Good afternoon, everyone. Welcome to Senate Education. It's Wednesday, March 24th at 327 in the afternoon. Senators, today we are hearing, first we'll hear from Ledger Council, Becky Wasserman. She has a cut off time, so she can be here until about 345. So we've asked her to take us through H26. And then we'll hear from the bill sponsors or two members of House Education, representatives Coupoli and Erison, their thoughts and give us some background on the bill. We'll then get an update on school ventilation and air quality from Dan Riley and Jodi Lesko. I am hoping that we can wrap up by 430 today as I believe many of you have received, hopefully read the email from me that Senators Kitchell, Starr, Ballant and I are gonna meet at 430 to see if there's a path forward on S100, the universal school meals slash agriculture bill. And a number of things I'd say are happening right now. I know many of you have been in contact with me and very much appreciated. And we'll just see how things go over the next couple of days. One thing, one bit of information that I did receive that I haven't shared yet, but I will email out to everybody is that ESSER funds are a no-go for these kinds of projects. So I might make it harder to actually find the necessary funding. So we did receive that from Joint Fiscal today. So I'm glad we're coming back now to air quality, but I don't want raid on and I don't want lead to get lost in any of this. And so we'll have the agency in to talk a little bit more about this bill as well as give us an update and I'll talk to Senator Kitchell around ESSER dollars and additional dollars to deal with raid on center perspective. I don't know if you have any updates or anything on or heard anything. I know you've followed this kind of work, but go ahead. Okay. Okay. Mr. Riley and Ms. Lesko, thanks for joining us. Welcome to Senate education. You are here to give us an update on school ventilation and air quality. I don't know which of you would like to start, but we'd appreciate a little background. This is a new committee and a little bit of how did we get here? Why did you do this work? What did this work entail and where are we at this point? So welcome. Thank you so much, Mr. Chairman, for having us for the record. My name is Dan Riley and I'm a director of public affairs. And joining me is my colleague Jodi and I'll let her introduce herself. Thank you, Dan. Thank you, committee. My name is Jodi Lesko and I'm the director of programs and implementation for efficiency, Vermont. We have a brief presentation. I'm just gonna go ahead and share my screen now. It looks like the host has disabled. Jeannie, would you allow Mr. Riley to share screens, please? Here we go. Just give me one second. Okay. Thank you so much for having us today. I just wanna make sure everybody can see the screen. Got it. I'm just gonna give you a... Jodi and I are just gonna give you a quick update on sort of where we've been, what we've accomplished and sort of what lies ahead for the school IAQ program. Very briefly, as a quick background on efficiency, Vermont, over the past 20 years, efficiency Vermont as the state's energy efficiency utility has developed a statewide infrastructure for delivering energy savings to Vermonters. That statewide infrastructure was so important in the standing up and the success of this program. We have staff in nearly every county in the state. We've developed a network of partners throughout the state. We have strong relationships up and down the supply chain with customers who view us as a trusted partner. And we really think the results speak for themselves. Over 2.6 billion in energy savings through energy efficiency upgrades, over 12 million metric tons of CO2 reduced over the 20 years that we've been in operation. And we support a workforce of over 400 businesses with training, workforce development and marketing support, which has been really critical in terms of standing up this program, of understanding the supply chain, of working with these HVAC contractors, and it's allowed us to have some high degree of success, we believe. Very quickly, just the overall program timeline, it started last June when the legislature passed the school indoor air quality grant program with an initial $6.5 million funding allocation. As far as we know, it really was the first of its kind in the nation, and we think it just showed an incredible foresight from the legislature to do this. It really helped the state of Vermont get out ahead of this issue. And there's been indoor air quality improvements and in this discussion in every subsequent stimulus bill that's come out of Congress. And so we've heard from the Department of Energy, we've heard from states as far away as Hawaii, just contacting us, wanting to learn more about the program and what we've done. Governor Scott enacted the program on July 1st, and I call attention to that July 1st date because just eight days later on July 8th, we officially launched the program and began accepting school intakes. And really we were able to stand that up so fast. I mean, I think first and foremost because of Jody and her team and the success that they've had in terms of designing a program and understanding these complex guidelines from the different organizations, the CDC and ASHRAE and from sort of understanding that, working with a lot of these buildings, facilities managers in schools. And so we created it very quickly and the response was immediate and overwhelming really. By September 15th, over 300 schools were enrolled in the program. And so we were able to do marketing. A lot of direct outreach, that was a big part of it that we had these relationships in these school districts and we were able to really reach out to them directly. We did see that, I should say throughout the entire year, one reoccurring theme is demand for this, for the services, for the equipment as far outstrip the supply, right? Every school district, every school wants to create as safe and as healthy a learning environment as possible. And so consistently, we've seen the demand for this be sky high. And we did see in August and September, the supply chain and the workforce, it looked like they did have excess capacity to be able to do more this year. And as more federal stimulus funding came in, there was a second $11.5 million appropriation to the program in two separate acts. And so that kind of takes us to the December, to March bullet, I just wanna clarify that 16.3 figure that you see, that's the total amount that's been allocated to schools. That's not a third appropriation, that's just combining the 6.5 and the 11.5, which leads us to where we are today, where there is an additional 15 million for the program that's being discussed as a part of S315, the COVID response bill, that's still working its way through the legislature and through the process. I would just note for this committee that all of the discussion so far in both the House and the Senate Appropriations Committee has seemed to have been supportive of the idea of additional funding for this program. And to be clear, Efficiency Vermont firmly believes we can put additional funding to good use. We're still in the midst of the pandemic, there's still more work to be done as Jody's gonna touch on in just a minute. And we still wanna do as much as possible, as quickly as possible to get schools to be able to open as fully and as safely as they can, especially come the fall of the next school year. So with that, oh, go ahead, Senator. Senator Perslick, Mr. Raleigh may know this, did we did put the money in the expedited budget for this? Correct, in the, yes, in S315, that's right. So Senator Perslick, did you wanna comment on it? Okay, Jody, anything else on the timeline? But let me turn it over to you. Nope, you did great, Dan, thank you. And thank you again, committee for having us here. So I have had the immense privilege of leading the schools indoor air quality program on behalf of the state. And I wanna echo what Dan said about the foresight that Vermont really showed at the state and the legislative level to put this in place really before anyone else. And that allowed us to do I think a lot more because the supply chain, well, it did become constrained. We definitely gave the supply chain a run for its money. I think we were able to do a lot more because we were out of the gate really early. And that's really thanks to the leadership of folks like yourself. So thank you for that. So I am here really to talk about what we've accomplished together and how we've been able to do that. And I'll start with the how, which for me as a program designer and an implementer starts with program design. So I wanna go through the program components and then I'll go through the impact that we've had now that we're sort of winding down the implementation phase of this program from last year. So my motto every day in the planning and delivering of this program was to simplify the complex. I appreciated Senator Campion's call to give a little bit of background because I have to remind myself I used to not know what HVAC stood for either before I started working in the energy efficiency world. So HVAC systems are in the buildings that even have them are largely invisible unless you were the person who's working on that system. Many people don't know what HVAC stands for let alone how to improve an HVAC system to optimize indoor air quality. So last year in particular knowing how much was on school officials' plates, how little they may know about their HVAC system if they had one and how little time we really had to have an impact within the initial time constraints of the program. It was really critical for us to make it from start to finish as easy as we could for schools to take action. Ultimately, we didn't want schools to be overwhelmed at the outset so that they didn't take action. So we made it as easy for them to take action as possible. So this is the process that we have it started with just what exactly are the milestones for schools? So we had a very easy intake form on our website that just asked for the name of the school and the name of the contact person at the school. We then would work with the school and their contracted entities on scoping. And then when the project was completed we simplified the reimbursement process to the extent that we were able knowing that these are federal dollars. We took a lot of that administrative burden on ourselves so that it wasn't falling to the schools in that regard. We provided clear technical guidance at the outset of the program with every school that submitted an intake form. We provided this written technical guidance that we put together in relationship to the national guidelines. So the Centers for Disease Control, excuse me, I'll just say the CDC. The CDC and ASHRAE who are the engineers. We distilled those national guidelines for indoor air quality and the specifications around indoor air quality and also elicited a lot of input from school administrators, from facilities managers, from local health experts and HVAC experts and created this written document that schools could have access to and refer to as they scoped out their projects with their contractors. We also provided ongoing support throughout the program in the form of bi-weekly webinars. So we would walk through a portion of our written guidance or respond to some of the themes of questions that we were getting from the one-on-one support that we were providing to any and all eligible school that contacted us to ask about the program or how they could improve indoor air quality. You can go ahead to the next slide. So I have a sample project described here and it's funny. Again, I'm grateful that you gave me permission to do a little bit of background, Senator Campion. It's always a little bit of a question of how much background to provide or context but I do want to give you a sense of how these projects go because I think that helps you understand, you know, how, like what is exactly happening in the buildings in the state? So I'm grateful for the clarity and then being able to provide this context. So the, in most schools, they had not completed a recent assessment of any existing HVAC equipment or duct work and the like. And so for most schools, we recommended that as their starting point, has someone do a walkthrough of their building, assess the existing condition of their equipment and provide recommendations for improvement. And those recommendations could be quite a long list. And so then we worked with the school, with their HVAC professionals to look at what was going to have the highest amount of impact within the constraints that we were working under, both with funding, with time, with the availability of equipment and installers. And so we really picked out what the highest impact measures would be from the recommendations that came out of those assessments. The school would then go under contract with their installers and, you know, procure equipment. And at the end of that construction phase or the installation, they would ensure that what we had approved as a grant fundable project, all of those criteria were met. They would submit those invoices to us and we would provide reimbursement to them out of the grant funds. Look at my notes, make sure I didn't forget anything. Ms. Lesko, were these all initiated by schools themselves? In other words, you know, we just finished a conversation around prioritizing need in the state. Was it schools or were in some ways, how did you maybe connect to schools that might need these kinds of, this kind of work done, but it might not be on the radar or they don't have the resources to initiate it? It's a great question. So in the design phase, when I talked about the input that we had from HVAC professionals and from schools officials, one of the steps in that process was actually serving superintendents and facilities managers themselves to get a sense of the state of their HVAC system at that moment. And that allowed us some sense of where the greatest needs were and what schools were doing okay. And I'll say that we've been in a lot of these schools as with our efficiency Vermont hats on over the years, right? We know the folks that are working in these schools. And even we were surprised by I think that the state of the HVAC systems. And because, I've said in other forums, the pandemic really shown a light. It really highlighted indoor air quality as an issue that we needed to prioritize. And I think if not for that, it's not like these systems were not in need before, but it just became the highest priority. So what we decided in seeing that assessment was that the level of prioritization and how we would work through kind of again within these constraints is to see what the recommendations were that the school and their HVAC professional came with and basically prioritize the two main things that we prioritized were ventilation. So that's bringing outside air into the building and moving it around and filtration. So those are the two things that the CDC and ASHRAE say were the most important. And so there are lots of things that fall on the lower level of prioritization that we chose not to fund at the right out of the gate just to make sure that we reserve enough funding for those two primary needs for as many schools as we possibly could. Does that make sense, Senator Campion? Yes, thank you. Yeah, absolutely. And I think we can go to the next slide. Yep, so I'm gonna transition into results and impact at this point. And the first thing that I wanna show here is the geographic distribution of these projects. So each of these dots represents a location of a project. It could be a school or in some instances, it's at the district or supervisory union level. But you can see we really covered the whole state. Places where there are larger circles, there are just more than one project in that zip code. So clearly where there's higher population and there are more school buildings, the circles are a little bigger. And the colors of the dots are just who I assigned the project to on my team. So that doesn't have anything to do with the projects themselves. That's just an internal marker for me to know who's responsible for which of these projects. But this is really, it was called out in the bill that geographic equity is important and equity in general is a part of efficiency of Vermont's DNA as well. And so it's great to see that with the sort of broad outreach that we did and the prioritization with those two, with ventilation and filtration, it allowed us to do quite a lot in every corner of the state. And next slide please. So here's the impact by the numbers and you'll see these numbers reflected in the official report that we provided on the 15th of March. And so the number of schools that participated in the program is 365. There are 411 eligible schools in the state. So that means that 90% of the eligible schools in the state participated in some way in that program. Participation took three forms. Schools did either asked, it responded to our offer of an indoor air quality monitor. We did a bulk purchase of indoor air quality monitors. They did an actual construction project or use grant funds for a project at their school or they did both, right? So 90% of the schools participated in one of those three ways in this program which is really quite remarkable. With the projects themselves, with grant funded projects in school buildings, there are over 62,000 students that are now going to school in buildings that have improved HVAC systems. 6,500 teachers are now teaching in schools that have improved HVAC systems. The total universe of square footage for schools in Vermont is 17 million square feet and 13 million square feet of school building space now has improved HVAC conditions. We also monitored the number of schools that had no ventilation, had no centralized HVAC system at all. We are roughly the numbers about 80 schools based on the assessments that we are getting back that had no ability to bring outside air into their building and move it around. And we were able to serve 40 of those schools, so about half of the schools. And I can talk a little bit about why we couldn't do more but I think it's a phenomenal thing that we were able to provide the funding and the technical expertise to bring ventilation and filtration into 40 schools for the first time ever. And then finally, we monitored the economic activity that was spurred by this level of investment in schools market. And so this number will continue to go up as we have some projects that had an extended deadline. And so we're seeing some new companies submit invoices but to date over 100 companies in the state engaged in a project at a school building and that ranges anywhere from some of our largest controls or HVAC companies in the state that employ over a hundred people all the way down to a family electricians business with two or three people who are working in the trades. So it really spans all of those. And this is where the capacity comes in that Dan talked about at the beginning where that was, we weren't sure what the capacity would be for the workforce in Vermont and they really just delivered way more than we thought they could. And it's great to see that this number of companies were engaged in the program. Great. Next slide please Dan. And I also wanted to provide a couple of quotes from schools officials who have completed projects through the program. So I'll just briefly cover these. So Andrew Lundin who's the director of finance and operations at Lemoyle South says that this was... I'm sorry for interrupting this, let's go. I think we're gonna have to read the quotes on our own at our leisure, if you don't mind. Not at all. For a little bit of a time crunch. But no, I think I see that you also put them in our in the packet. So... Yes. They are very supportive. They're very supportive of the program, they're supportive. That's great. Thank you. Committee, questions for either Mr. Riley or Ms. Lesko. This is absolutely incredible work. I know that Senator Persley was instrumental in getting this going. So thank you to him as well. Senator Persley. Well, I have questions about the report. Maybe I'll just send those to Dan and Jody about what was in there. Maybe there's a supplemental report that we could get because I don't want to burden you guys with a reporting when you're still actively trying to do these projects and spend more money. But I, you know, and you responded to an email about having more money because there's nothing in there about the fund other than the big number. You know, we spent $12 million or whatever, but it'd be good to know like how much was spent on different schools and by county, not just by project, dots, math. So I can let you know what some of my other interests are.  And as we asked for reports that we don't read, but this one, I'd be interested in a little more, but we don't have to take time to go through. Absolutely, we can follow up with that. And especially as some of the numbers are more finalized at the end of this month and then, you know, pending S315 and that allocation, you know, as we get final numbers, we're happy to work with you Senator and hopefully to be able to provide as much data analysis and context as we can. One quick question of the 15 million, hopefully that goes through quickly. Do you have an estimate on how much you would already say is kind of like earmarked from the last round, like schools that you would just go to right away or is that all unencumbered or do you kind of feel like a big chunk of that's already sort of planned out? Well, the news media has let schools know that this is a possibility. So we've certainly been fielding a lot of questions. And one of the things that we saw happen in the middle of the fall is the availability of large equipment that could be delivered in time for the end of the year deadline, that original deadline. We had to make some pivots starting in October to some smaller equipment that could be delivered in time for that original deadline. So those projects, all of that is still scoped out, that sort of bigger equipment projects. So that is really, those are just ready to go. And then we know that there are some other, like with those 80 schools that we know of that didn't have any ventilation and that there's still about half of them that we know about those as well. So we have a pretty good sense of some quick places where we could go. And there were also about a hundred schools that didn't do any kind of project. They might have had an air quality monitor but they didn't do a project with us. So we wanna push a little bit there as well to see what are the needs, make sure that we're reaching out more proactively to understand what the needs are there. So I think it's a mix, but we definitely have a pretty clear sense of some folks who are ready as soon as we give them the green light. That's great, it's really great. Senator Hooker, I think I saw your hand up with one. No, actually Senator Perch will ask my question and it had to do with the scope of the projects. I mean, how big and how small were they? And then you can send that information along and that would be excellent, thanks. Yeah, that would be helpful as well as a breakdown of districts and giving us a sense of which schools. Cause maybe it's, we need to sort of give a push or be in touch with our school districts that aren't taking advantage of it for some reason. Senator Hooker, I'm sorry, I just, did you hand just go up? No, no, I just think that's a great idea. We should make sure that all the schools know about this and I'm sure efficiency Vermont is gonna work on that. Terrific, it's incredible work. I thank all three of you and it's incredible. I love that it's become this nationwide pilot, if you will, and has expanded throughout the country and that we're at the forefront and that we're the state of Vermont, all of you are being asked to advise and help other states which clearly is going to make a huge difference in the lives of children, teachers, staff, everyone that comes into these structures. So thank you very much, very much. Thank you for the foresight to create it and as the process continues, we're happy to come back and provide an update anytime you want. Great, thank you. Okay, thank you both. Thank you, committee. Thank you.


Hello everyone, so we're back today with another video and today we're going to be reviewing a co-op students resume, so this person is a UBC mining engineering student and He sent this resume to me Just to get some feedback on how he can improve it So some things about this resume first of all, I change out some of the personal information Just so it can help him remain anonymous And so with that said let's get started So at the top here, we have to personal information. So as you can see I changed the names out So you have the first name and last name person included the address. So which is good Email and phone. So you always want to have these contact information. That's good And as well if you have a LinkedIn account Include that as well. So he has that and now the last part here is he included What discipline he is in? Typically, you don't really need to add that so I Think you could it might be brought out better off to just take this out All right, so moving on the next section or rather rather the first section of the resume It's the technical skills So because I went through the UBC co-op program, I noticed this is how they lay out their resume so that's fine, but I Think because this person is actually just first year entering into second year Where are the technical skills? While he does have as you can see at least five bullet points for each section. So software and programming tools slash tools and hardware The thing is for at least for a mining engineering position You typically don't really need any of these You for sure need to use Microsoft Office Visual Studio probably not so much Solid works not so much, but it may help The interviewers understand that you have a good understanding of how CAD programs work C and MATLAB typically don't need to use those in mining engineering co-op positions As for tools soldering iron drill press bandsaw press or break grinder I don't think you use any of these at a co-op position But these would show that you're a handy handy person So in case you do work in the laboring position, it may help As for hardware to oscilloscope breadboard signal generator a multimeter Arduino Highly unlikely that you need any of these skills here. And so It's a debatable point, but actually don't like how UBC engineering Requires people to have this section specifically So if you're not in the co-op program where you're required to have a specific resume layout I will actually recommend that you take this off so you can shorten your resume Unless you have skills that you know for sure are relevant to the position that you're applying for And as you can see this resume is two pages Typically resumes are one page, but then again UBC co-op Their format is a standard two page, but otherwise for any other scenarios I would recommend that you keep it to one page and just make it as short as possible a short end as Concise as possible But so for this person specifically You can keep this on the technical skills section on Mix up we have education so we're up to school we have the degree and if you're a student you can add at this section here where he says How long you're available and starting when so this is always good to have because interviewers don't know when you're available to start or how long you're available for and This will help them determine if will be a good fit for their student postings and Here we have the graduation dates Some additional certifications that are good to show so we have the driver license free-toddling and standard first aid so I should recommend put the latest certification first So just flip the orders here and you'll be good Otherwise education if you have a high GPA then it'll be good to list that here as well Next section up we have technical projects So again as I mentioned because this is a student that's just entering into second year of his degree Therefore he didn't sit and have work experience. So if you're in a similar situation then It'll be ideal for you to replace that section with just any technical projects that you have worked on So first we have the virtual rainwater harvest any harvesting system So the project name is bolded, which is good I guess going back here, you probably don't need to bold everything probably just maybe the first two And the rest can leave unbolded just a small preference thing, but Typically you only want to just reserve the bolded Fonts for anything. That's that you want to highlight So jumping back here, we have the virtual rainwater harvesting system And it's done so included the location, which is good. So we know that this is a school project and The date that it took place. So took place over a month First bullet point use Microsoft Excel to simulate this harvesting system for a remote community Which plays second for second in our class for satisfaction all right, so Use Microsoft Excel to simulate and so for these bullet points, I would Always use action verbs. So You did use used but in this case, I would use a another word that would sort of capture the core achievement of this Project and which would be to simulate so instead of use Microsoft Excel I would say sim I would start with simulated This Using Microsoft Excel and I would Leave up for satisfaction, because I'm not sure what that exactly refers to I Included which place second in their class. So that's good But if you could if it's a like Second in your class out of like a high number of people then I would include that as well so again Start with a action verb that captures the highlight of your achievement So in this case, it would be the word simulate. So start with Simulated a virtual ring or water our visiting system for a remote community using Microsoft Excel Next one. We have this Import a topic a topic go graphic site data into MATLAB to determine optimal placement for physical components so again here at the so because importing is not exactly a technically Difficult thing to do I would start this sentence with Not even determined, but I would say I Would actually delete this word and just say optimize the placement for physical components By importing topical Topical graphic site data into MATLAB if I interpret this sentence correctly Or optimize placement for physical components Yeah, by importing topical graphic site data into MATLAB and here We have did some data analysis And let's see this one here. So while you have to word applied I would Probably put something like analyze quantitative data and Yeah, start with the word Analyze because analysis is One of the highly sought-after traits of candidates for any engineering positions So if you put the word analyze first, it would just help shorten up the sentence so analyze quantitative data to factor a criteria such as all this to Select the most satisfying solution. So I guess the word satisfying I understand what you mean by that, but This sort of touches more on the emotional side. You want to talk a little bit more about the logical side So I see you have a cause aspect to it Some Environmental aspect to it some Efficiency aspect to it. So perhaps you would just say like the most cost-efficient environmental friendly and Optimized or sorry most efficient solution depending on which depending on if you actually use all of these criteria criteria to Determine the best choice. So again to summarize just change up mainly just change up some of the action verbs To use words that capture the highlight of your achievements So here we'll work with four other students to design an autonomous high-density retrieval device call They're ranked in the top 40% of the class So again, I will put the word design at the first at the front so design and Design and then this But with four other students and that ranked in the top 40% of the class this Because it's not that high up. I would actually leave out develop program to test our dream of functions I'm assuming by a program. You mean you wrote a script. So Developed. Yeah, okay. I guess this this would be fine Maybe just specify. This is like a programming script or something Trusted orthographic engineering drawings of the claw and solid works. Yep. So this is good this Captures the most important thing that you've done Which is drafting Both physical components using hand tools. Yeah, that's fine And perhaps If you do decide to say like take these ones out This is where you would say using hand tools such as and you would list the hand tools that you'd use Conduct that experiment and test runs aim to reduce Risk during operation this wouldn't say it's necessary because It doesn't really I Showcase any specific skills that you've used because they're all mainly done through in these first four bullet points and it doesn't specify what sort of risk you're looking at whether it's like a safety risk or or Maybe cost or risk, but I'm assuming it's probably related to safety risk So yeah, this I would say probably not necessary or if you do want to include it Be a little bit more specific about what risk you're aiming to reduce scrolling message Okay, so let's see what this is program a scrolling message on a seven-second display to Improve pro improve proficiency and see and gain experimental data acquisition modules So maybe here I would just include the words a scrolling message program So I think this could work if you just said like Program a scrolling message on a seven-segment display in C I'll take you need to add these three words in I Guess mainly the point I'm trying to get across is that You don't need to show the purpose of this project is is to Improve for a skills, but rather you want to show it as you use these skills to achieve something So you could in that sense you could leave with the improving proficiency and gaining experience but rather just incorporate How you you see and how you use data acquisition modules Into your achievement itself So that's something I would revise Electromagnetic motor Sino motor that consists of a rotating metal down cold or it's all powered by a battery Okay, so that's good. You said design something which is a Definitely a skill that you want to highlight Construction metal components and electric wire with the use of hand powered the use of power tools and soldering iron So that's good. Do you construct it is the key? skill that you want to highlight So that's good, and you do have all these Project listed in chronological orders starting from the most recent to the earliest so that's good other work experience Okay, so this section here is for anything that's not engineering or mining related So we have a personal care home so served meals playing a close attention to food handling instructions as well as the residents diet analogies So I guess for this point There's multiple a multiple ways you could go about it And one is whether you want to highlight Serving meals or cooperating with nurses as sort of remain achievement, but I do think cooperating with nurses is Probably the more important skill it shows teamwork and probably communication skills So I do think that this is probably the right order to word this sentence escorted residents to safety during a fire and gas leak and Diligently followed emergency protocols for both instances to ensure the well-being of all parties involved So I really like this point that included here because it showed Leadership skills and definitely a safety mindset By following emergency protocols. So for a mining and drilling position. This is definitely something that You do want to touch on Whether it's through your cover letter or through your interview for sure This is probably yeah, definitely something that you do want to bring up in the future Otherwise, this is all pretty good volunteer experiences UBC buying So I'm not sure what this is. So for sure you want us in Your bullet points At least incorporate something that will allow me to understand what this is So I see you are a BB executive external info 2022 present So my initial assumption is that this is going to be a club of some sort at UBC So yeah, connect it potential club sponsors and Negotiate towards the acquisition of club sponsorships Including these businesses promoted club events through social media in contact to protect prospective Participants served as a host for our clubs icebreaker events We were placed in charge of entertaining Around 30 participants through the organization of meaningful discussions concerning campus life. Okay So in general I would place For your bullet points, whether it's for here in the technical projects or a voluntary experience or anywhere in general I would place the most important one up front first and then Highest who lowest basically so But some people do like to sandwich their weaker points in the middle But I think in this point this is okay if you just have three If you have maybe four or five I would do best or Rather most important and to lease important, but if you have three then The standard method is okay as well. So this would probably be The lowest highlight Just because it didn't require the most complex skill set but here This point would definitely showcase communication skills in this point here would showcase communication or leadership skills or both and Just thinking my head right now. This may even be your first point because it does so this point here Definitely showcases leadership skills This here is leadership and communication skills, and I'm just thinking if there is a way you can shorten this Ideally yeah in general just want to keep bullet points as short as possible, but overall this is a pretty good message Next one is association of Southeast Asian clubs Looks like just here Perhaps you got the wrong province Don't manage bank account Where you also let the collection of money raise some individual events organized by six other cultural clubs Partnered with our association. So and then you listed all the other clothes or raise Overthought the collection of money raised from individual events. So I'm not sure if this is intended intended to sort of Bring up two events or two achievements where one is overseeing the collection of money and the second part is fundraising Fundraising in through events in partnership of these six other cultural clubs But if it is I would recommend it splitting it into two bullet points Okay, and the next one here you have actively budgeted expenses and Purchases involving club funds So I'm not sure if this would sort of duplicate with this because I'm assuming the money that you raise would go into your club funds and By managing bank account. This is a More detailed description of what you are doing up here Responsibly balancing at them between donations made towards disaster Relief foundations prices for club events and annual savings. Okay, so I like this sentence here I also don't know if you need to list all six clubs here Because it just adds a lot of length to your resume and yeah, do you consider to see if you can somehow combine or perhaps Just yeah, just know on this and this seems to you represent the same thing right here And perhaps this is a separate bullet point. So maybe this can be a come this part here can become a Sorry Sorry This part here can become a separate bullet point itself so next section we have the award so we have I see a fellow tour fellow Victorians. So that's good to include for sure and Student-assisted scholarship award Yep, so that's good interest in activities So jazz band Honor band member. Yep, that's good Has to go varsity in club level basketball team captain. So definitely good for sure and Team captain so definitely it will show some signs of leadership here and if you guys have won any championships Do include it here as well just to show Some high-level achievement Lastly, we have fitness or and weight lifting and so In general for people That includes fitness or weightlifting If you do Say do a specific form of fitness or weightlifting. Let's just say if you do Olympic weightlifting or maybe CrossFit do sort of being more descriptive in that area because when people bring up a resume and they look at it and Sort of just look for talking points with you during an interview These points could help bridge the gap Just for and just form sort of a closer more personal connection between you and the interviewer and The point of including these interests and activities. It's just to sort of help you Distinguish yourself from other candidates and sort of bring you into life As to more than just what you have on your resume and just your hard achievements and By forming that personal bond with that interviewer It can really help sort of elevate their experiences with you and as a potential candidate that They may want to work with in the future. And so overall And you you also want to look at the formatting of the resume Overall formatting looks pretty good. So we want to look for one consistency and two Just everything is formatted in place So the margins all look pretty sharp and we do have the footed here from UBC co-op But we do have to include if you are in part of the co-op program so all the bullet points are in place All in one line The margins are all the same for both pages Fonds are all the same. Nothing's Too big or too small The use of building is overall pretty consistent So let's use for the name the headers the titles But I think this may be like a UBC co-op resume formatting thing, but these I personally wouldn't bold and same as these ones here and Overall length of resume again, so UBC co-op Typically their standard is two pages. So that's fine. But otherwise I would try to aim for one Grammar overall, I think it's okay Grammar's not my song strong suit, but I Seems to read fine and In general just to summarize place the strongest action verb that captures the highlight of the achievements in the front and Overall looks pretty good So that's it for this video If you guys have other resumes you want to review or other topics that you want me to cover for mining engineering Just feel free to leave a comment below and I'll consider making them in the future


All right, what's up everybody, Jason here for Jasper's case breaks.com. So again, guys, we did flawless baseball number five earlier. Everything was fine But Bob's in the in the chat who's also in this break, which I believe is Bradley. Thank you, Bradley So Bradley actually did bring up a couple things that Warren spawn Of course is Milwaukee, right? But of course checklist hasn't Milwaukee Braves So technically I think I might have said Milwaukee Brewers, but don't worry Even if I said it doesn't automatically mean it's gonna go to wherever I said it's gonna go Of course by the sorting team shipping team of course always knows these players So of course Milwaukee Braves on the checklist means Atlanta Braves same thing if it was like Philadelphia A's that goes to the Oakland A's Etc. So I just want to let you know so unfortunately Jared. I know I had said Milwaukee Brewers, but technically like I said If you go in the checklist, that's Milwaukee Braves. Now another thing is For these USA cards, we've always gone by, you know When it's USA Carbon Connection all the official places don't usually have the current team so we go by or doesn't have the team they're on now because it's a USA Product we go by teams are currently on same thing with group rate checkers They usually do go by that So of course group rate checklist is one checklist website that we do trust that we go by the only thing is that there was a little controversy earlier Was that Although I say we'll go to the Dodgers we looked it up and it actually said Braves But every other player That's on the checklist That currently got traded slash signed to like Verlander and all those guys So of course they were all going to the current teams except for Freddie Freeman So we actually DM group rate checklist and thanks to him of course to reply him back quickly He did say yeah, thanks for you for Freddie Freeman should be a Dodger will update. Thanks. Yes current team So of course He's gonna update that soon, but I just want to let you know it's still gonna go to the Dodgers as It currently is and just like it normally would of course for the USA cards Now of course if there's a Freddie Freeman hit that has Atlanta Braves low on it or team on it Well, of course, that's gonna go to the Braves, but these USA cards We'll be going to what group rate checklist says and like I said, it's usually exactly what we go by which is teams are currently Also, I just kind of wanted to explain that in a separate video Just let you guys know so appreciate guys Jaspies case breaks calm


Our next caller is Jake from North Carolina. What's up, Jake? How can we help you? Hey guys, what's going on? I'm stoked to be here. So a little bit of background first. I'm a personal trainer and a boxing for MMA coach. My education is in international relations and national security. So through that, I met a lot of special operations guys and it's became kind of a research interest of mine as to how to train them as effectively as possible. So the problem is a lot of their programming really sucks and it's outdated and has them drastically over-training while still neglecting things like agility, mobility, and strength, and focusing a lot on like calisthenics and long form cardio. So a lot of these guys don't have proper weight training until they get to their units and the amount of injuries is really high. So I guess my question is when these people have control over their own training or when we as trainers have control over their training, how do we balance all these adaptations of like building strength, endurance, muscular endurance, mobility, and athleticism and all this stuff while they're still doing things like gunfighting and hand-to-hand fighting and sky and sea diving and all this stuff that also costs time and energy to learn. So how do you periodize that? And then how do you program like even on the small level of the micro cycles and stuff? Cause I hear you guys advise all the time to pick a priority, right? So if somebody calls in and asks you guys, how do I train for a half iron man? You say, okay, well maybe lift one time a week and then focus on the swim, bike, run. So when these guys have all of these things that are priorities, how do they manage that? Yeah, no, that's a good question. Yeah, it's a good question and it's like the million dollar question for anybody who trains people like this. This is actually the most challenging aspect of it. Now, of course there's individual variances and how you would train each person but let's go general first. Here's the beauty, part of the beauty of strength training. You don't have to do a ton of it to reap some of its benefits. Because the people you're talking about are required to have all these skills and all these physical attributes. Strength being a big part of it, I would not need, these people do not need to do more than one or two days a week of traditional strength training. In fact, I would probably do one day a week of traditional strength training. Another day a week where it's more geared specific to what they're looking to do with resistance training. And really the rest of the week, you're focusing a lot on conditioning and skills. Skills being the most important thing. Now you being a boxing coach for MMA, you know probably more than anybody that your skill in boxing is probably the most important thing than second being your ability to have stamina. Well when these guys and girls are engaging with other people, that stamina could be life or death and the skill definitely is life or death. So most of the energy is gonna be focused there. Strength training, resistance training once or twice a week. And once of it, one day a week is gonna be that kind of traditional barbell build kind of that base. And the other day, like I said, it's gonna be a little bit more specific to the individual. Yeah, you're focusing on the things that they lack in, right? So whichever, whatever, if they're less, they have less endurance. So that's how I'm gonna put a little bit more focus on that with that person. If they have less mobility and flexibility and they get injured a lot, then I'm putting more energy in that direction. But you know this question reminds me of, and I'm curious to hear what you guys' opinion on this. You follow the guy, his name, I think his Instagram handle. Tactical. Yes, real world tactical guy. Is that right Andrew, real world tactical, you know who that is? Yeah, I follow that guy. Okay, super badass dude, right? And I'm always curious to like, like people that are following him, like how many of these people are like going and trying to emulate with this? Yeah, cause I don't know if those are his workouts or those are just his video workouts for the media. So that's what I'm trying, and that's what I'm alluding to right now, like do you think that way of training? Like he's like doing crazy, enduring, very cross-fitty type of training. And, but he's also including some of his tactical stuff in there, right? So he'll be like dragon tires and what that, then he'll do like a roll with a gun and then fire it.   But in reality, I think I'd be very more specific to my special ops guy and figuring out, oh, where is he lacking? And then building my core around the things that he is the weakest in to develop that and bring it up and probably doing less of what he's really strong in. Yeah, I think it's really difficult to have like a generalized kind of standard for programming this because there's so many different attributes you're trying to acquire. I think like, as far as what I would look at it in terms of priorities, I definitely would want to make sure that there's lots of, you know, recuperative type of, you know, mobility practices instilled every single day. And that's just something that because of it's, they're going through so much body stress, you know, that's something that I would prioritize that, you know, beginning and, you know, all throughout the day to really make sure that longevity is considered while going through all this sort of chaotic type of stress on the body. But to Sal's point, like really just one, two times a week with the actual strength training part, but the skills is what, you know, is the utmost priority with that pursuit. Yeah, and you know, here's a big mistake people like this often make. Is they emulate the training of athletes. Now here's why there's a big difference between the way an athlete trains and the way people like this train. Let's say you're going to compete in, you're going to compete in a mixed martial art event. You are training and peaking for a specific date. Okay, so you're, there's an off season, there's an on season, you're peaking. Okay. These guys have to be ready at all times. There's a timeline there, which yeah, this is all the time. This is an infinite timeline. If you train these people like they're trying to peak, you're going to over train them. Okay, there is no peaking because it happens all the time. So really what it is is you're training them below that peak intensity because they're just ready. They got to kind of be ready all the time. Now, why are skills so important?  So, you know, a base of strength, maintain mobility.  Let's be even more specific. I feel like we're giving my boy like nothing right now.  Like, so let's kind of build that, right? As generic, but as specific as we possibly can. So would you guys, would it look like this? What's coming to mind to me right now is I think I would have a one to two day a week, very foundational maps, anabolic-esque training routine. And then I would have three to five days depending on what, how much they're handling throughout the week of skills training. And then the way I would dictate the skills training would be I would write a list of all the things from hand-to-hand combat to endurance, to rucking, to body weight strength that have all these priorities of these things that they should be able to accomplish. And then I would have skills training days and we would order them in the order of priority. Meaning that I would do more of whatever I think this special ops person needs the biggest help in. And I would focus mostly on those skill days which, and just compliment one to two days with like a full body type of animal. With a real heavy emphasis on recovery. How to get to that point. And so this is where something like HRV, you know, would be something in my mind would make a lot of sense in this situation because to be able to monitor their overall accumulation of stress would be very valuable to see like, where they're at in terms of the beginning of the day. Versus the end of the day and then the next to be able to manage that appropriately. Now, would you guys agree though that this is the type of client though that you would flirt with overtraining more than under training? Because it's not an athlete who's trying to peek and because I want mental and physical resiliency from this person, I'm probably going to flirt with that line more often than not than the other way around.  So long as I'm looking out for injury and I'm not overtraining in that way, but as far as training their endurance and their mental fortitude to get through because I feel like that's so important.   Yeah, I would go the opposite. No, I would not flirt with overtraining because when you're pushing that line all the time and remember, this is a job. So they're doing it all the time, right? So now you're at the line, you're doing this job all the time, life is stressful. I think that would be a mistake. What I would do is I would play under overtraining. The resistance training I would do is 30 to 45 minutes. That's it. So 30 to 45 minutes once or twice a week. The other three to four days a week, you're looking at about an hour of training and then additional 30 minutes of mobility and that's it. Now that doesn't sound like you're getting them peaked and ready, but what we're talking about is a long-term fitness readiness.  I'm pushing to get to peak performance, but imagine maintaining that all the time. You don't agree that you're gonna have to flirt with that at least once a week or once a month when you are pushing, trying to push that for the mental fortitude reason and for them to push the intensity like that because they'll probably have days already structured for that. Yeah, and that's gonna happen naturally. And you're talking about people who, and maybe if they're beginners and they just signed up for the police academy and they gotta kind of figure it out. But when somebody's at this point, like they've got what they kind of need, they just need to maintain their health, their fitness. Well, I have not trained a lot of special ops people.  So I think I would wanna know that because you have to understand, I agree with you guys if that is built in. But you can't train this person always under a little bit for an hour, then real quick, they're gonna be out in the field for 16 hours and be beat up all day long. And that's like the most intense thing they've ever experienced because you haven't given them that. I think they'll be more prepared and better to deal with those things if they're good fit, but under that limit of over training. I would only do that if I could test it immediately and see like, again, with heart rate and things like that or like, you know, lactate threshold or, you know, whatever, like love those types of tests because then I can actually appropriately see how quickly I can recover from the stress. I love what you're saying there because our good friend Corey Slesinger who shout out to him right now who is out there with the sons who are in the championship right now is the strength and conditioning coach who came on the show and talked about how he utilizes HRV. I think that this would be extremely valuable with these athletes for that exact reason because I feel like there's gotta be when I look at their heart rate variability and go, oh, he's fully rested. Tomorrow I'm bringing the heat on him.  But I wanna be, I do want to push my special ops guy for the mental fortitude reason. Like this, it's- In this situation, mental fortitude is probably one of the highest priorities. Of course. But it's to be able to get into that calm state is everything.  My guy's gonna beat you up and down all day long, bro. No, they're not. Look, they're gonna be under training them all the time. By the time you're there, that's, you've already proven that. You've already got some of that. And again, the biggest, I've trained special ops. I've trained SWAT people, I've worked with them. When I did Jiu-Jitsu, I had a lot of people- Right after your suit people. At that level. Yes. And you know what the biggest problem was? The biggest problem was people that were always after it all the time. They were just chronically over-training. That's why I brought up the real world tactical guy because I don't subscribe to training like that all the time. Because I know that that type of training day in, day out would be way too much for the average special ops person I'd be training. But you have to agree that, like Justin said, that the mental fortitude has to be one of the top priorities. And so you gotta stretch that capacity sometimes. And you're trying to say that, oh, if they got to special ops, they've done that before. So what, you're just gonna not have to, you're not gonna train that ever? No, it's already part of their training. That's already included. Well, okay, do you know that? I don't know that. I do, absolutely. They still do training on a regular basis. Their practices still involve a lot of that. But I, like I said, I think if you're, it's okay, if you're training somebody who's going to go on a mission, very different than if you train somebody who, this is what they do all the time. It can happen at any moment. Well, Jake, do you know? Sorry, we haven't even brought you in this conversation very much. You're good, you're good. I would say when, so a lot of times their training pipelines are like two years and it's very, very focused on mental fortitude, right?  And I think a lot of times, once they get to their units, if they're not at a school, like if they're at dive school, it's gonna be like more of the same. But if they're just training and trying to get better, it's a lot of more like, okay, let's actually go for strength now.  Okay, okay. So Sal's right, Sal's right here. Yeah, yeah. So if I could kind of like take a step back though, you guys recommended like maybe two foundational, like I should say fundamental strength days. So would you then like, would you take a phasic approach to it and kind of like drop everything else? Like say, you know, your five mile runs for time, would you drop that down to like maintenance volume? And then on the fundamental strength thing, would you take them through like maybe, okay, on our two fundamental strength days, it's gonna be like a mezzacycle of like math, say in a ball like, and then after we get done with that, we're gonna switch to like more of a phase two maths performance type thing. Yeah, yeah, yeah, I would still phase it. And I would do one. If you have the ability to do that. Yeah, and I would do one, you know, longer run during the week. And then the rest of the conditioning is gonna be sprint based. It's not gonna be kind of like these long distance type runs. You're looking at speed, performance, agility, that kind of stuff. I mean, I don't know how often you guys in the field are having to run five or 10 miles. You still need that stamina. But oftentimes, and Mike's from again, from the people I worked with, it's like, you gotta react fast, you gotta be quick and you gotta sprint. And sometimes the sprints are longer than a sprint, but it's typically not like this long six or seven mile, you know, type of pursuit. So I would incorporate that kind of stuff, agility work. And again, even once a week, I promise you, like I said, I worked specifically, there's one guy I can think of right now. He's now actually a high level Jiu-Jitsu competitor, but he was a SWAT team. And he was doing weight training three or four days a week and he was having issues with his joints. And he backed all the way down to one day a week, 45 minutes. His strength went through the roof and he just felt so much better. And he's like, I can't believe this basic and low of volume is making me feel so good. I'm like, well, dude, you do so much other stuff. That's about it. Yeah, if you can structure it in a way where you can actually take that one phase where you have a couple of weeks where you're a little more focused specifically on strength, you bring down the endurance a bit, but you come back to it. So it's obviously like the endurance part is gonna be more of the priority within this setting, but to be able to kind of focus in on that, your body's gonna be able to respond better and get that base level strength more efficiently, but then you're gonna have to cycle back into your heavy endurance.  Obviously, you're the way he's talking. Yeah, I'm gonna send, do you have Maps Prime Pro? No, I have Prime, but I don't have Prime Pro. Okay, so I'm gonna send that to you because as a trainer, I think that's gonna have the most value for you.  You're gonna love that program. Great correctional exercise. So we'll send that over to you. And we appreciate you calling. Yeah. Hey, I appreciate you guys so much. Have a good one. Yeah, I tell you, it's like, the big mistake is like, No, you're right. You wanna peak? You're right, I mean, that was, again, I don't have very much experience training these, so I don't know what their protocol looks like outside of what I would be. And I'm thinking I'm controlling all their activity. If I'm controlling all their activity, I know that I wanna make sure I push that, but based off of what you said and what Jake you confirmed is that, they have so much of that outside of the training with me that you're right. I don't need to push that. They're getting that already. So I'm probably leaning more towards the recuperative and skills training with a very minimal amount of strength training one to two days a week.