Welcome, my name is Jeff Deist. I am president of the Mises Institute. I'd like to thank you very much for coming today. And we'd especially like to thank the donor who made this possible today. His or her name is Anonymous. So we shall leave it at that. And as far as the actual high school students who are here today, I would like to say congratulations. Now why congratulations, you might ask? Well, congratulations are in order simply because you managed to be here today, either with us or watching online. Just being here today means that you managed to find out about the Mises Institute. It means you managed to find out about this seminar that's taking place today. And it also means that you managed to have an interest in today's topic of inflation, or at least sort of a broader interest in the topic of economics itself.  Now notice I didn't mention Facebook. I'm not going to insult any of you. Your parents are busy on that. And I'm going to admit I know what Pinterest is. I don't know what Vine is. But you managed to sift through all these vast amounts of information that are available to you and find the information that led you to attend our seminar today. You also chose to come here today and consume the information that our speakers are going to provide as opposed to consuming information from millions of other sources out there. So this is really one of the most important challenges you'll face as younger people in today's world. And that's to sift through the noise and discover what's important to you. So kudos on being good sifters. I think just being here today sets you above your peers. But it's interesting, sifting wasn't always the most important part of education. Just getting information used to be the hardest part. Having access to information used to be the hardest part. You can ask your parents about this. This is actually a very dark, dark time in human history. And a lengthy time too, it's called the pre-internet age. And believe it or not, humans went many tens of thousands of years until about the early 90s in the pre-internet age. Now speaking of sifting through information, I'd like to ask, if I could get a show of hands, how many of you are familiar with or have seen the Drudge Report online? OK, so a lot of you have seen the Drudge Report. Well, the Drudge Report is a news aggregation website, which means its proprietor, Matt Drudge, spends his days going through a vast universe of information and to bring together the news stories that he thinks will be important to his readers. Or that his readers will find interesting. So I thought I'd give you a few interesting facts about Matt Drudge that might interest you or even inspire you since you're in high school. First, he graduated 341st out of 355 kids, young people, in his high school class, and he never attended college. So after high school and this dominating academic performance, he worked at McDonald's, he worked as a telemarketer, and he worked at 7-Eleven in the years following. And by his own account, these are the only jobs for which he was remotely qualified. He started the Drudge Report in the early 1990s with a very simple computer that his father bought him. His father insisted on buying him. And he began the Drudge Report in a one-bedroom apartment. The Drudge Report started out really small. It was just an email to, I guess today we call it a listserv, but it was a blast email he sent out to just a few friends and he covered topics like political gossip and entertainment and media. And eventually, it grew into an email that went out to about 1,000 people, and at that point, he started the actual website we know today as the Drudge Report. So in 1996, before most of you were probably born, he seized on an opportunity to report what was at the time a big story that Jack Kemp was going to be the vice presidential running mate of Bob Dole for the Republican Party nomination. So this was a big story. And then in 1998, he absolutely scooped the major media of the time by reporting the Monica Lewinsky scandal that plagued the second Clinton administration. So these stories, among others, catapulted the Drudge Report into becoming a very popular website. It actually made it one of the most highly visited news sources on the internet. So here we've got one guy in an apartment with a computer and he's rivaling the biggest news organizations in the world. Now he's never changed the basic design of the Drudge Report. If you look at it, it looks exactly the same as it did in the 1990s, very simple architecture. But what's not so simple is those little banner ads that are in them because Mr. Drudge makes more than a million dollars annually. So those pop-up ads pay Mr. Drudge some money. And the final thing I'll leave you with about Matt Drudge is that the concept of a news aggregator didn't even exist when he started out. So in that sense, he's almost like Steve Jobs. He created an entirely new product and went out and found a market for it. So Matt Drudge is a very successful guy today. But not in the traditional sense. He's not a doctor or a lawyer. He's not a Wall Street big shot. He is a sifter of sorts, which is what all of you will need to be if you hope to find success in the modern world. You'll have to sift through a lot of irrelevant information to get to what's important to you. Of course, that's why we are so happy and so gratified that you've managed to find or have already found at this young point in your lives, the Mises Institute. And that's why we hope very much that you will use the Mises Institute as part of your education going forward and as part of your life going forward. So now I realize this is starting to sound Mark a little bit like a commencement speech. And it's just supposed to be an introduction. So I'm gonna let you in on Matt Drudge's secret, which is simple. His secret to success is simple, but it's not easy. And this is a tweet he issued forth. He tweeted in November of last year. He said, secret, I do not multitask. I give what I'm doing full attention with integrity and focus. Reason I've had success in cluttered manic world. So that, ladies and gentlemen, is a task before all of us. I think adults and high school students will like today and good advice for all of us. Easier said than done. But it is the key, apparently, to Mr. Drudge's success. So I know none of you text while you drive, right? For example, okay, we'll stick with Mr. Drudge here and get away from multitasking and use our brains to their full stability by focusing.


Hello, and welcome to this screencast for calculus 2. Today we're going to try to construct the graph of a function from the graph of its derivative. Actually, we will need a little bit more information than just the derivative in order to construct the graph of the function. The primary tools we'll be using within this are ideas we learn from calculus 1 about where a function is increasing, where it's decreasing, where a function is concave up, and where a function is concave down. We should be able to use the graph of the derivative in order to do this. The last piece we will need in order to actually construct the graph will be the total change theorem. So, here's the problem we're going to be looking at. Pause the screen, screencast for a minute, and make sure you understand what the problem is asking for. And before proceeding, you should actually try to answer the questions at the bottom of the screen by being able to use the graph of the derivative to help answer these questions. Okay, so here's what we can do. If we know where the derivative of a function is positive, we can say, okay, the function is increasing on that interval. So, if we look at this graph, and we can notice, kind of as we go around that graph, that the graph, the derivative is positive on the interval from 0 to 60. So, what that tells me then is that f of x is increasing. And we can now do kind of the same thing. You can look at the graph and see where the derivative is negative. And we can see on this, for this particular derivative, that's on the interval from 60 to 100. And so, that's where the function f of x is decreasing. Now, one thing we're going to want to do with this is also to help determine where the graph of a function would be concave up. The condition for that is where the derivative is increasing. So, what we want to look at is, where is the derivative increasing? And again, we can look at the graph and see, okay, it's increasing there and there. So, those are the intervals on which the graph of the function will be concave up. And we get two intervals for that. We get from 0 to 40, and from 80 to 100. So, on those intervals, the graph of f of x is concave up. And then, of course, we can also use the graph to see where the derivative is decreasing. And we can see that that occurs when x is between 40 and 80. And that is where the graph of f of x is concave down. Got that? Okay. Here's then a summary of what we have just done. The other thing that we should know that's not on this list here is that at 60, the derivative is equal to 0. And prior to 60, the graph is increasing. After 60, the graph is decreasing. So, what we can say is that the function will have a relative maximum at x equal to 60. And so we'll keep that in mind as we go through this also. Now, with this information that we have so far, we cannot actually sketch the graph of the function because we don't know where the graph is located vertically on the coordinate axes. We need one further piece of information. And generally, what that's going to be is the value of the function at one particular point. In this case, what we're going to do is assume that the function has this value down here, that f of 0 is equal to 100. So, pause the screen again. Think about the total change theorem and how that might be helpful in determining the graph of the function. Actually, here is a statement of the total change theorem and what we're going to be using for that. If f is continuously differentiable on an interval with derivative f prime, then we can get the total change in the function over that interval by taking the integral of the derivative. So, what we're going to use here is area interpretation of the derivative. We set this up so that we could easily calculate areas by calculating areas of triangles and circles. So, try this one. See if you can determine the value of the function at x equal to 40. So, cutting it there, remember we are assuming that f of 0 equals 100. And we'll start that in just a minute. So, here we are. We're going to try to calculate f of 40. And so, what we're going to do is form this triangle and use the total change theorem. And what we can conclude then is that f of 40 minus f of 0 is the integral from 0 to 40 of f prime of x dx. And so, f of 40 will be equal to 100 plus the area of this triangle because that is what will be equal to the integral of the derivative. And so, we use the formula one-half base times altitude. So, this triangle has a base length of 40 and an altitude of 20. So, if we do that computation, we can see we get, for that second term there, 400. So, this turns out to be 500. So, f of 40 is equal to 500. And now we can proceed to get some other values for the function as well. In particular, if we do the same thing using f of 60, for example. Again, that will be equal to f of 0, which is 100, plus the integral from 0 to 60 of the derivative. Okay, so that's going to be 100 plus the area of the triangle as we go from 0 to 40. We've already calculated that as 400 plus the area of that quarter of a circle. So, it'll be one fourth pi. And here's our circle we're thinking about. The radius of that circle is 20. So, we get 20 squared. And again, if we carry out that computation, we will see we get 500 plus 100 pi, which is approximately 814.16. So, we've got two values for that. We're going to try to do two more. In particular, we're going to try to do f of 80 and f of 100. Well, look at what happens with f of 80. Again, we're going to get 100 as f of 0, plus the integral from 0 to 80. Well, the integral from 0 to 80, what we will do is we'll take care of this triangle here, of course. We've got that area as 400. But look what happens next. What we're going to use, of course, is the net signed area of the rest of it. And we have a quarter of a circle that's above the axis right there, and a quarter of a circle that's below the axis right there. So, those two areas cancel out. We add the area above the axis, and we subtract the area below the axis. So, f of 80 is also equal to 500. The last one we're going to calculate is f of 100. And we've got a little tight space here on our screen. But you can see that if we try to determine the area, the net signed area for this graph, again, we're going to get this, the first triangle, the two quarter circles will cancel out. And then the last part will be the area of this triangle, which we subtract, because it's below the x-axis. So, what we will get is f of 100 will again be 100 plus 400, the first triangle. The two quarter circles cancel out. And then we get minus the area of the second triangle right here. And that has a length of 20 and a height of 20. And so, we end up subtracting 200 from that. And so, we get f of 100 is equal to 300. So, now we've got points we can plot along with the qualitative information that we got about increasing, decreasing, and concavity. Here's a summary again of what we have done. We have information about where the function's increasing, where it's decreasing, where it's concave up, where it's concave down. And in addition, we know some function values. In particular, remember, although it's not written here, we were starting with f of 0 equal to 100. So, if we now plot those points and then combine that with this information here, we can get a reasonably accurate picture of the graph of the function. Pause the screen and see if you can do that. The next screen, of course, will show the graph of the function. So, here we are. And as you can see, if we look at these two graphs together, we can see where the derivative is increasing from 0 to 60. I'm sorry, where the derivative is positive from 0 to 60. The function down here is increasing from 0 to 60 and decreasing from 60 to 100 exactly where the derivative is negative. We've also got the concavity measured, and we've plotted the five points that we have. And again, notice that the relative maximum now is at the point 60, and it's about 814.16. If we remember, it was actually, I think, 500 plus 100 pi. As a last note, remember that we needed the value of one point. In this case, we had f of 0 equal to 100. If we have changed the value for f of 0, we would change the location of the graph, but not the shape. So, in other words, if we tried f of 0 equal to 200, the only thing we would do with this graph is start it here at 200 and proceed to get a graph something like that. Of course, that is not nearly as well drawn as what the computer drew for us. That's it. See you next time.


Hello and welcome to the session. In this session we discussed the following question which says, construct a triangle PQR in which QR is equal to 5 centimeters, PQ is equal to 3 centimeters, and RP is equal to 3.5 centimeters. Draw the perpendicular bisector of the side QR. Let's move on to the solution now. First we'll draw the rough sketch of the triangle PQR. This is the triangle PQR in which we are given QR is of length 5 centimeters, PQ is of length 3 centimeters, and PR or RP is of length 3.5 centimeters. Now we'll do this construction step by step. So first of all we have, draw a line segment QR equal to 5 centimeters. So this line segment QR is of measure 5 centimeters. Now from the rough figure as you can see that PQ is of measure 3 centimeters. So in the next step we have with Q as the center and radius 3 centimeters, draw an arc. So taking Q as the center and radius as 3 centimeters we have drawn this arc. Then as you can see in the triangle that is in the rough sketch of triangle PQR, PR is of measure 3.5 centimeters. So in the third step we have with R as the center and radius equal to 3.5 centimeters, draw an arc, cutting the previous arc. At this point of intersection of the two arcs be the point P, then join PQ and PR. So we have joined PQ and PR, so triangle PQR is the required triangle in which QR is of measure 5 centimeters, PQ is of measure 3 centimeters and PR is of measure 3.5 centimeters. Also we are supposed to draw the perpendicular bisector of the side QR. So our next step would be with Q as center and radius equal to more than half of QR draw arcs on both sides of QR. So we have drawn these two arcs taking Q as the center and radius more than half of QR. Now in the next step we have with R as the center and radius equal to more than half of QR draw arcs on both sides of QR, cutting the previous arcs A and B. So we have drawn these two arcs, let this point of intersection of the two arcs be point A and this point of intersection of the two arcs be point B. Now we join AB, so we have joined AB, so this AB is the perpendicular bisector of the side QR of triangle PQR. So this completes the session, hope you have understood the solution for this question.


Hi everyone, Joe for Jaspy's casebreaks.com coming at you with a half-case break of Obsidian basketball. Now this is actually coming from a fresh case because break eight sold before break seven. Just FYI on that. So that's why this is break eight right here. Thanks to Carl. Appreciate it, Carl. Appreciate everyone getting their teams, the other teams as well. Nice group effort here. Now let's pop this case open. Let's see what we're going to get out of here. Let's use that die right here. One, two, three for the left side, four, five, six for the right side, two. So we'll do the left side here. So this side we will save for tomorrow. Break seven. All right. And good luck everybody. Let's see what we got. Jason will be live for the next couple of days and then you'll see me back here again on Sunday. Sunday, Sunday, Sunday. All right. Here are the non-numbered cards. Here are the numbered cards. That could be an out of five. Reggie Jackson, yes, three out of five. Clippers, Carl, train whistle, Carl. All aboard the Big Hit Express. And Scotty Barnes, rookie card for the Raptors. That is going to be for Carl and the Raptors. 86 out of 99. Autograph, Wendell Carter Jr., Orlando Magic. That's going to be for David J. 39 out of 75. And the Jersey Auto for the Bulls, Ayo de Sunmu. Isn't Don Sunmu the big alien or whatever at the end of the first Doctor Strange movie? De Sunmu, I've come to make a bargain. De Sunmu, doesn't sound right. De Sunmu, there's David Duke Jr., to 50. What's been done, Carl? Sorry. Kauai Leonard, to 75. There's Bruce Brown, 45 out of 50. Nets, that's going to be for David. De Sunmu. And then we got Asper, Mono Genovelli, 38 out of 99. Dormammu, that's right. Mark DeLara, yes, thank you, Mark. Dormammu, I've come to bargain. This is for the Spurs, that'll be for Garrett. 38 out of 99. Dormammu, right. People re-watching this video is probably yelling at their TV screens or yelling at their laptops. It says Dormammu, Joe, Dormammu. Diamond 10 is sold. Yes, we did it, remember? Did I not upload that video? Oh, I guess I didn't. We did that about 20 or so minutes ago. True. I think the number block's still on the site. But the schedule, if you look at the schedule, it says we did it. We did it about half an hour ago. Sorry, I just forgot to post the video. All right, there's Reggie Jackson for the Clippers. That's for Carl. Dormammu, another Scotty Barnes, to 25. Pitch Black, that will be for the Raptors. That's going to go to Carl. And your autos, one's a redemption. We got Pat Conaton, Aurora autograph for the Milwaukee Bucks. That's going to be for Hans. Good luck. Redemption, rookie eruption signatures. Eruption. It is C, A, D, E, Cunningham. That is Carl with the pistons. Nice, grabbed the last 10 teams or something like that. To knock out this break, pistons included, gets the Cade Cunningham. Man, that eminence break for him the other day, yesterday, I think. And now that Cade Cunningham, rookie eruption. Number 10 diamonds, yes. Once again, I forgot to post the video, but we did that half an hour ago. I just uploaded it. That's for the Sixers. That's for Michael. And another Scotty Barnes. That is 37 out of 99, Raptors. And a couple of Jersey autos. There's Sondro, Mamokella, Chavilly. Got it, nailed it. Rookie, Jersey, and Autograph. Going to the Milwaukee Bucks. That's going to be for Hans. 22 out of 25 on that one. And we got Marcus Smart. Marcus Smart, I'm smart. I'm smart, not dumb. Like everybody says, 46 out of 40. And what movie is that from? That's Carl with the Celtics. I'm smart, not dumb, like everybody says. Zaire Williams for the Grizzlies. 58 out of 99 for the Grizz. Kevin with the Grizzlies. And Kevin Porter, Jr. for the Rockets. 24 out of 25. That's going to go to Houston. Co-op with the Rockets. Back here we got Scotty Lewis. Rookie eruption, Autograph for the Charlotte Hornets. Spencer Davis with Charlotte. And Champagne and Campagne. Nope, that's Champagne and Cam Johnson. Not Cameron Payne. Cam Johnson, they got two cameras on that team? That's right, they do. Aurora, Autograph. That is 17 out of 99. Keith with the Sons. And the final box. Good luck. No guesses on that quote. I'm smart, not dumb, like everyone says. You're my younger brother, Mikey. And I was passed over. That's the way pop wanted it. That's not the way I wanted it. There's Evan Mobley. Cavs, Spencer Davis. Ojean Obi to 99. And there's Alperin Sengun, 34 out of 50. There you go. Mark Larsgaard, that's Fredo. Godfather. It's not the way I wanted it. It's Kendrick Perkins, Perk, Volcanic. Autograph for OKC Garrett. 104 out of 149. And last but not least is Cameron Johnson, 77 out of 99. Aurora, Autograph. And there you go, gang. Another two boxes of obsidian basketball in the books. The break seven. We had break eight filled before seven. But break seven in the store now. Check it out, jaspyscasebrakes.com. I'll see you next time for the next one. Bye-bye.


Hi, my name is Andy. I work on the Chromebook EDU team at Google. And today, I'd like to talk about the remarkable evolution of computing in the classroom and how we can help you build for 50 million Chromebooks in schools. I grew up in a small town in rural Pennsylvania surrounded by a whole lot of kids who kind of looked like me and ate the same things I ate and read the same local newspaper. And when I got my first computer, first with a CD ROM encyclopedia and then eventually a modem, that computer just blasted a hole through my little bubble and introduced me to people and ideas and perspectives so far afield of anything that I had seen before, it rewired my brain overnight. I'm here today because I believe that every kid deserves access to these great learning experiences. I'm here today because we want to put computers in the hands of every student. And we believe that the best way to do that is to be relentlessly pragmatic, to make computers easy to use and affordable and scalable. And then once you've done that, to make those computers just the best learning and teaching tools possible. Computers give kids superpowers. With a computer, you can ask any question, get the best answer. You can film and edit and broadcast your own movies. You can design and model your own toys and then print them out to play with them. You can hop in the DeLorean, travel anytime, anywhere on the planet to walk on the shoes of others and build a broader perspective on the world around us. Now the first Chromebooks went into classrooms about 10 years ago. And at first they were used mostly for testing and then some folks got the really bright idea to put them on a cart and wheel them around the classroom for research projects and writing papers. And then websites turned into web apps and cloud computing turned into cloud collaboration. And then schools started buying dedicated computers for students. And what do you know, now over the last two years we've seen more ed tech investment than ever before in history. And the numbers are just astounding. Here's what those last 10 years have looked like. Today we have 50 million monthly active Chromebooks. Remote learning fundamentally changed how computers are used for schools. Since returning to the classroom this fall usage of school Chromebooks has increased 35% since pre-pandemic, not just in school, but at home too. I talked earlier about how Chromebooks started as testing machines. And then when Google Classroom and Docs and Slides took off as shared computers for writing reports and creating presentations. But that doesn't even begin to explain what's happened this past year. Again, 35% more usage than just two years ago. And that's because many, many schools are going one to one, one Chromebook for one student. And students are using them to create and collaborate on way more than just Docs and Slides. They're using really powerful apps to publish books with Book Creator, to take notes with Squid, to build 3D models with Tinkercat, design graphics with Figma, code in 50 different programming languages with Replet, create videos with Canva, and so much more. It really is just the beginning. Please check out the Chromebook app hub for more. Now just like web apps, Chromebooks themselves have evolved to keep up with all of these great tools. 95% of active devices today have four gigs of RAM or more. And a third of active devices are convertibles with a touch screen. Many of these convertibles have front and rear cameras for filming science projects and movies. And they sport not just touch, but stylus too for note-taking and creating art with free and unlimited art supplies. And that's just for the students. Let's talk about the teachers. A couple years ago, most teachers used computers to email and create worksheets and great assignments. But that changed pretty abruptly a couple years ago. Teachers had to start teaching with their computers using a growing suite of digital tools and keep up with the generation of kids that basically grew up on the internet. And the genie's not going back in the bottle. When teachers returned to the classroom this fall, they kept teaching with their computers. And guess what? Having a lightweight convertible with a touch screen and a stylus and all day battery life, it's pretty helpful for teachers who are walking around the classroom with a wireless whiteboard in their arm. Now, what does this look like in the real world? Let me show you what a modern classroom looks like. One that's designed from the ground up for one-to-one Chromebooks. Here are a couple of photos I took recently at West Park High School in Roseville, California. At Roseville, every student is assigned their own Chromebook when they start as a freshman.  There are no paper-bound textbooks and very few notebooks. The desks are all whiteboards for students to scratch notes as they work on device. The walls are whiteboards too. So teachers can project from their Chromebooks onto the board and annotate their screens in real-time with whiteboard markers. This is a school hallway. Notice that there are no lockers, just backpacks, because students don't have any books to stash in between classes. They just pop their Chromebooks into their backpacks and go from classroom to classroom. And as the result of all of this, Chromebooks aren't just for typing and testing anymore, they're for creating and sharing ideas across all forms of media. They're fun, they're helpful, they're creative tools, and they give kids superpowers. Now let's talk about how we got here. The 50 million Chromebooks in classrooms today. A lot of people think schools buy Chromebooks because they're inexpensive, but that's kind of a misperception. Chromebooks do tend to cost less than other computers because ChromeOS is a lighter-weight operating system, doesn't require as much RAM or CPU, but that's not really why they're loved by schools. Schools love Chromebooks because they scale to the moon. Let me show you what that looks like. This is Google Admin Console. It's a remote control for school admins to manage Google accounts and workspace apps, Android devices, and of course, Chromebooks. When a school admin wants students to use your app, this is what they do. They open up Admin Console, they select the school or the classroom they wanna push the app to, they find the app in the Chrome Web Store or the Play Store, or they paste in a URL to your website, and then they click Install. And this is what a student sees. They log into their device, the icon is magically in the shelf, the app opens up in a window or in the browser, and they're automatically signed into the app, all their creations saved to Google Drive. That's it. If you're the IT admin for the Chicago Public Schools and you want to push an app to your 400,000 students, it takes you about 30 seconds to flip a switch and every single Chromebook updates instantly with that app. Now, you're probably wondering, what can I do to make my app work well in these environments? Well, we have good news. We just rolled out a new section on ChromeOS.dev for education. It's got lots of pro tips. One of the most common questions we get is, what platform should I use for my app? And the answer to that is, it depends. PWAs are the most performant and easiest to deploy apps to students. They offer offline caching to improve performance on low-band with school networks and at home access for students that don't have Wi-Fi at home. If you're not building a standalone experience and instead want to adapt in browser content, then extensions are probably your best bet. Extensions are the most popular app type on Chromebooks today. ChromeOS allows you to go beyond browser capabilities in web apps using powerful APIs available to Chrome extensions. You can develop Chrome extensions that interact with web content and build tools to identify spelling and grammatical errors, collect snippets of notes, or insert mathematical symbols and documents. If you want to build a test or some other focused experience, school Chromebooks have a kiosk mode and you can learn about special kiosk APIs and launching custom extensions for kiosks on ChromeOS.dev. Also very relevant to our testing providers, we've recently launched a long-term support channel, specifically for education and enterprise users on ChromeOS. LTS releases get frequent security updates but get feature releases every six months. Visit ChromeOS.dev to learn about how you can test and adapt your app for ChromeOS LTS versions. Finally, if you're an Android app developer, you can also update your app to work on landscape screens and add keyboard and mouse support so that school admins can remotely install your app to Chromebooks just like a website, an extension, or a PWA. Minecraft Education Edition is a great example that runs beautifully on Chromebooks and is widely used in schools today. Now, many of you are probably thinking, okay, I think my app would be great for schools and I understand the technical implementation, but how do I test this in schools? How do I figure out if there are other things that are specific to schools that I need to update? And good news again, we're here to help. With so many schools using Chromebooks and with demand for teacher tools and homework helpers going through the roof, we started working this winter with app developers to pilot their tools on Chromebooks and classrooms and help them optimize for education. If you're interested in participating in future school pilots and testing your product in Chromebook classrooms, please check back in on chromeos.dev. We'll be posting more information in the months to come. Thanks so much for watching. We can't wait to see what you build for Chromebooks.


Okay, so there is really only one thing that will prevent you from getting into PA school. And I know that many of you are thinking about all of the other things that you have to do to get into PA school. But honestly, your acceptance into PA school comes down to the interview process. So let's talk about it right now. All right, you guys. So it's Adana. Welcome back to my channel. If you're new to my channel, take a look around. If you like what you see, go ahead and subscribe. Okay, so I've been doing a lot of like mock interviews lately and consulting sessions because students are gearing up for interviews that they have been granted because they applied early. So if you have not applied yet, you know, one of my tips is always apply early. The cycle for CASPA, which is the application pretty much center of the PA world opens up in April of each year. So I always tell you guys to try to get your applications in by May or June just to kind of increase your chances. But there are lots of students that are getting offered interviews. And so they're coming to get that's the university to get mock interviews and personal consulting by me and some of the other members of the GTCU team. So that's been great. And I've been loving doing all of that. But the one thing that I've kind of been seeing over and over and over and over again is just kind of like the anxiety and the fear that comes about for this interview process. So I'm going to talk to you guys about that. I'm going to talk to you guys about some tips. And then also I'm going to give you towards the end. So you have to stay till the end of the video. I'm going to give you the number one thing that I believe will prevent you from getting into PA school. And it's like the best kept secret for the interview. OK. So a lot of the questions that I've been getting were just in terms of the interview process is how does it work. And obviously I can't answer that for all schools across the board. But there are varying different types of interviews. There are one on one interviews that you will actually experience with may it be the director of the program or professors in the program. There may be a group interview portion that you have to do. There may also be a written portion or a test portion. Now I know some of your anxiety level has just gone through the roof because you heard test. But yes there are some interviews that include a test you know just on kind of PA related information and just kind of understanding where you are at this point in terms of your knowledge on sciences just in general. OK. So not something that you really study for but definitely be prepared for it in terms of just your mindset when you're going into the interview. The group interview is usually you and maybe three or four more students. You're going to get typically a scenario or a series of questions and you each answer a different aspect of the question or come together as a team to come up with an answer for the question being posed to you. And a lot of that is just to kind of see how you work in a collaborative manner and how do you work as a team and how you might fit in with the cohort that they're already trying to build for this upcoming school year. The one on one is obviously to just kind of get an idea of who you are as a person and kind of see exactly like the type of student that you were the type of student that you will be and you know the type of PA student that they want to enter into their cohort again because it's all about building a like a concise cohesive congruent cohort moving forward. So those are the types of interviews that typically happen. And then there's usually an aspect of it where you may get to meet some of the students that are currently going to the program where you can ask them questions about the program you know things that they like and dislike. And so when preparing for the interview you need to for sure look at the school look at what they are doing in the community and as a whole you know go to their message boards those type of things just to get a better information on you know the the temperature I guess you can say of the program and then have really good questions that you want to ask the director and the students to not only be memorable but also to get some answers on is this place exactly where you want to be okay. Another thing that I saw in my mock interviews that I've been doing is just kind of like a lack of confidence right and so this kind of goes in with I think the best kept secret but a lot of students are not like confident in their answers or they are nervous and I mean imagine if you're nervous with me Adana who is just a random girl on YouTube making videos for you guys you know so if you're nervous with me and I can't really do anything for you in terms of getting you into PA school as in like hey here is your acceptance I can help you get into PA school through Get That See University by giving you the tools necessary to excel in these areas that are proficient for getting you into PA school but to actually give you an acceptance my hands are tied on that sense but you're nervous nonetheless then imagine when you get into the interview and that is something that I try to tell any student pre-PA student that is doing a mock interview with me or consulting session with me I want you to keep your nerves under wrap right you know like you're here you're in this process you've made it so for sure like make sure that you're you're in a zen space to the point where you're able to just adequately think about the answer that you want to give to whoever it is it's asking you the question and then answer that question directly okay don't beat around the bush answer the question and then move on and that is what I want everybody to kind of take away from this as well as to just be confident in yourself but I feel like the one thing that will prevent you from getting into PA school is messing up the interview and if you mess up the interview like you're done you're you know you you're not accepted into the program that's it and with that being said the best kept secret of the PA school interview is not the fact that they are looking for a reason to accept you into their program but they're looking for reasons to not accept you into your their program now think about that right you know it's like whoa mind blowing it but no honestly it's like I want you to really ponder that you know and it's not like meant to be like some super super deep moment but really and truly you guys you have been offered an interview out of thousands of applications and hundreds of interviewees you have been offered an interview because they want you they feel like from the information that they you have given them on your application they want you and so at the end of the day when it comes down to the interview it's about hey what is wrong with this person that I don't want them in my program honestly and like and that really is just like the basics of it that is just down to the bare bones foundation like yes you know we're gonna look at all of your GPA or GRE you know how you answer questions how you react to certain people asking you certain questions how are you going to deal with certain situations they're looking for things and reasons not to accept you so what you need to do is to go in confidently going knowing that hey these people actually want you you've made it this far you are successful you've done a great job you've done all of the things needed to get you up to this point so all you need to do is kill that interview be confident in yourself and know that this is for you okay and so that is what I wanted to share with you guys that is by far the best kept secret okay the best kept secret of the PA school interview and I think of really any interview that that you will have in life job interview whatever the case may be they're looking for reasons not to hire you not to accept you because clearly they see something in you that seems attractive to them and to to their company or to their school or whatever it is that you're interviewing for but now we have to just kind of dig a little bit deeper and see like will you actually be a good fit and these are the reasons why you won't be a good fit or these are the reasons why you will be a good fit and then they go from there okay all right so if you have any other questions for me leave them in the comment section below go ahead and like this video and subscribe guys please go look at Get That So University right now because we're doing mock interviews personal consultings that is where I do all my consultations I know a lot of you've been going to my AdanaThePA.com site but all of the consulting is done through Get That So University so if you want to meet with me or any of the other numerous consultants on the site then you have to go through Get That So University.com okay so check us out over there follow me on Instagram and AdanaThePA and on Instagram at Get That So University thank you guys so much for watching I will talk to you guys next time bye