Student medical assistant resume examples

Hi everyone! Hope you are all enjoying your long weekends. I'm in a lucky position where I have been offered admission at UofA and Wester London campus but am having a really tough time deciding so hoping some of y'all can share some wisdom :)
I have been living in Calgary for a year now but am originally from Ontario so have all my family and friends there. My home is only two hours away from London, so ideally I would love to go to Western to be close to my family and friends. On the other hand, the low cost of tuition and low cost of living at UofA seems really attractive to me as well. As per my understanding, Western tuition is around 25k and UofA is around 15k, plus rent is significantly cheaper in Edmonton so I'd be saving around ~60k over the course of 4 years.
I am currently at 50/50 between deciding since both factors are really important to me. I was wondering if anyone can share any factors that can help me eliminate one of the options :). For example, I'm hoping to pursue a competitive specialty, so if one school has a better chance for match rates that would be appealing for me. Or if there's significant scholarships at Western that can bring down the costs that would be good to know as well. Overall, I've heard students from both schools share positive experiences with faculty and from the social aspect as well. I put down a poll as well lol since I can't really decide.
I apologize for making another one of these posts, but I would really appreciate any insights I can get. Thanks in advance. Love you all.
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Hi everyone! Hope you are all enjoying your long weekends. I'm in a lucky position where I have been offered admission at UofA and Wester London campus but am having a really tough time deciding so hoping some of y'all can share some wisdom :)
I have been living in Calgary for a year now but am originally from Ontario so have all my family and friends there. My home is only two hours away from London, so ideally I would love to go to Western to be close to my family and friends. On the other hand, the low cost of tuition and low cost of living at UofA seems really attractive to me as well. As per my understanding, Western tuition is around 25k and UofA is around 15k, plus rent is significantly cheaper in Edmonton so I'd be saving around ~60k over the course of 4 years.
I am currently at 50/50 between deciding since both factors are really important to me. I was wondering if anyone can share any factors that can help me eliminate one of the options :). For example, I'm hoping to pursue a competitive specialty, so if one school has a better chance for match rates that would be appealing for me. Or if there's significant scholarships at Western that can bring down the costs that would be good to know as well. Overall, I've heard students from both schools share positive experiences with faculty and from the social aspect as well. I put down a poll as well lol since I can't really decide.
I apologize for making another one of these posts, but I would really appreciate any insights I can get. Thanks in advance. Love you all.
View Poll

Hello,
Following my advisor’s recommendation for my schedule I registered for a course not realizing that I had already taken and passed it last Summer.
Yesterday, I discovered my mistake and went to drop the class and register for a different one. I registered for the new class at 4:56 PM, unaware of the specific cut-off time for course registration.
I was surprised to see a charge on my student bill. I stupidly assumed that as long as changes were made by 11:59 PM, they would be processed free of charge. I later learned that the cut-off time is somewhere in the afternoon. I saw some other students in another discussion saying that as long as you added/dropped a course by 5 PM, you shouldn’t be charged, but obviously, that wasn’t the case for me.
Moral of the story is don’t be like me and is there anything I can do to resolve this issue or someone I can contact for assistance?

So I’m usually loathe to ask for advice from internet strangers, but I’m genuinely tweaking over this decision and I feel like I need advice and thoughts from people who aren’t connected to me.
I (20m) am a half-Japanese rising senior in college studying electrical engineering. No internship or research this summer, and an okay but very meh GPA (3.12). As this is probably the last summer break of my life, I’ve been thinking a lot about what’s coming next and I’m torn between two paths. I could either start relentlessly applying to jobs to try to get a job in engineering after I graduate, or I could do something completely different and try to move to Japan to teach English as a foreign language for the next year or two, before returning to engineering and beginning my career in earnest.
If I was to go with the latter, I’d apply through the JET (Japan Exchange & Teaching) program, a program facilitated by the Japanese government to set up English speaking foreigners in Japan to assist teachers in elementary through high school language classrooms. They pay you, set you up in an apartment, and cover the flight over if you’re selected.
There are a lot of reasons I want to do it, and also a lot of reasons the thought scares me.
I was born in Tokyo but my family moved to the US when I was around three years old, so I’ve been raised essentially American. However, half my family, including my dad, grandparents, aunt and uncle, and half sister all live in Japan. My family over there is actually larger than my family in the US, which is just my mom and little brother. They are the biggest reason why I want to go. I would love to become closer with my extended Japanese family and to connect more deeply with my culture. Of course, the idea of living is Japan is also sick as fuck, and it’s an opportunity that could actually be once in a lifetime. My Japanese, while not at all near fluent, is around low-intermediate conversational, and if I decided to pursue the JET program I would pick up some Japanese classes at my university next year. Additionally, I kind of feel like something needs to change in my life. I’ve lived in the same college town for 8 years now (high school and then college) relentlessly pursuing these crazy academic goals. I’ve thrown away friends and partners to focus more on school, and I would be lying if I said it all wasn’t starting to weigh on me. Not necessarily burnout but…I often fantasize about being able to escape the rat race, at least for a little.
But on the other hand, I fear that this decision could negatively impact my engineering career in the future. Being a rising senior who hasn’t gotten an internship yet, I already feel behind the curve and the thought of wasting my time and being left behind professionally is a really scary one. I worry that doing the JET program, although personally fulfilling, would be a frivolous diversion that shoots my career in the foot. I’ve been trying to hedge my bets slightly by working on projects on my own time that would be impressive on my resume (building an FM radio transmitter, a synthesizer, a generative art program, stuff like that). I’m just not sure that would be enough to stack up compared to people a year or two younger than me who’ve had internships at FAANG companies.
Since JET applications for 2025 (my grad year) don’t open until fall, I will most likely spend the summer applying for engineering jobs. But given the choice between the two, I don’t know which is the right decision. Both my parents have been strongly encouraging me to go for the JET program (my mom is an ESL teacher who met my dad while teaching English in Japan), and every time I talk about it with my friends they tell me I sound like I really want to do it but keep trying to convince myself not to. That’s probably true, but I want to be realistic. Of course, there’s no guarantee I’m even accepted into the JET program, and there’s a world where I neither get an engineering job nor have the opportunity to move to Japan. Hopefully that doesn’t happen though. Anyway at this point I’m rambling. I just want to get some advice from people with more life experience than me.

Hi everyone,
I wanted to share with you my response to the introduction found in the only edition of Use of the Self currently in print. I believe it's a rather misleading intro to FM Alexander's work, so I'm sharing this in the hope that I can help clear up misconceptions people may have about the Alexander Technique, not derived only from Anthony Kingsley, but many bland blog posts one tends to encounter when researching the Alexander Technique. That said, this is not intended to be an introduction of its own, but rather something experienced students, teachers, and anyone enthusiastically learning the Technique may find useful. In the tradition of Alexander himself, I've included extensive footnotes, some painfully long. I'm happy to answer any questions or otherwise discuss what I've written. Understand these are my own interpretations and opinions about what some call "the work," so take them as you will. I've taken lessons for a number of years and currently am training as a teacher, so my view of the Technique is based on these experiences, as well as my interpretations of Alexander's writings. Some of these interpretations you may object to, but I hope you find my arguments reasonable.
Response to Anthony Kingsley's Introduction to The Use of the Self
The Use of the Self may be FM Alexander's most important work, since it contains his own account of how he developed what is now called the Alexander Technique. While Alexander's other volumes are available from Mouritz, the only edition of The Use of the Self currently in print is published by Orion Spring. This edition replaces the philosopher John Dewey's introduction—which praises the technique's "genuinely scientific character"—with one by the contemporary teacher Anthony Kingsley, who is heralded on the book's front cover as a "leading Alexander Technique teacher." Therefore it is probable that many readers' first impressions of the Alexander Technique will be framed by Mr. Kingsley's opinions. I submit this is problematic, since his introduction is in my view contradictory to fundamental principles of the Alexander Technique. I write this response to address the introduction's two most dire faults: Kingsley's misrepresentation of the concepts inhibition and direction, and his dismissal of the concept of the primary control. I'll begin with the second, since it is a more straightforward error.
Primary Control
Kingsley opens his paragraphs on the primary control with the opinion that the concept should be "recast," then describes Alexander's definition of the primary control as a "particular relationship of his head, neck and back [that] acted as a master reflex that conditioned his whole organism." Then he discards this definition, claiming the head-neck-back relativity should instead be "regarded as an indicator[sic] of overall health rather than an area considered in isolation." He concedes the "region of the neck and back is a [...] barometer of our state of being," but concludes that "no single element is actually primary," since our eyes, breath, digestive system, and all other psychophysical elements are "simultaneous and interdependent" and also like barometers. Finally, he reveals his "recast" of the primary control, defining it as "the unknown and unseen self-righting and self-healing mechanism that can be restored and vitalized."
In sum, Mr. Kingsley has presented the primary control—which Alexander wrote extensively about and considered central to his technique—with an ill-defined mystical force which, accordingly, Alexander must have unwittingly stumbled upon and mistaken for a certain relativity of the head, neck and back.
Ironically, it is in The Use of the Self where Alexander wrote of discovering the necessity to first free his neck in seeking a better condition for his vocal apparatus, since that was the sine qua non of taking his head forward and up, of widening the back, and so forth, which are in turn the necessary conditions of freedom and stability in the limbs. This is the genesis of Alexander's use of the word "primary" in describing the head-neck-back relationship, and in my experience, as in Alexander's, it holds true: the sequence of directions given to oneself matters greatly, since tense feet, for example, can hardly flatten on the floor if the head is taken back and down, whereas the head can be taken "forward and up"1 to a fine degree even if there is tension in the lower extremities, particularly while sitting. Further, and maybe most significantly, the relativity of the head-neck-back rarely need change during any manner of activity, whereas the arms and legs are constantly bending, rising, stretching, and so on. Small wonder Alexander considered this relativity primary.
Of course, Kingsley is not wrong to point out the interdependence of all processes in the body. It is certainly true that undue tension in the feet creates a downward pull on the head, neck and back. Yet what is crucial to understand here is that in the context of learning and teaching the Alexander Technique, the primary control is an indispensable concept. It instructs the pupil to guide his or her attention through the body in the sequence most fit to facilitate proper relativity of all the parts, and it names succinctly that natural, visible, dynamic yet enduring relativity of the head, neck and back observable in little children and animals as well as many great musicians and athletes. Thus Kingsley discards a practical concept in favor of a truism about "interdependence;" and so we come to his second, graver error.
Direction
Here it begins to seem that what Kingsley writes of in his introduction is not the Alexander Technique at all, but in fact the Kingsley Technique, since he has redefined not only the primary control, but two other conceptual pillars of the technique: inhibition and direction.
First, he takes aim at direction, neglecting to elucidate Alexander's own definition of the concept before setting out the axiom that "aiming for postural improvements using postural directions leads to a bodymind[sic] attitude of effort and trying, which simply reinforces the problem." Dismissing as superfluous all "ideas and images about heads, necks and backs," he declares that "the trying[sic] self is the obstacle, and the shift towards a non-trying[sic] self is the solution." Finally, he offers his own definition of the directions as "the natural flow of energy and vibrancy that exists within the organism," directions which are interfered with "when we are in a condition of stress and reactivity."
Here, again, Kingsley takes a practical concept which Alexander developed based on careful observation of his own muscular action, and replaces it with a kind of mystical or spiritual phenomenon which, implicitly, only the initiated can perceive.2 Thus the famous directions are not, as Alexander described repeatedly, a series of mental orders or intentions projected to oneself before and during muscular activity along lines one has reasoned out in advance, but a "natural flow of energy and vibrancy"—just as the primary control is not, as Alexander saw it, a concrete, observable relativity of the head, neck and back, but an "unknown and unseen self-righting and self-healing mechanism." These pseudo-spiritual definitions do a massive disservice to neophyte readers, and reveal Kingsley's muddled seeing in relation to the central problem addressed by the Alexander Technique: how to shed habit and coordinate the bodymind through reasoned conception and conscious awareness.
But for a moment let us leave aside direction, since a subtler and more misleading error still lurks in Kingsley's presentation: his dismissal of conception itself. He explicitly warns that "ideas, concepts and cognitive efforts reinforce the very mental instrument that is the problem in the first place," he advises us to simply trust that "the prevention or inhibition[sic] of reaction, maintains or liberates this stream of energy [or direction] in the body."
To understand Kingsley's error, we must return to Alexander. In Man's Supreme Inheritance, Alexander sets out four stages to the "performance of any muscular action by conscious guidance and control:"

1. The conception of the movement required;
2. The inhibition of erroneous preconceived ideas which subconsciously suggest the manner in which the movement or series of movements should be performed;
3. The new and conscious mental orders which will set in motion the muscular mechanism essential to the correct performance of the action;
4. The movements (contractions and expansions) of the muscles which carry out the mental orders.

Alexander considered "conception of the movement required" the very first stage in his technique, to precede even inhibition. Thus he made clear, if indirectly, that in the context of his technique, clear conception is essential to achieving a desired end. Incidentally, this is a fact any competent artist can attest to; if a composition is not unambiguously understood and organized within one's memory, it cannot be brought to fruition. Even the most simple act, such as extending one's arm to grasp a nearby object, requires a detailed conception of distance, weight, strength, and so forth; if the object turns out to be heavier than expected, the conception of these variables and their relation to one another, and hence the muscular action, must change. This is direction in action, albeit subconscious.
Yet Kingsley belittles conception, instead leaning on concepts like "ease," "letting go" "acceptance," and the like. He is not alone in this among teachers, but in my opinion, they overlook the influence of what Alexander termed "erroneous beliefs," a concept closely related to that of "unreliable sensory appreciation." Both could be read in the spiritual lexicon alongside "letting go," etc.; but that would place their referent outside the realm of what words and concepts can describe. On the contrary, Alexander was pointing to something concrete and empirically observable: to errors of spatio-motor perception able to be observed phenomenologically and in other people's behavior; not to transcendent truths about observation itself. Thus the classic example of an Alexandrian "erroneous belief" is a person who raises their arm and believes their shoulder has remained still when it has not. The key for the pupil in this instance is to gain an accurate conception5 of their own muscular action, in reference to bodily sensations; not to simply "let go" or "do nothing."3 And this conception must come about through active tutelage—e.g. Alexander Technique lessons—or, dare I say, the way Alexander himself did it: by reasoned experimentation, conceiving hypotheses based on careful register and analysis of his own sensations, and also by watching the behavior of others. John Dewey called the technique scientific for a reason.
All of this is not to understate the importance of concepts like "release" and "effortlessness," including in the context of the Alexander Technique. Seeing more or less what is meant by them is doubtless the key to mastery of all activities, all practices, all techniques. Yet those spiritual concepts should not blot out the very concrete technique Alexander developed for improving what he called "the use of the self:" that coordination of the muscular system, achieved through conscious reason, which influences for better or worse the functioning of the whole organism.4
Inhibition
So much for direction. What about inhibition? Under the heading "Inhibition and Non-Doing," Kingsley describes Alexander's understanding of inhibition as "an artificial pause between stimulus and reaction," after which he could "give directions to himself." Then he lays down the gauntlet, stating that in the "real world […] life does not offer us the choice to inhibit:" since according to neuroscience research, "neural reactions take milliseconds and are faster than conscious thought processes." In other words, "we either react to the stimulus, or not." So, with inhibition proven impossible, Kingsley is left with no choice but to "reformulate" another of Alexander's concepts, offering us a supposedly scientifically enlightened6 view that inhibition is really "a quality of non-doing[sic] that needs to be already available in the organism before the receipt of a stimulus." This is "a way of being[sic] rather than a way of doing[sic]."
This Kingsleyan inhibition turns out to be the essence of the technique, since it is this very "condition of non-doing[sic]" the teacher is supposed to transmit, through a touch Kingsley describes as "a dance of poetry and a symphony of silence." With it, the teacher imparts a "deep sense of acceptance" by which "change emerges in the pupil."7 He goes on to compare the Alexander Technique to "Zen Buddhism, mindfulness and the philosophy of non-duality," identifying the uniqueness of the Alexander Technique in "the transmission of immediate experience." In fact, there is no Alexander Technique as such, but only inhibition:
The Chinese Tao has a concept of Wu Wei[sic], which translates as surrendering to the effortless flow of life[sic], or non-doing[sic] action. Ultimately, the Alexander Technique needs to reinvent itself and relinquish the Technique. The Alexander Teacher really teaches nothing[sic!]. But this nothing or emptiness is in fact the deepest essence of being and the fullness of life. Like grace, it drops onto us and into us when the conditions are ripe.
The problem is that Alexander's own writings indicate that inhibition is not a "quality," a "condition," or a "surrendering to the effortless flow of life." On the contrary, according to Universal Constant in Living, it is "the act of refusing to respond to the primary desire to gain an end, [which] becomes the act of responding (volitionary act) to the conscious reasoned desire to employ the means whereby that end may be gained." As clear as day: inhibition is an action in response to the stimulus of conscious desire: a conscious, continuing refusal to do a thing the way one normally does it. Alexander saw that this inhibitory act had to precede in every instance any attempt to change his habits. Everyone is well familiar with the inhibitory act. The act of not indulging an immediate desire, however small, is it. So, inhibition is not an "artificial pause," but a phenomenologically observable process within the organism, a process that can be made habitual through practice. It is no more abstract and transcendent than blinking or moving one's finger.7
Here Kingsley again takes something ordinary and concrete and makes it mystical, going so far as to "relinquish the Technique." The trouble is that there is a good reason the Alexander Technique came to be known as such. A technique is a skillful way of doing something; a mental tool; a procedure. Ways of doing can be found everywhere: techniques for dance, for romance, for healing, even for attaining nirvana or enlightenment. Each has a goal in mind and is based on what worked in the past; each resorts to concepts to explain itself; each prescribes action, or doing something a certain way. Yet Kingsley dismisses the idea of doing anything at all. Equating the Alexander Technique with "nothing," he tosses out the concepts Alexander spent decades refining, when Alexander's genius was precisely to conceive a useful, coherent way of doing things through patient observation of the phenomena he termed inhibition, direction, primary control, and the rest.
So, the technique may encompass all the acts of living, but it is still a technique. Alexander often used the term "procedure" to describe it, and I think procedure is as apt a word as any to describe the application of his technique to the acts of living. He constantly stressed the technique's sequential, stepwise nature and recorded countless practical examples of it in action, both in hypotheticals and accounts of lessons. The technique is not a metaphysics or a philosophy like non-duality; it is a practical procedure with a clear purpose: restoring
advantageous, natural relativity of the head, neck and back.
Conclusion
The technique is blindingly simple but surprisingly subtle and difficult to master; and, as far as I am aware, it is unique. Unfortunately, Kingsley is not alone in overlooking the uniqueness and subtleties of the technique in favor of spiritual truisms and platitudes. I suspect there are two main reasons for this.
The first is the tendency of serious pupils of the technique to become more open to "spirituality," both philosophically (e.g. non-duality) and in terms of sadhana (e.g. meditation, yoga, self-inquiry). Many are enthusiastic about the similarities between the Alexander Technique and, for example, mindfulness practice. It is certainly true that the technique requires the pupil to have some degree of "mindfulness," or the ability to realize when the mind has wandered; and it is also true that a few people who devote themselves to the technique come upon some of the same insights one might find in spiritual practice. Yet spiritual insight is not the purpose of the technique. In my opinion, the Alexander Technique is a relative of energy practices such as Hatha yoga, qigong, and TRE (trauma release exercises). Such techniques are often used in tandem with spiritual practices meant for the cultivation of insight, but their purpose has traditionally been preparatory and salutary, not "spiritual." One need not stray too esoteric to encounter the idea that the real goal of spirituality has nothing to do with "ways of doing." On the other hand, Qigong explicitly aims to regulate qi in the body; kundalini yoga is concerned with the flow of prana; the Alexander Technique seeks to restore the good use of the primary control. More practically, the technique teaches mental discipline, and ultimately the ability of the nervous system to regulate itself. Such a practice may lay the groundwork for spiritual realization, but it is by no means indistinguishable from it.
While there is no point speculating about Alexander's private insights, one thing can be certain: he left us a definite procedure with a practical, concrete purpose—not a transcendental one. Yet Kingsley's introduction continually implies the Alexander Technique is an essentially spiritual practice with heavenly fruit. Disparaging the core concepts that constitute the Alexander Technique, he invites us instead to simply "surrender," "let go in faith," and blindly trust that its real essence—nothing less than Wu Wei—will be transmitted through the "rare, "unconditional" touch of the teacher.
The second, more obvious reason Alexander has been so misunderstood is that he rarely wrote concisely, and in any case, recognition and conception of the primary control can never be refined through words, but only through unfamiliar sensory experiences—either reasoned out, as Alexander did, or in the hands of a good teacher. Hence there is more than a kernel of truth to Kingsley's view of the "supreme value of guidance with the hands;" yet I differ from him in that I insist the Alexander Technique cannot be divorced from intellectual understanding and, indeed, conception.
The Use of the Self and Alexander's other works certainly were not without their flaws, but at their best they illuminate concepts which are nuanced, rich, and useful when applied. Primary control, direction and inhibition are three such concepts. Whatever their flaws, Alexander's books point the way to a wonderful technique, and they deserve thoughtful, probing introductions like Dewey's—not dismissals.
1 Like many other Alexandrian terms, the concrete meaning of "forward and up" seems incredibly controversial among Alexander Technique teachers. While I conceive it roughly as freedom of the atlanto-occipital joint, the term cannot be understood in isolation from the rest of the parts—namely, from one's conception of the primary control. It seems to experience it, one must discover it, as Alexander did, or be shown it by a teacher.
2 This is not to say there are not phenomena only some people perceive.
3An overemphasis on "letting go" and the like obscures the fact that Alexander always described the technique as consisting of stages or sequential steps, which in my opinion constitute the "means whereby" he wrote of.
4 "Use of the self" is another problematic term. Related to the concept of "good form" and "good technique" among athletes and musicians, it refers essentially to coordination of the musculature along reasoned lines, which is not separate from conception of the primary control. Equal and opposite is the term "misuse," since one's idea of misuse depends on one's idea of good use. Different teachers understand the term differently. Kingsley states that "bodily tensions and distortions become fixed and reinforced as we react to the general stimuli of living." True enough. Yet he goes on to imply it is associated only with fear, anxiety and distress. Again he couples this concept to the language of contemporary spirituality, trumpeting that it "alienates us from our own true nature." This is to completely ignore the point Alexander returned to again and again in his own writing: that the use of the self is inextricably linked with conception. No doubt, tension and imbalance are very often inextricable from fear. But there may be another class of misuse: one based on misconceptions about the body, unexamined movement patterns from childhood which have little or nothing to do with manifestations of stress or emotions in the body. I suspect one may experience profound psychophysical quietude yet still tend to throw their head back and down in relation to their neck and back, especially in movement.
5Kingsley writes that the teacher's touch indicates the "negation of trying and doing within the pupil." Even a token mention of guidance viz. the relativity of the body parts is nowhere to be found. Yet in my opinion this discussion of touch is misleading, since nothing like it can be found at all in Alexander's writings. On the contrary, Alexander stressed that the teacher's role was to demonstrate manually the proper relativity of the pupil's parts, with the means whereby of the technique; not to transmit "a way of being," nor indeed enlightenment or gnosis.
6 Neuroscientific findings relating to will and volition have proliferated in recent years. They may raise fundamental questions about the nature of self and will, but in my opinion they have little to do with the Alexander Technique, no more than they do with dancing or playing an instrument. If there are really recognizable activities Alexander termed "inhibition" and "direction," then his writings are timeless, since they speak from direct observation and experiment, not philosophy about "free will" and the like.
7 In spiritual literature one encounters, almost universally, the idea that there is no "doer" of action, or no "doer" but God. Hence Kingsley is implying that Alexandrian inhibition is somehow related to this concept, which Buddha famously summarized: "Events happen, deeds are done, but there is no doer thereof." In my opinion, the Alexander Technique has nothing more to do with this than does reading, writing, or playing a game. There may be "procedures followed, but no follower thereof."

In the process of switching jobs. I won’t start the new job for a month after my last day at the current job. Also, my new employer’s health benefits won’t go into effect until 30 days after my start date. So if I need medical care during that time I’ll have to rely on COBRA coverage from my current employer.
The way I understand it is that it is retroactive and you have 60 days to activate it. Does that mean I can choose not to activate it until something happens? For example, if I get injured the week after I leave my current job and go to the ER and then activate my COBRA coverage the next day, would that be a covered event?
Is there any benefit then to activating the coverage before the 60th day if you don’t receive medical care in that time?

Controversial outsider opinion, but I thought I'd give my two cents.
Seeing everything deteriorating up north from Mexico, I've also noticed many Desis attempting to distance themselves from FOBs. I personally feel this will only make things worse up there. Racists only see skin color, not where someone was born and raised. Many new immigrants/students who are coming to Canada are being blamed for the deteriorating economic situation up north, and even though some of these immigrants may be exploiting Canada and its resources, racist attacks will affect everyone whom the racists deem to be apart of the blamed "group".
I understand that many Canadian Desis are mad at FOBs probably because they are being blamed for everything, but just remember that to racists, even the most hard working immigrants who came with every blood, sweat, and tear they had are to blame because their skin color matches the guy who just moved here with no money.
This is a pretty drastic example but the Nazis still killed the Jews who gave them money. At least until everything settles down, watch out for your fellow Desi brother or sister. Nobody ever knows the full story, and with internet sensationalism ramping up against Indians, it's crucial that you guys up north fight hate with love, not hate towards others. Look out for each other up there. From a Desi guy in Mexico, I wish you guys nothing but solidarity and love in the fight against racism up north ❤️

Throwaway because this is about to get spicy. I feel like I am in an existential crisis with dysphagia. 100% you can't know if someone is actually aspirating without an instrumental, but also 100% everyone and their brother can't have an instrumental, even in acute, for a variety of reasons. So many mixed feelings about what I/we are doing. I had an acute placement in grad school about three years ago at a community hospital where practice patterns were poor (cervical auscultation and thickening at bedside) as well as extremely conservative in recs. (Then I worked in EI) I just started training for a PRN (in pediatrics) at the major level one trauma center in my region and the team is very liberal . They are of the mindset, we can't rehab swallowing without actually swallowing, which touche... but sometimes I feel like there isn't just a strong rationale for what we as SLPs are doing--- or maybe I just need more clinical experience.... here's an example from this past week that's weighing heavy on me....
16 year old, no relevant PMH, MVA, Dx with R cerebellar hemorrhage, and DAI. GCS of 4 at the accident and intubated in the field. Stabilized at community hospital and transferred. GCS of 7 upon arrival to our hospital. Prolonged intubation- 4 days. We are asked to eval 1 day post op(still in SICU, weaning sedation). Obviously cog is in the toilet. Honestly, it took a herculean effort to rouse the pt. I would not have proceeded with PO trials if it was just me but the lead training me said the pt isn't here to sleep and we were asked to eval... so we did. Honestly pt seemed okay with straw sip thin (no overt s/sx of aspiration). Puree was slow. Needed verbal cuing to open mouth and strip spoon but could follow commands with a significant amount of time. 5ish bites had fatigued pt. In my mind this is screaming NPO. Pt is Ranchos level 3 for the most part. My lead reminded me that you need to swallow to practice and they had no means of nutrition so "pureed snacks" (meaning no tray but you can applesauce/yogurt pudding from the galley) and thins were reccomended. Told the medical team to consider a NG, which they declined due to risk of self injury (understandable). Go back the next day. PT and OT have pt in chair and are going to do the first walk. Pt still a hot mess- approaching Ranchos level 4 but still not a true 4. Mom reported she gave pt eggs for breakfast that morning (I know, right?!). Pt now overt signs/symptoms of aspiration on thin via straw but not open cup. Pt self fed puree from preloaded spoon. Pt with prolonged mastication (due to attention) after taking too large of a bite of graham cracker. Pt still not voicing. (cog status vs. ?intubation injury). Pt not appropriate for MBSS at this point. We recommended soft and bite sized w/1:1 assist esp because medical team is adamant they are not placing a tube.
This is where I feel like we are stabbing in the dark. I honestly feel like I could have rationalized any diet with NPO being the most conservative to soft and bite sized being the most liberal.
Any who thanks for bearing with me... I guess final question 1) How do you decide who actually gets an instrumental? 1a) Do you just feel like a fraud with the rest since we don't have X-ray vision? 2) What would you have done in that scenario?

Hi all,
I was recently admitted to the American U MPP program for a fall start and was admitted last week. Yay! Now, I need to make a decision. I’m hoping that some of y’all who are current / former SPA grad students might be able to answer a few questions about your experience.

1. Are you a part or full time student? I work full time in DC right now — is it possible to work full time and also be a full time student?
2. How has your experience at American been? Is your cohort friendly / collaborative? Is faculty supportive and engaging? How have your classes been?
3. How is student advising?
4. Do you feel your SPA education has helped / will help you in your career? Do employers like to see an AU MPP on your resume? Do you find the school’s connections helpful?
5. Do you recommend SPA / the MPP program to others?

Thank you!

We met at a campground where I worked. Her parents were the owners. I was a college dropout defaulting on my student loan debt. I left the campground to enlist in the National Guard so I could go back to school for engineering. When I returned from initial entry training, she reached out to me.
She and her family were kind people. I chose a career for money. She chose a career in mental health counseling to help people. I never believed in love but for a few years I did. I believe she genuinely cared for me, like no one else has.
During our time together, I discovered something about myself. That I do not want kids, and probably never will. She knew that she wanted kids. So we separated.
That was early 2020 and I am still broken. She has moved on to someone new. But I am forever stuck in the past. Despite graduating, I failed as an engineer. I am now only capable of mindless warehouse work, unable to think or speak anymore. In 2022, we bumped into each other and my wounds re-opened far worse than they were originally. After a year of therapy and no progress, I was medically discharged from the National Guard for depression.
I wish more than anything there to be a way to erase my memories of her. We were only together 3 years. I thought I would have moved on by now.

Okay so I went a little crazy after doing very well with diy tox and started buying everything I was interested in with tax return. Now I have things I'm unsure how to use properly, I may have things I'll never use and I'll probably Try to sell for what I paid for bec I don't want items to expire. All products came from the recommended sites on here and can get more into that later if I sell some. But for now I have questions some syringes come with larger needle and I. Wondering if I need to replace tip.. I'll list items I have I question and anyone with experience plz feel free to chime in, Spider Aqua eye booster, 2 xsome, Miracle L, Gana booster V, Youthfill PN with lido, Revs Pro32, ExoHealer Filcore p198 with the activation solution . Okay that's o ly half the products but let's start there . Help!!! I want to lean as much as possible before jumping right in. The DIY I have tried I have done very well with. I am a medical assistant and phlebotomist I know the risks and I know how to keep things clean, but this is my decision I think this is the right group to post these questions in.. thanks ♡

If you’re new to the community, introduce yourself!
Don’t let the phrase OP_step_GDT … confuse or intimidate you. For any/every project we plan, whether or not we define the steps in that project, those steps (OPs) nonetheless do exist, and as you will discover, time delay (gaps) between those steps will make or break your delivery time-line.
This forum relates to the manufacturing effort: Example- New product is designed and goes through several stages of building and testing. Defining how each step leads into the next step is THE MAGIC. The hand-off. The communication.
Possibly you are younger or a student out of college or an apprentice, your ideas and questions are most welcome here!
The phrase, OP_step refers to the each individual step in a manufacturing process, where a completed part begins its life or “birth” as a billet (hunk of metal), extruded ba round-stock, casting/molding, or a 3d-printed part.
Then it goes thru several process or ‘OP_steps’: Hog-out, machining, shaper-carving, forming, welding, grinding, 3d printed, etc., into a finished product.
What is IMPORTANT is that many of us have witnessed a “penny-pinching boss” (kidding but sometimes true) who willingly ignore the (very important) series of steps, known as OP_steps, as well as the possible (risk of) time delay (gaps) between the steps.
This is the escape. Human error in OUR planning, by assuming ‘gaps’ will not happen. ‘Not here, Not in OUR SHOP!” Dream on.
The phrase GDT refers to “geometric dimensioning and tolerancing” commonly called “GD&T” so ‘GDT’ is faster for you and I to type in comments.
In the 1000’ years history of metals casting/forming/machining, GDT is a relatively young, being formally adopted in the late ‘80’s early ‘90’s, in the last 30 years. It provides a more ‘in depth’ method of defining not only “dimensions and sizes” of the products we need to build, make, create …. but also the form of surfaces, and many (cool) relationships between the features on our new precision products.
For recent graduates, newcomers to manufacturing, please don’t let this intimidate you. This can be learned in a year or two, if you have the proper instruction, the patience, and the desire. You will be rewarded, which is why I am passionate as your moderator here.
If you are a “gray hair” like me with many years in manufacturing, your experiences and comments are ALSO very valued!
My hope is that you get answers to your questions, vent your frustration so others may guide you, and SHARE your SOLUTIONS.
Welcome aboard!

My grandmother has memory deficits so I am wondering if I get a google home if I can set alarms and Google will say them aloud??
For example program alarm to go off at 8am and 8 pm with voice command to "Take medication"
How long will alarm sound for it and will it read specific command??

Hi all.
I have an interview coming up for a FP&A Analyst role at a small medical device/supplier company which I’m very excited about but worried since I haven’t done any real accounting/forecasting/budgeting type of work
1.5 years out of college, I’ve been working for an asset management arm of a bank. The experience was substantial in the portfolio management side, but I feel none of it is applicable to the role I’m interviewing for but I want to break into FP&A
Below is my experience in my current role; currently a senior analyst and assist the PM side

• Assisting our in-house portfolio managers with managing Treasury ladders, updating Treasury yields, portfolio shifts, and creating customized benchmarks
  • Assets Under Management : ~$600m
  • Responsible for drafting 25-30 quarterly investment reports and presentations for client meetings ensuring accurate performance & benchmarking data
• Responsible for the construction, analysis and optimization of portfolio proposals for prospects & clients
  • Utilizing a correlation matrix & running a mean-variance analysis to ensure a portfolio(s) equity, fixed income, and alternative holdings are properly diversified and along the efficient frontier
  • Running a comprehensive report to show-case the portfolio's value-at-risk (VAR), expected standard deviation, expected return & yield
  • Forecasting portfolio cash & asset returns in nominal & real terms across 5-10-15+ year intervals
• Created a balance sheet, liquidity analysis PowerPoint template to highlight our fixed income solutions, for prospects, using data from 10-K forms
• Distributing notes on Fed data, economic data, earnings reports and recent model portfolio changes

Any input on preparing for the technical side of the interview when I don't have any raw FP&A experience?

Hey there, I'm a student at a state university in Oregon. I am taking a course called "Careers in Criminal Justice." I have been assigned to conduct a short interview with someone who has a career in criminal justice. 3 out of 3 of the people I have reached out to have declined. If you are reading this and are interested, please send me a DM. Once I have someone I will delete this post. If I'm in the wrong sub for this thing, just comment below and I will take this down. Thank you 1811 community for your time.
Example of questions:
How did you choose this career?
How did you get started?
How long have you been with ___________?
Can you describe your role as a ________ and the typical duties you perform on a daily basis?
What is your favorite part of the job?
What is your least favorite part of the job?

Hi all.
I have an interview coming up for a FP&A Analyst role at a small medical device/supplier company which I’m very excited about but worried since I haven’t done any real accounting/forecasting/budgeting type of work
1.5 years out of college, I’ve been working for an asset management arm of a bank. The experience was substantial in the portfolio management side, but I feel none of it is applicable to the role I’m interviewing for but I want to break into FP&A
Below is my experience in my current role

• Assisting our in-house portfolio managers with managing Treasury ladders, updating Treasury yields, portfolio shifts, and creating customized benchmarks
  • Assets Under Management : ~$600m
  • Responsible for drafting 25-30 quarterly investment reports and presentations for client meetings ensuring accurate performance & benchmarking data
• Responsible for the construction, analysis and optimization of portfolio proposals for prospects & clients
  • Utilizing a correlation matrix & running a mean-variance analysis to ensure a portfolio(s) equity, fixed income, and alternative holdings are properly diversified and along the efficient frontier
  • Running a comprehensive report to show-case the portfolio's value-at-risk (VAR), expected standard deviation, expected return & yield
  • Forecasting portfolio cash & asset returns in nominal & real terms across 5-10-15+ year intervals
• Created a balance sheet, liquidity analysis PowerPoint template to highlight our fixed income solutions, for prospects, using data from 10-K forms
• Distributing notes on Fed data, economic data, earnings reports and recent model portfolio changes

Any input on preparing for the technical side of the interview when I don't have any raw FP&A experience?

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Legal Information, Eligibility, and Helpful Links:
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If you’re interested in lowering your student loan payments, SoFi just announced special low rates just for doctors and dentists. Use my invite link to earn a $1,000 bonus! https://www.sofi.com/invite/medical-student-loans?gcp=9437cd7c-d2ee-4b78-baca-4689b886dd2c&isAliasGcp=false
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