settings" page

to see what your course looks

like from the student perspective and check to see

that all modules and items are published and updated.

You can even submit assignments or quizzes as the test student

to verify everything is working properly.

When your content is ready, publish your course,

which will open it up for student access.

For more information on these topics,

search the CANVAS guides.

Thanks for watching!

For more infomation >> Get Ready for Spring 2018 - Duration: 7:39.

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Hollywood Billboards Hijacked by Street Artist: "Oscar for Biggest Pedophile Goes to..." | THR News - Duration: 1:57.

Conservative street artist Sabo has hijacked three billboards in

Hollywood to attack the entertainment industry for allegedly shielding

pedophiles -- a move that is reminiscent of 'Three Billboards

Outside Ebbing, Missouri,' which is up for seven Academy Awards.

One sign reads: "And the Oscar for biggest pedophile goes to…"

Another says, "We all knew and still no arrests."

The third billboard reads: "Name names on stage or shut the hell up!"

The first of the three massive signs appeared near the corner of

Wilshire Boulevard and La Brea Avenue in Hollywood, and another was a

few hundred yards north. The last appeared a few hundred yards

from that one, mimicking the arrangement in the film,

where three signs appeared in a row alongside a highway.

Sabo has posted fake ads attacking Hollywood on other occasions,

but he said he considers the hijacking of three giant billboards on a single day

his largest mission yet. The last time he took over a billboard was in

November when he altered a sign for 'The Greatest Showman' to make

it appear like Sen. Al Franken was grabbing at Zendaya,

who starred as a trapeze artist in the movie.

Franken has since resigned from the senate under allegations that he

sexually harassed women, and nearly 100 other men in the entertainment

industry also have been publicly accused of sexual misconduct

since claims were made against Harvey Weinstein nearly five months ago.

Sabo says his signage is meant to criticize those who

allegedly enabled sexual harassment with their silence,

and to tell celebrities they shouldn't preach during their

Oscar acceptance speeches — for this one year, at least.

'Three Billboards,' the movie, is considered a frontrunner for best picture

at Sunday's Oscars, which will be held at the Dolby Theatre a few miles

from where Sabo took over the three signs Wednesday.

In the film, Frances McDormand plays the mom of a raped and murdered

daughter who posts billboards with angry messages aimed at the cops

in her small town because she thinks they have not done enough

to pursue whoever assaulted and killed her daughter.

One of the billboards in the film reads: "Still no arrests?"

For more on this story, head to THR.com.

For The Hollywood Reporter News, I'm Lyndsey Rodrigues.