How to Better Your Relationship With Your Boss - Introvert Whisperer

Introvert Whisperer / How to Better Your Relationship With Your Boss - Introvert Whisperer How to Better Your Relationship With Your Boss How to Better Your Relationship With Your Boss â€" Get along with your boss like a boss.   Many people are puzzled when it comes to this topic. How to have a good relationship with your boss? You want your boss to know you’re a good worker and to keep things professional, but you don’t want your relationship to be too official. How to make your boss notice you for all the right reasons, and appreciate  you because of them? People really care about the relationship that they have with their boss that sometimes they get too stressed about it and ruin it by overthinking. There are a few general rules that everyone should follow when it comes to their bosses if you want to better the relationship and get the appreciation and respect that they deserve. And who wouldn’t want that, right? 1. Don’t rely on emailing

A Day in the Life at University of Southern California

A Day in the Life at University of Southern California The tutors behind Varsity Tutors are not just here to teach theyre sharing their college experiences as well. Chris graduated from University of Southern California in 2010 with a Bachelors degree in Theatre. He is an Atlanta tutor specializing in Algebra tutoring, Spanish tutoring, Grammar Mechanics tutoring, and more. See what he had to say about his undergraduate experience: VT: Describe the campus setting and transportation options.How urban or safe is the campus?Are there buses or do you need a car/bike? Chris: USC is three miles from downtown Los Angeles, so its about as urban as schools get. The neighborhood in the few blocks around campus is not great, but isnt as bad as it was 20 years ago, and the school is constantly working on improving the area. LA has an extensive public bus system, but only a few subway and rail lines. The campus itself is very small. Everyone walks or bikes. For the most part, the students live within a few blocks of campus, so they walk or bike to and from school as well. There is a bus system that connects the satellite campuses. A great transportation service is Campus Cruiser, which are cars run by the university that you can call for a ride at night. If youre going to or coming from the library, or just from house to house and dont want to venture into the sometimes-imposing urban night, Campus Cruiser will give you a free lift. VT: How available are the professors, academic advisers, and teaching assistants? Chris: I studied in the Theatre department, which is very small and based on interaction, so I was always able to get ahold of my teachers. My academic advisor, Leon, was extremely helpful, available, and open. In the few classes with TAs that I had, they were usually reachable by email. I never tried to set up a meeting, so I cant testify to how that goes. VT: How would you describe the dorm life rooms, dining options, location, socialization opportunities with other students? Chris: Dorms are at the corners of campus. I lived in Birnkrant, which is right near both Leavy and Doheny Libraries and Everybodys Kitchen dining hall. Parkside is the international dorm (though it also serves native students). Flour Tower is mostly made up of athletes, as its near the athletic facilities. Webb Tower has apartment-style dorms.Off campus are some university-run apartments, usually occupied by upperclassmen. The school only guarantees housing through sophomore year, so many upperclassmen find private housing nearby.There are a couple of different dining plans, which mix meals at the dining halls and dining dollars, which can be used there or at the fast-food style establishments on campus. The plans balance the two types differently.The two main dining halls are Everybodys Kitchen (EVK) and Parkside. Parkside tends to be better and more diverse, but is on the opposite side of campus from about 70% of the dorms. Below the Flour and Webb Tower dorms are a few take-out s tyle places. The centerpiece of campus is the Ronald Tutor Student Center, which Im told has food, but I graduated the year before it opened, so Im not sure about it. Definitely, my favorite place is Ground Zero. Its a student-managed coffee shop and performance venue that makes the absolute best milkshakes in the world. VT: Which majors/programs are best represented and supported?What did you study and why? Did the university do a good job supporting your particular area of study? Chris: I was in the Bachelor of Arts program in the School of Theatre (now called the School of Dramatic Arts). I do Theatre because I love it. (And, clearly, for the embarrassingly large stacks of money it will make me.) The university did a pretty decent job supporting us, as far as Arts support goes. The SoT management was not particularly great. VT: How easy or difficult was it for you to meet people and make friends as a freshman? Does Greek life play a significant role in the campus social life? Chris: USC does have a pretty active Greek scene, located on The Row on 28th Street. I wasnt in that scene, so I cant tell you much about it. VT: How helpful is the Career Centerand other student support services?Do many reputable companies recruit on campus? Chris: I never visited the Career Center, because a career in the Arts has such an unconventional, circuitous path that I never felt the need to. There were job and recruitment fairs on campus with some regularity, though I never paid them much mind. I expect that the best companies in the world come to USC, given our high national ranking, our location in a world business hub, and our large graduate and undergraduate student body. VT: How are the various study areas such aslibraries, the student union, and dorm lounges? Are they over-crowded, easily available, spacious? Chris: Leavy Library and Doheny Library are the main general-use libraries on campus, and both are huge and deep. Theres always room to read and there are large computer labs, as well as conference rooms available for reservation.Dorm lounges vary by building. Birnkrant had a fishbowl on each floor, but it was pretty small.The student center got torn down pretty early in my schooling, and the new one wasnt completed until after I graduated. From what Ive seen of it, though, its massive and beautiful. VT: Describe the surrounding town. What kinds of outside establishments / things to do are there that make it fun, boring, or somewhere in between?To what extent do students go to the downtown area of the city versus staying near campus? Chris: Los Angeles has to be the most diverse city in the world. Theres no question in my mind. If it exists in America, you can find it in LA. The range of food, cultural attractions, and even natural settings is unrivaled. Were 10 miles to the beach, two hours to Joshua Tree, a few hours from mountain skiing all while being in the middle of a metro area of 14 million. We have Chinatown, Koreatown, Little Tokyo, Little Armenia, Little Ethiopia, Little Thailand, West Hollywood Los Angeles has everything. VT: How big or small is the student body? Were you generally pleased or displeased with the typical class sizes? Chris: When I was there, USC had about 15,000 undergrads and 15,000 grad students. A large part of the grad students were on satellite campuses (the medical school is not on the main campus, for example), but it never felt crowded. The School of Theatre had pretty small classes, since most of it is participatory. My general education classes tended to be large lectures, maybe 150-200 students, but never more than that, and most or all of them had TA-led discussion sections that were usually 20-25 students. VT: Describe one memorable experience with a professor and/or class. Perhaps one you loved the most or one youregretthe most. Chris: Advanced Movement for the Actor with David Bridel in the spring of my sophomore year. He used the class to teach us clowning, which is the most freeing, joyful thing I have ever done. We learned that mistakes are not only inevitable and permissible, but can be beautiful as well. We learned that ones natural, authentic impulse is vital and vivid and moving. We learned that the truth about ourselves, in this moment, with these people, in this place above all else, is the most important thing to an actor. That class didnt just make me a better actor, it made be a better person. Check out Chris tutoring profile. The views expressed in this article do not necessarily represent the views of Varsity Tutors.

LSAT Analytical Reasoning The Brainteasers Inherent in the System

LSAT Analytical Reasoning The Brainteasers Inherent in the System LSAT Law School Blog Logic puzzles. You probably ran across them back in elementary or middle schoolâ€"those weird brainteasers that asked you to do things like sort out which five kids lived in which five houses and liked which five fruits and that sort of thing. And you’d get cluesâ€"like “Alice lives next to the boy on Maple street”. Or “the girl who likes pears has never met anyone who prefers citrus fruits” (some great examples are in this video by The LSAT Trainer: https://www.youtube.com/watch?v=d7mUPexyLZE) Games like these have a way of generating enthusiasm or dismay, and while some people can happily spend hours on them, others tend to shred the paper in cognitively contorted frustration. So what on earth are such puzzles doing on a law exam? And how can you navigate your way through them? Logic is, of course, fundamental to the study of law. Whether publicly arguing a complex case in a criminal court, or navigating arcane caselaw, you’ll need to understand clearly the logical premises, fallacies, strengths and weaknesses of the arguments and cases you’ll encounter. Law requires you to construct and deconstruct legal puzzles, place events in logical order, draw inferences and make associations. When you’re presented with a logic puzzle, you’re asked to demonstrate your ability to master the fundamentals of this kind of reasoning. There are myriad puzzles such as these that you’ll encounter on the LSAT, but let’s take a look at solving one of them. You have 6 obstacles to arrange in order in an obstacle course. These are a rope swing, a slide, a tunnel, a vault, a wall, and a zipline. The obstacles are arranged according to the following rules: The slide must be in position 3 or 4 The wall is placed just before the zipline The rope swing and vault cannot be placed right next to each other. Which of the following are possible setups for the obstacle course? R T S W V Z T R V S W Z T R W Z S V V T S R W Z W Z S V R T Puzzle modified from Powerscore https://www.powerscore.com/lsat/logic-games/ This one is fairly straightforward, but it will get you a feel for how these puzzles work. To tackle them, you’ll want to lock down the easiest bits of information first. If you can find a rule that fixes something in place, you’ll make your life easier by eliminating possibilities for the more complicated clues. The most basic clue here is the first oneâ€"S must be in position 3 or 4. Write it down to visualize: _ _ S? S? _ _ Even though we can’t definitively place S in a position yet, we’ve narrowed the possibilities, and can definitely rule out any answer choice in which S doesn’t occur in position 3 or 4. So, for the above problem, we can rule out choice 3. Next, work with the “W and Z” clue. The words “just before” indicate that the wall immediately precedes the zipline in our sequence of obstacles, as opposed to saying “before” which would give no information about the spacing between the two. Because they occur right next to each other, we can treat it as a W/Z block. And because we’ve narrowed down the location of “S”, there’s only a few options for the W/Z block: 4 to be precise. Let’s write them out: WZS _ _ _ _ W Z S _ _ _ _ S W Z _ _ _ _ S W Z Looking back at our answer choices, we can see that only choice 1. separates w and z, and we can therefore rule that one out. Now for the most involved of the threeâ€"the non-consecutive V/R clue. It’s not particularly complicated, but if we had started there, we would have almost no information to restrict our starting point. But now that S is almost locked down, and we’ve narrowed down the possible locations for W/Z, there’s only so much that can be done with V/R, knowing that they CANNOT occur next to each other. But remember that V and R can switch â€" we know they cannot be next to each other, but we don’t know which comes first. So, going back to our remaining answer choices 2, 4, and 5, both 2 and 5 have V/R next to each other. Rule them outâ€"our answer is Choice 4 (that’s it--you don’t even need to worry about T, the tunnel). In the actual LSAT, this would only be the starting point in a sequence of related questions in which various parameters may be modifiedâ€"perhaps T is given an initial location, or perhaps V and R must be separated by exactly two spaces. But once you’ve reduced the puzzle to spaces and symbols, the rest becomes much easier. Once you’ve mastered a few of these, it’s easy to see how the same kind of thinking and manipulation translates into real world applications, and hopefully by learning and applying some of these tactics, you’ll be able to make the arcane world of legal theory and practice that much more accessible! About the Author This article was written by Steve M., one of our most experienced test prep tutors in the Boston area. For more information on MyGuru's top LSAT tutors, click here.

Understanding Boredom and ADHD

Understanding Boredom and ADHD Kids with ADHD thrive when they are engaged in activities that are exciting, interesting, and challenging. In fact, sometimes it may seem like their ADHD has practically disappeared when theyre doing something that they enjoy. On the flip side, when activities are more routine and less interesting, kids with ADHD quickly become painfully bored. They struggle to focus, and will try just about anything to escape the boredom. At school, youll find them jumping up to sharpen their pencil even though it already has a perfect point, asking to get up and get a drink of water even when theyre not thirsty, or asking for the bathroom pass just so they can leave the room. Why do everyday tasks seem so boring to kids with ADHD? Kids without ADHD might not enjoy these activities, but they dont seem to be tortured by them. Much of the boredom and difficulty focusing that kids with ADHD experience has to do with individual differences in the amount of mental stimulation that they require before their brain will click into gear and become engaged. Everyone has an optimal level of mental stimulation that they need in order to focus and learn. If something is too mentally stimulating, it will hard to stay engaged for very long. If something is not mentally stimulating enough, then it will be hard to focus right from the start. For kids (and adults) without ADHD, the amount of mental stimulation that they need for optimal focus and engagement would fall somewhere in the average range (about a 5 on a scale from 1-10). For individuals with ADHD, their brains work a bit differently. In order for their brains to click into gear, and focus without a great deal of effort, an activity or task needs to be more interesting than average. It may need to fall around a 7 or an 8 on our scale. Take a look at the graphic above. The student in this picture is presenting a pretty interesting book report - its about a 6 on our scale. Most kids in the room arent having a problem staying engaged, and the teacher isnt expecting anyone to find the presentation boring. Unfortunately, for the typical students with ADHD, this presentation is just not interesting enough. Their brains arent clicking into gear and they arent naturally engaged like most of the other students. They find the presentation boring and may find it very uncomfortable to stay seated and listen. Research has shown that many kids with ADHD use physical movement as a strategy for increasing mental engagement, since movement actually stimulates the brain. So, the students with ADHD will probably start fidgeting, and some may even try to find an excuse to stand up and get out of their chair. If the presentation was just a bit more interesting, either because of the topic area or because it included pictures or interactive activities, then it would cross the engagement threshold for the kids without ADHD and the kids with ADHD. If you observed the students listening to this more engaging presentation, you might not be able to guess which kids in the room had ADHD. They would not seem bored, they would probably be sitting pretty still, and they would be listening attentively. These differences in the level of mental stimulation required for kids with ADHD lead to the perception that they can focus when they want to or when something is interesting to them. It confuses parents and teachers who struggle to understand why a child with ADHD can focus so well on videogames but cant stay engaged when he or she is completing school assignments. Even outside of academics, it frustrates everyone when a child with ADHD complains that he or she is bored when everyone else seems to be having a good time. Its important to remember that kids with ADHD dont choose to be bored. There are very real brain-based differences that make many everyday situations actually feel very boring for kids with ADHD. While the world cannot change to accommodate the mental engagement needs of all kids with ADHD, there are some strategies that parents, teachers, and kids can do to help their brains click into gear more often. Ill be talking about those strategies in my next post, so stay t uned! ABOUT DR. MARY ROONEY Mary Rooney, Ph.D., is a licensed clinical psychologist in the Department of Psychiatry at the University of California San Francisco. Dr Rooney is a researcher and clinician specializing in the evaluation and treatment of ADHD and co-occurring behavioral, anxiety, and mood disorders. A strong advocate for those with attention and behavior problems, Dr. Rooney is committed to developing and providing comprehensive, cutting edge treatments tailored to meet the unique needs of each child and adolescent. Dr. Rooney's clinical interventions and research avenues emphasize working closely with parents and teachers to create supportive, structured home and school environments that enable children and adolescents to reach their full potential. In addition, Dr. Rooney serves as a consultant and ADHD expert to Huntington Learning Centers. ABOUT HUNTINGTON Huntington Learning Center is the tutoring and test prep leader. Its certified tutors provide individualized instruction in reading, phonics, writing, study skills, elementary and middle school math, Algebra through Calculus, Chemistry, and other sciences. It preps for the SAT and ACT, as well as state and standardized exams. Huntington programs develop the skills, confidence, and motivation to help students of all levels succeed and meet the needs of Common Core State Standards. Founded in 1977, Huntington's mission is to give every student the best education possible. Call us today at 1.800.CAN LEARN to discuss how Huntington can help your child. For franchise opportunities please visit www.huntingtonfranchise.com. This website does not provide medical advice, diagnosis, or treatment. The material on this site is provided for educational purposes only.

How important is it for children to have an early start to learning - ALOHA Mind Math

How important is it for children to have an early start to learning Have you heard about kids listening to music even when in the womb? This blog article makes a strong point about how important it is to pay attention to what children are learning in their pre-school years. Here are some reasons to help them get a head start on early childhood development: It’s never too early: As soon as babies start being aware of the world around them, they are beginning to take in information. Though it is too early to start off on those math operations, it is the right time for exposure to other stimulants like music. A lot of experts recommend classical music, but it is your choice as a parent which type you choose. You will also make out from your baby’s reactions as to which one he might enjoy more than others. Helps make sense of surroundings:Do you remember how your child reacted when he realized that those squiggles all around him were actually letters, and that he could put it together and find out so many things? Learning to read at an early age can be a very important stage, and opens up the entire world to him. On the flip side however, this means you cannot keep secrets by spelling them out anymore. Photo Courtesy : http://www.flickr.com/photos/librarianavengers/5931893121/ Learning through play: Many concepts of math and other subjects can be introduced at a very young age, by using games and other interesting means of learning. It makes it easy for the child to understand, and simple operations like counting or addition will remain strong in your child’s memory long before she starts learning these at school. Forms a foundation: It is a great way to improve a child’s confidence, when he or she has an understanding of concepts when they enter pre-school. This does not imply that we need to tutor our kids in the A,B,Cs and 1,2,3s before they start school, only that they need to be aware of the concepts so that they are able to build on them further at school. Creating a supportive and learning environment at home can be a great boost for your kid’s educational experience. While on the lookout for good learning experiences, do check out our programs at Aloha that also help to build confidence in your child. More details are at our website: http://w ww.aloha-usa.com

Noble Network of Charter Schools

Noble Network of Charter Schools Noble Network of Charter Schools Noble Efforts Change Lives. Noble has a daily impact on the lives of 12,000 students from more than 70 Chicago communities at our 18 campuses. We know that the stakes are high, which is why our expectations for students and staff are even higher. At Noble, we know that success is the only option. Noble was founded onn many of the same entrepreneurial principles that have built successful businesses-strong leadership, meaningful use of data, and a high degree of accountability. With longer class periods, a long school day, and a longer school year, Noble provides students with substantially more instructional time than the traditional Chicago public high school. The extra time, combined with a disciplined, consistent school culture, high expectations, and a team of dedicated teachers, results in dramatically improved academic performance. Our Mission Noble prepares low-income students with the scholarship, discipline, and honor necessary to succeed in college and lead exemplary lives, and serves as a catalyst for education reform in Chicago. View our Brochure

Aspiring Food Critic Hopes to Travel the World One Day

Aspiring Food Critic Hopes to Travel the World One Day Aspiring Food Critic Hopes to Travel the World One Day Noki, 11-years-old, Math Level I In just the fifth grade, Noki is already far above his peers. Thanks to the Kumon Math Program, he’s working on challenging algebraic concepts, such as factorization and quadratic functions. Having been enrolled in Kumon since he was six years old, Noki has overcome many challenging math concepts, and continues to keep pushing himself. He credits Kumon for molding him to be a more independent learner and helping him stay ahead academically. “I stay motivated to do Kumon by looking back and seeing how much I have improved in academics and just the basics of work in general,” said Noki. “I know that if I can keep it up, then Kumon can really help me take that next step to achieving my goals and to become a better person. Also, Kumon can teach me how to do daily work and be more independent.” Noki hopes to one day become a food critic. “I think it would be great to travel around the world, trying different foods, and sharing my thoughts on them with other food lovers,” said Noki. While Noki maintains a well-rounded schedule, he’s able to balance his extracurricular activities and academics. This school year, Noki was elected as student body vice president. Basketball is his sport of choice, and he plays on two different teams. For the past two years, Noki has been playing for a club called Mentally Fit, a non-profit organization lead by current and former athletes with collegiate to professional experience. This organization prides itself on teaching young players valuable life lessons including teamwork, leadership, and sportsmanship, while still having fun in the game. Noki even credits Kumon for helping him develop the right amount of discipline, which he applies in his basketball practices. “I use my mental training from Kumon to get through the repetition of practice in basketball,” said Noki. Noki has also been a long-time member of an Asian American Basketball League, comprised of young male athletes across Southern Los Angeles. He has also taken his athletic abilities to the court with volleyball. This past year, Noki made the Manhattan Beach Surf Volleyball Club, a highly competitive and award-winning club in his local area. Noki’s accomplishments don’t stop there. As a budding viola player, he passed through the audition process to become a musician for the Manhattan Beach Strings â€" Honor String Orchestra. The young musicians who make up the prestigious orchestra are the most advanced string students selected from each elementary school in the district. The musicians can take their years of lessons and school band experience, and apply that in an orchestra setting. Noki’s hard work and discipline has not gone unnoticed, as he was one of 55 students selected to attend the 2018 Kumon Student Conference in Calgary, Canada. We had the opportunity to speak to Noki about his Kumon journey thus far. How has Kumon helped you inside of the classroom? Noki shakes hands with Kumon North America President Mino Tanabe The math concepts I am learning in school have been far easier for me because of Kumon. I can finish my math classwork and homework in class. This allows for more time after school to spend on basketball and volleyball. What do you wish to accomplish in Kumon? I want to reach Level J in the Kumon Math Program this year! How has Kumon helped you beyond academics? Kumon has helped me better understand that things can always get harder, and when things do, you must keep trying your hardest until you finally grasp the concept you’re working on. Another way it has helped me was by teaching me to remain calm and not get frustrated when the work became difficult. I feel that it has developed my brain to better understand how to solve a variety of problems which has aided me in almost everything, even in sports. What did it mean to you attending the Student Conference? I have never been chosen for anything as big as the Student Conference. The conference made me feel that my Kumon work is important, and that I too am important. That alone makes me want to work harder in Kumon. What advice do you have for other Kumon Students? Working hard at Kumon will pay off. Discover even more student success stories. You might also be interested in: This Young Kumon Reading Program Completer is an Aspiring Computer Engineer This Aspiring Astronomer is Shooting for the Stars Kumon Student Competes on the Food Networks 6th Season of Kids Baking Championship Her Musical Performances Transform Audiences, but Her Academic Abilities Will Change the World Aspiring Food Critic Hopes to Travel the World One Day Aspiring Food Critic Hopes to Travel the World One Day Noki, 11-years-old, Math Level I In just the fifth grade, Noki is already far above his peers. Thanks to the Kumon Math Program, he’s working on challenging algebraic concepts, such as factorization and quadratic functions. Having been enrolled in Kumon since he was six years old, Noki has overcome many challenging math concepts, and continues to keep pushing himself. He credits Kumon for molding him to be a more independent learner and helping him stay ahead academically. “I stay motivated to do Kumon by looking back and seeing how much I have improved in academics and just the basics of work in general,” said Noki. “I know that if I can keep it up, then Kumon can really help me take that next step to achieving my goals and to become a better person. Also, Kumon can teach me how to do daily work and be more independent.” Noki hopes to one day become a food critic. “I think it would be great to travel around the world, trying different foods, and sharing my thoughts on them with other food lovers,” said Noki. While Noki maintains a well-rounded schedule, he’s able to balance his extracurricular activities and academics. This school year, Noki was elected as student body vice president. Basketball is his sport of choice, and he plays on two different teams. For the past two years, Noki has been playing for a club called Mentally Fit, a non-profit organization lead by current and former athletes with collegiate to professional experience. This organization prides itself on teaching young players valuable life lessons including teamwork, leadership, and sportsmanship, while still having fun in the game. Noki even credits Kumon for helping him develop the right amount of discipline, which he applies in his basketball practices. “I use my mental training from Kumon to get through the repetition of practice in basketball,” said Noki. Noki has also been a long-time member of an Asian American Basketball League, comprised of young male athletes across Southern Los Angeles. He has also taken his athletic abilities to the court with volleyball. This past year, Noki made the Manhattan Beach Surf Volleyball Club, a highly competitive and award-winning club in his local area. Noki’s accomplishments don’t stop there. As a budding viola player, he passed through the audition process to become a musician for the Manhattan Beach Strings â€" Honor String Orchestra. The young musicians who make up the prestigious orchestra are the most advanced string students selected from each elementary school in the district. The musicians can take their years of lessons and school band experience, and apply that in an orchestra setting. Noki’s hard work and discipline has not gone unnoticed, as he was one of 55 students selected to attend the 2018 Kumon Student Conference in Calgary, Canada. We had the opportunity to speak to Noki about his Kumon journey thus far. How has Kumon helped you inside of the classroom? Noki shakes hands with Kumon North America President Mino Tanabe The math concepts I am learning in school have been far easier for me because of Kumon. I can finish my math classwork and homework in class. This allows for more time after school to spend on basketball and volleyball. What do you wish to accomplish in Kumon? I want to reach Level J in the Kumon Math Program this year! How has Kumon helped you beyond academics? Kumon has helped me better understand that things can always get harder, and when things do, you must keep trying your hardest until you finally grasp the concept you’re working on. Another way it has helped me was by teaching me to remain calm and not get frustrated when the work became difficult. I feel that it has developed my brain to better understand how to solve a variety of problems which has aided me in almost everything, even in sports. What did it mean to you attending the Student Conference? I have never been chosen for anything as big as the Student Conference. The conference made me feel that my Kumon work is important, and that I too am important. That alone makes me want to work harder in Kumon. What advice do you have for other Kumon Students? Working hard at Kumon will pay off. Discover even more student success stories. You might also be interested in: This Young Kumon Reading Program Completer is an Aspiring Computer Engineer This Aspiring Astronomer is Shooting for the Stars Kumon Student Competes on the Food Networks 6th Season of Kids Baking Championship Her Musical Performances Transform Audiences, but Her Academic Abilities Will Change the World