Thứ Ba, 30 tháng 10, 2018

Youtube daily femely Oct 30 2018

Welcome to a typical German family!

Let's see what everybody is called.

Let's start with the parents.

Parents are called „Eltern" by the way.

Eltern.

Father and mother are very similar to the English words, they are „der Vater" und

„die Mutter".

Always learn the article with the words, that makes it so much easier later on!

Then there is the child, „das Kind".

Das Kind.

Very important in almost every family are the grandparents.

„Die Großeltern".

Die Großeltern.

They are „der Großvater" and „die Großmutter".

Kids often call them „Oma" and „Opa".

Oma is Grandma, Opa is Grandpa.

Maybe the kid has siblings.

Siblings are called „Geschwister".

Die Geschwister.

There is the sister, „die Schwester", and the brother, „der Bruder".

Schwester und Bruder.

On Sunday there will be a visit by an uncle.

„Der Onkel" is coming to visit.

He is bringing his wife, „seine Frau".

Die Frau.

Or to be more precise: Die Ehefrau – if they are married.

He is also bringing his kids, who are the cousins of the kid we are talking about.

Der Cousin und die Cousine.

There are German words for the cousins, but they are very outdated and we use the French

words with French pronunciation.

Cousin und Cousine.

Let's make it a little more complicated.

If I have a sister and she is married, then her husband is my „Schwager".

Der Schwager.

If I have a brother and he is married, then his wife is my „Schwägerin".

Die Schwägerin.

If I am an aunt myself, eine „Tante", die Tante, then I have nieces and nephews.

They are called Nichten und Neffen.

„Die Nichte" is the niece and „Der Neffe" is

the nephew.

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Christmas-loving family have already had their decorations up for almost a month - Daily News - Duration: 3:55.

 A family of seven are so excited about Christmas they have already had their decorations up for almost a month

 Lee and Kerry Whitehead, along with their five children - three of which still live at home - are perhaps the keenest of Santa's little helpers in Kingswood, Hull

 Incredibly the family set up their extensive decorations on October 5 as part of their three-month Christmas tradition that gets bigger and more extravagant every year

 Speaking to Hull Live about how the tradition began, Mr Whitehead said: "I've been doing it since I bought my first property 20 years ago and previously with my parents

 "It's all about the kids. We've got three young ones and two older ones who don't live here now and they love it

 "It's all about Christmas for me and the kids. Every year we add to it. We go to VIP opening nights at garden centres and get discounts just to add to it

  Watermelon-sized tumour grows on mum-of-three's chin which she originally mistook for toothache  "It's all about getting people around

We have people round and have wine and the kids have their friends over and they absolutely love it

 "They (his children) are literally on fire for three months, bouncing up and down

I know I'm crazy for it."  Lee, who owns a successful legal firm, says he spends thousands of pounds on Christmas every year and has already outlaid hundreds in 2018 to make sure this year's spectacular show is better than ever

 Orders are in for some big additions to his festive collection and he admits there is still much more to come until this year's look is complete

 "I've done about 60 per cent and there is about 40 per cent left to do. I've still got the back garden and the balcony to do," the father-of-five said

 "I want a big projector with Father Christmas coming down the roof. It's coming from America and it costs £700

 "Every year I'd like to add to it. I've got a snow machine coming as well.   Burly doorman who floored couple outside pub branded a bully for pushing woman  "We spend thousands of pounds on Christmas every year

"  When it's finished, the back garden will be lit in hundreds of bright lights while the front will be resplendent in white

 But the early Christmas present isn't always popular with the neighbours. He said: "We've been in our house 12 years this year

 "For me it's three months. We get a few stares of people but they don't mind it

 "One of my neighbours loves it. It's all about the fun." Read More Top news stories from Mirror Online

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Family Orientation 2018 - Academic Advising and Student Success - Duration: 46:10.

KATHY FORDE My name's Kathy Forde.

Welcome.

I'm the director of the College Academic Advising Office.

Hear me OK in the back now?

Great.

Thank you.

I am here with my friend and colleague Devon Moore.

Devon is the director of the College

Center for Student Success.

We have some pre-planned slides that we wanted to show you,

but we hope that we'll go through the slides a little bit

quickly and then allow time for the questions

that you might have.

We want this to be more of a conversation.

So let's get started.

Like I said, we'll do a little bit on each of our offices

the Office of the Dean of Students in the College,

College Academic Advising Office,

the Center for College Student Success,

and then we will have time for questions and answers.

So what you've been experiencing this weekend with orientation

we hope is a really great time.

And that's something that our office focuses on.

We work within the Dean of Students Office in the College

and we're dedicated to helping students

navigate their academic path through college and beyond.

And we do that in a variety of ways

through the five different offices

that are represented within the Dean of Students

in the College.

We connect with students throughout their time here,

we aim to foster meaningful advising relationships

as they move through and navigate the curriculum,

we have as you can see from this slide

five different offices under the Dean of Students

Office in the College.

I'll go a little bit out of order.

The first office is our College Programming Office that

puts on this wonderful weekend.

So they work with students on class based programming from,

we used to say orientation and beyond,

but it's really pre orientation, and on through graduation.

They are responsible for lots of different and important

and exciting programs all the way on up to the college

diploma ceremony that y'all be coming back for to celebrate

with us in four years.

The largest office within the Dean of Students Office

is the College Academic Advising Office.

I'm going to talk a little bit more about that later.

We work with the College Center for Student Success,

like I said, the College Programming

Office, the Office College Center for Research

and Fellowships.

That is our office that helps connect students with research

opportunities, especially in the beginning of their time

here, and works with them throughout their time

and beyond as they are applying for national scholarships

and fellowships.

They hold lots of workshops and lots of different ways

to meet with scholarship and fellowship and research

advisors to get your students connected

to these opportunities.

And then our newest office, which we had just

added to our slide deck is the Office of Community Standards.

We've had people working on these issues within our office

forever, but we have decided that this

is an important enough topic that we need to devote

additional resources to this.

So our Office of Community Standards

is the office that works with students

if they are doing something like taking a leave of absence

or returning from a leave of absence.

They will work with students who are experiencing

physical or mental health issues and help them get the resources

that they need.

They will also work with students

who have been accused of discipline and work

with them throughout the discipline process.

As you can see all our offices are

located in the lovely Harper Memorial Library

building, which I'm hoping you've

had a chance to stroll through at some point

since you've been here.

And we have the picture of the outside of the office

and then the beautiful iconic Harper Library,

which is just gorgeous.

And this is a study space that students use.

And I hope that you can sort of spend some time there.

Hopefully you've been to reception there,

or if you haven't yet you will be in the future

because it's just a really wonderful space.

And I'm going to sort of turn to focusing on the College

Academic Advising Office.

There we go.

Each student who enters the college

is assigned a college academic advisor.

So you've heard a lot about advising.

We have lots of different type of advising here

in the college, but the office that I work with

is a college academic advising office.

The students work one on one with their academic advisor,

each student has an academic advisor,

they stay with that advisor through four years

in the college, the advisors get to know students very well.

We work in confidential one on one relationships.

Advisors are assigned to students

based on which residence hall they live in.

So that gives us an opportunity for some really nice synergy

working with our housing office so that with a college

advisor can be in touch with the resident head

of that particular house and say,

I have a concern about X student.

Can you tell me a little bit about how

things are going in housing?

Are you seeing that person or are they

participating in house meals and meetings?

And it allows us a nice way to have just some more layers

of safety net for the students.

Students will meet regularly with their academic advisor

over the course of their time here.

We're working with them to come up with an individual plan

to get them to graduation.

We are also great at working with all of the other offices

not only in the college, but also across the university

so that we are able to make good recommendations,

good targeted specific recommendations to your student

for things that might be useful to them.

So I always say our office might not know the exact answer

to a question, but students should always

reach out to their academic advisor

because even if we don't know the answer,

we know who knows the answer and how

to get that student hooked up with that person

or that office.

So the academic advisor becomes kind of a primary resource

for the student.

And we're really proud of that.

And so ultimately we're helping your student define and achieve

success.

We take our relationships very seriously.

We have a professional relationship, like I said.

We have the expectation that if a student contacts us

we're going to get back to them within 24 business hours,

so that even if a student isn't meeting with an advisor

during a regular scheduled appointment,

that student can reach out to their advisor

with a quick question and get an answer back

in a quick amount of time.

And then we also work very closely

with the academic departments so that when a student declares

a major, we stay with them.

The student stays with their academic advisor

in the college, but we can make recommendations

to different faculty in the divisions who

can be helpful to them.

So for example, each academic major

has a faculty member who's a director of Undergraduate

Studies.

And that person is tasked with working

with the undergraduate majors.

And so we work again as liaisons with those directors

of undergraduate studies so we're

able to make sort of good connections,

good help for the students.

And our students are going to be meeting

with their academic advisor a couple

of times during orientation and then at least

once a quarter in their first year.

So during orientation tomorrow the students

are going to be meeting with their academic advisor

in a big group meeting.

That big group meeting is going to be made up

of the other students who are other first year students who

are also assigned to that advisor.

And I always tell students and parents

that that meeting is very important, but in a lot of ways

it's not emblematic of the relationships

that we're going to be forming with the students

as we move on.

We're not going to have other big group meetings like that.

We're typically meeting with a student one on one.

But we want everybody to be on the same page

and we find that this is the best

way to disseminate all that information quickly

in that big group meeting.

On top of that, that your student

has worked over the summer with our office

to get their schedule ready to get ready to preregistered

through preregistration.

We've been checking all those registrations as they

were released to the students.

And so we have decided it's very important to meet one

on one with our students, even if it's not

going to be a long meeting.

Just a quick 15 minute check in during a week

to make sure that their schedule is working for them, that they

have the courses that they need, just a chance to kind of say hi

one on one.

But then after that we move into establishing

sort of the more substantial relationships

with our students.

Each student in their first year is

required to meet with their advisor

at least once a quarter.

And we have a really nice sort of hook

for getting the students in.

Most students want to meet with their advisors.

That's not an issue.

But students here need to meet with their academic advisor

once a quarter, like I said, in their first year.

And they need to do that by the end of seventh week

so that they can be eligible to pre-register for winter quarter

classes.

That is a big driver for our students.

Our students really want to be able to pre-register

for courses.

And so typically it is not difficult

for us to get our students in to see us by end of that deadline.

Like I said, we're meeting with them

once a quarter in their first year,

and then as they transition into their second, third,

and fourth year that requirement moves to once a year.

So in the autumn quarter, for example, we're

meeting with our first year students

but we're also meeting with all our fourth year students

to make sure that they're on track to graduate

in the winter, first year students again,

but then we're meeting with our third year students

and in the spring first year students and the second year

students.

However, we establish this really nice foundation

with the students.

So when we get to the end of their first year,

and we tell the student, we are moving now for you to,

you need to see me at least once a year

in your second, third, fourth years, often that response is,

but I've been meeting with you quarterly.

That's worked out really well for me.

Can I continue to do that?

Absolutely.

We have time to do that.

We welcome students doing that.

And we're happy to see students throughout their time

here as often as they want.

In addition to sort of those scheduled meetings that

are going to take place, advisers

are available for quick email, phone consultations,

additional meetings as needed.

And you know, once in a while, you

might be talking to your student and say,

have you talked to your adviser about this?

And they would say, well, I'd like to,

but my adviser is booked up a week in advance.

We always have an adviser on call.

That's someone within the office, an adviser, a dean,

a senior adviser who has no other scheduled meetings

that day.

And their job is just to triage quick questions from students.

So there's always, Monday through Friday, somebody

available to talk with the student,

answer a quick question.

The adviser on call is not going to be the person

that a student works through a four-year plan with,

with two majors and three minors.

But the adviser on call is definitely

someone who could answer a quick question about registration

or requirements or whatever they might have.

And part of what you're all thinking about

and is on everybody's minds right now

is your students making a successful adjustment

to college.

And your students came here being the absolute best

in their classes.

And then they're faced with an environment where everybody

else is like that as well.

So it can be kind of a confusing time.

And students who haven't previously experienced maybe

struggling in a class might end up doing that, and that's OK.

We want students to be outside of their comfort zone

and working hard.

They might have to sort of redefine

what getting good grades means.

They might have concerns about fitting in.

They are going to miss you, regardless of what they say.

They're going to miss their pets a lot.

That's something we hear about often

in the quarterly conferences.

They may have come here 100% sure

that they want to major in X, but then get here and discover

major Y. And so that might cause some concern with them.

And then this is all new for everybody.

This is probably the first time students have lived away

from home and that they have to balance their own schedules

and figure out getting up on time

and not having somebody else help them with that.

So they're balancing academics.

They're working, figuring out which

extracurricular activities they want to participate in.

They're meeting their social obligations.

And that's all this sort of the things

that they're experiencing and maybe struggling

with a little bit as they adjust to college.

That is perfectly normal.

And that's probably the best thing

that you can say to your student when they contact you

and say, oh, I think everybody else knows what they're doing.

They all know that they want to major in X.

And I came here thinking one thing, and it's the other.

Nope, everybody is in that same boat.

So you know, how do you best support your student,

besides all the stuff that you've been doing

all along to get them here.

I think a lot of the stuff that we mentioned

is really pretty intuitive.

And you're likely already doing this.

But, you know, be sympathetic.

Transitioning from high school to college is a big challenge.

Ask them about everything.

So it's important to ask about classes,

but it's also equally important to ask about things like,

are you sleeping.

Are you sleeping more than two hours a night?

Are you eating regular meals?

Are you meeting people?

Are you participating in house activities?

Have you gotten out to see other parts of the city?

Remind them that there are lots of resources, that they're not

the first person to struggle, and that everybody

goes through some period of discomfort.

And there's lots of resources available to them.

I would say sort of one of the most important questions

you can ask them is have you talked to your academic adviser

about this.

Because like I said, even if this is not

something that is directly covered in our office

or in CCSS or in any of the other offices within the Dean

of Students Office in the college,

this is something that we can point the student

in the right direction.

And the other thing is, too, that you

may have been able to sort of step in

and help smooth problems.

But really our goal is the same as your goal, which

is to make sure that they are able to resolve problems

on their own with the resources that are available to them.

So we would say, resist the urge to sort of get involved

right away.

Ask them, like I said, have you talked with your adviser?

Who have you talked with about this?

There are people there that you can discuss this with.

So really you're there helping to sort of bolster them.

And what I always say to students,

or what I say to parents, is often

you're going to hear from your student during the highs

and during the lows.

But maybe you're not going to hear

from them in the in-betweens.

So you might hear from a student after they've

gotten a math exam back, and they didn't

do as well as they had hoped.

And they think that their academic career is over

because they got a C for the first time.

And then they go talk to their faculty member,

and they realize or they understand

that a bunch of people got C's, and it's not

uncommon to get a C on your first math exam.

And you still can be super successful in the class

even with that first C, and they feel 100% better.

But they don't call you back and tell you that.

So I think you're going to be hearing sort of from the highs

and from the lows and to sort of help

you put that into perspective.

That's actually very common.

And the next slide I was going to talk about

was FERPA, which you've probably heard about.

But FERPA is the Federal Education Rights and Privacy

Act.

And that is really the law that governs

how we are able to interact with students and sort of others

outside of that.

And when I say we have a confidential one-on-one

relationship with students, we take that very seriously.

So it's very common for a concerned parent

to maybe contact an adviser or contact me.

That's absolutely fine.

But our policy is, if you contact us,

we're going to loop your student in.

So it's not a problem at all to contact our office.

We welcome that.

But we're going to say, let me contact your student

and see if we can sort of work this all out together.

We're not going to have a sort of behind the scenes

relationship with the parent.

We want the student to be in that loop.

And that's something that really governs sort of how

we interact with students.

Oftentimes, though, the next question I get

is, well, you're going to contact us if things

are going horribly wrong.

And the answer to that is yes.

FERPA does not mean that we cannot contact you

in an emergency.

If something happens, we're going

to let you know about that.

In fact, even in a sort of non-emergency situation,

where a student at the end of the quarter, their status

has changed, say, from being in good academic standing to going

on probation, we're going to contact you then as well.

We're going to send you an email and say

that your student's academic status has changed,

and that you should be in contact.

Or you can be in contact with them to sort of talk about that

and talk about resources.

So FERPA is the guideline that covers how we interact.

But that doesn't mean that we're not going

to contact you in an emergency.

So I'm happy to answer any questions,

but I wanted to let Devon sort of talk

about College Center for Student Success.

And then we'll open the floor up to questions for everybody.

DEVON MOORE: Thank you, Kathy.

Good morning, everyone.

It's so wonderful to see so many of you

here, wanting to learn more about the work that we do.

I recognize many of your faces from the Family Resource Fair

yesterday.

That was a lot of fun.

Again, my name is Devon Moore, and I'm

the director of the Center for College Student Success.

We're also called CCSS because we do a lot of acronyms

here at the University of Chicago, you may have noticed.

So UChicago is incredibly committed

to supporting students, regardless of their background

or financial means, to be successful here

during their time in the college.

With that in mind, our center was established in 2015

as a place that really supports and celebrates

students who are first in their family to attend college,

what we call a first generation college student, students

who may come from under-resourced backgrounds

or who may be undocumented or DACA recipients

or be part of a mixed-status family.

We also coordinate the Odyssey Scholarship Program,

and some of your students may be part of that.

With that said, we are part of the many layers

of support provided through the Dean of Students

Office in the college.

We work very, very closely with the college

advising office and the many amazing college advisers.

So any student in the college is welcome to use

the resources available through CCSS, through the center,

so I do want to emphasize that.

We work very closely, again, with the college advisers

so closely, in fact, two of the college advisers

are actually situated within our space to support our programs.

And we train and work with all of the college advisers

to make sure that they're comfortable and really

well-equipped to support students from all backgrounds.

I will say, so we are-- this is a picture of Rockefeller

Chapel-- but we are also located in Harper Memorial

Library, the slide that Kathy showed earlier.

We're on the fourth floor of the west tower.

We always encourage students to use the elevator

because the stairs are kind of windy and confusing.

But we have a lot of different resources

available in our space.

First of all, the space itself is just

a really comfortable place for students to come and gather,

whether it's meeting with an adviser

or coming for a program.

We have a soft seating study space.

Students will come, hang out, sometimes sleep--

sleep so important, as Kathy mentioned--

and we have our textbook lending library available.

And we have a library of over 1,200 volumes

that students can check out for free up to a quarter.

And we have most core classes available.

We also have a laptop lending program.

So some students may come in without a laptop.

Or at some point during their experience

here, their laptop may malfunction or break,

and that can be pretty devastating for a student

here, where so much of their work relies on that machine.

So students are able to come make an appointment with us

and check out a machine, again, for up to a quarter

for them to use and support their work here.

We also offer a free print station.

And that is something that any student, again,

can sign up for.

They just need to create an account on our website.

Finally, I would want to mention our emergency loan program.

Again, we recognize that sometimes

unexpected financial emergencies can come up for students.

And that can cause a lot of anxiety.

And so we developed this program to help

students ease that anxiety.

It's a very, very simple process.

Students come meet with us, and they

can borrow small amounts of money

to, say, cover things like broken glasses or other kinds

of emergencies that may come up, just to help them

further their success here.

We offer so many different workshop and programs.

I do not want to list them all here because that

would take all day, but just to mention a few of them.

One of the things Kathy mentioned earlier

was that sometimes students can get this feeling that--

it's called impostor syndrome-- where

they feel like they're the only one who doesn't have this

figured out, that maybe they don't belong here,

or they might be that admissions mistake.

That is a very, very common feeling here

at the University of Chicago.

And so we have great partners here

to help students think about that

and overcome that and boost their confidence.

We work very, very closely with the College Center for Research

and Fellowships to help students think early

on about how to engage with research opportunities

and how to do things like navigate office hours.

How to approach this situation?

How do I talk to a faculty member?

How do I develop that relationship

and maybe down the line get a very good letter

of recommendation?

We also offer a handful of financial literacy programs.

For example, we're partnering with the bursar

to have students better understand their bill

and how to prepare and budget for their next bill,

as well as partner with our colleagues in study

abroad to think about how to plan for a study

abroad opportunity and budget for that accordingly, so just

a small sampling.

I also wanted to mention just the different supports

that we provide for students in a number of different ways.

We found that mentoring opportunities

can be really beneficial.

We have a small program we call Maroon Mentors.

Actually, incoming first-year students

have already applied for this program

and been matched with upperclass mentors.

Last year, we established an organization called the F-L-I

Network or FLI Network.

F stands for first generation.

L stands for low income.

I stands for immigrant, including

undocumented immigrants.

And the FLI Network is meant to be

a place where faculty, staff, alumni, and students can

be very visible and proud and connect with each other

more broadly across campus.

So we've created also some mentoring opportunities

within that network as well.

We offer, through our partnership

with Campus and Student Life and our colleagues

over at the Center for Identity Inclusion,

the Butterfly Support Group, which is specifically

for undocumented students to offer mental health support.

And I also just want to mention how important it

is that students be engaged across campus.

Creating social networks is super important.

Whether that's in the house, whether that's

through student organizations, there are just so

many places for students to dial in and get connected and build

really strong support networks.

So we also are really intentional about building

good connections with various student organizations that

work with our student populations,

including the Socioeconomic Diversity Alliance, the Quest

Scholarship Network, and the University of Chicago

Coalition for Immigrant Rights.

So I just wanted to throw that out there.

But, obviously, that is something for you

all to think about is just how your students are engaging

more broadly with other students on campus.

And it was just one of the questions that Kathy mentioned,

you know.

What kinds of connections are you making?

What kind of relationships are you forming?

So that is just a broad overview of the many things

that we offer through the center.

But we recognize that you may have many questions for us.

So as Kathy mentioned, we're just

going to open it up now for a good amount of Q&A. We do have

a wonderful colleague here from the College Programming

Office, who is going to assist us with passing

some microphones throughout the audience,

that we can make sure that everyone in the room

can hear the questions that are being asked.

So we'll go ahead and get that started.

AUDIENCE: I'm curious about how many students

are assigned to each adviser.

And also whether we family members, if we don't find out

through our students, will we have any sense

of who the adviser is or have any information

about the exchange that's taking place with the adviser?

KATHY FORDE: So to answer your first question,

how many advisers or how many students is

each adviser assigned, at this point,

we have what we call full-load advisers.

So these are advisers in the office

who don't have other responsibilities,

such as the deans or the senior advisers.

They will have about 320, 325 students.

And that's divvied up roughly 1/4, 1/4, 1/4.

So about that number a quarter of first-years,

second-years, third-years, fourth-years.

So the advisers now are meeting with anywhere

between, say, 75 or 98 first-year students

in that big group meeting.

After that, like I said, it's a one-on-one meeting.

And then your other question was--

oh, so I guess I should say, too, that is a large number.

And the question that we are often asked

is, do you get to actually know your students

with numbers like that.

And the answer is, absolutely.

And the ways that you can be supportive of this

and encouraging of this is really encourage

your student to talk openly with their adviser.

I haven't done it--

I didn't do it in the earlier session--

but I always give this really goofy example of,

let's say, for example, there is an eccentric alum

who loves windsurfing.

And she wants to give a scholarship to another student

who is a windsurfer.

If I hear in that quarterly conference that

among my student's interest is windsurfing,

I can make that recommendation to the financial aid office.

And so the better the student knows their adviser

and the better the student gets to be open with their adviser

and the better the adviser gets to know the student, the more

helpful that we can be.

We also have time structured so that there

is enough time for advisers to meet with all of their students

so they do get to know them well.

But then your second question is, how would we, as parents,

know who the student adviser is.

Unless your student has told you,

there wouldn't be a way that you knew.

But let's say, for example, it's part way into October,

and you've got some concerns, just call our office.

And we can always hook you up with the student's adviser.

So that would be a great way to get in touch with us.

AUDIENCE: Thank you very much.

One last thing, which is you mentioned

that the one example of when you might reach out to a family,

if the academic standing had changed

at the end of the quarter.

But are there any other, uh--

is there any-- how often or it sounds like you're not

very often reaching out to family,

so we probably will not hear from you.

KATHY FORDE: Yeah, you're right.

You're probably, no news is good news, right?

So you probably won't be hearing from us.

But, clearly, if there is a serious situation,

you're going to hear from us.

A couple of years back, we had an incident

with a student who was not a-- or I think

it was a high school student.

Devon might not remember the story I'm talking about.

But there was an unfortunate incident where a student said,

I'm going to go, you know, shoot up the University of Chicago

campus.

This was not anyone associated with the university.

But clearly that was something that we were taking very, very

seriously.

We ended up closing the campus.

The first time that--

I've worked here for nearly 30 years.

We have never closed campus.

But we closed down, and that was an instance where

Dean Ellison thought, this is something

that parents need to hear about.

Why we're doing this, what precautions we are taking.

And so you have all signed up, I hope, for the parent--

you've given your email addresses

so you can sign up for the parent email list--

we notified parents and said, this is what we're doing.

These are the precautions that we're taking.

But, yeah, ultimately, no news is good news.

AUDIENCE: Thank you.

AUDIENCE: Thank you for this very informative session.

I have a couple of questions, as well.

One is, will we receive a transcript from the student

or from the university?

And the second question is, the student has a career adviser

as well.

So how does that work with the academic adviser?

And is it up to the student to take initiative

to see if they are interested in a particular career

field, what kind of courses will be required?

KATHY FORDE: So your first question

is, no, family members don't receive

grade reports or transcripts or anything like that.

We recommend that you establish with your student right

away sort of, this is, you know, these are when grades come out.

And this is how you're going to show me your transcript.

We make it so-- while we don't send grades out--

we actually make it very easy for students

to have a transcript sent to their parents.

That's something that they can do through their portal.

They can arrange to have either an official

or an unofficial transcript sent.

So that would be something that you would want

to work with your student on.

And then, suddenly, I forgot the second question.

DEVON MOORE: Oh, yes, each student

is assigned a career adviser.

And so, again, this is an additional layer of support.

And so the career adviser can sometimes

be a good sounding board for different career

paths, different ideas, potential courses to take.

However, ultimately, the academic adviser

is the best person to talk to, making sure

that the student is on track to complete

the core and major requirements.

But, yeah, with that in mind, some students

for certain programs are required

to meet with their career advisers.

But in the most part, it is incumbent on the student

to make those connections and reach out to those resources.

They get a lot of information, I will

say, from the Office of Career Advancement.

So pretty much every student engages

with that office, and the earlier

the better honestly to build those connections

and learn about their resources.

KATHY FORDE: Right, and they clearly

can speak to this better than we can as they're experts.

But what we hear from them is that students

are engaging with employers earlier and earlier.

When I first started, it was very common for a student

to have an internship after their third year.

And that might be the first time they have an internship,

and it might be sort of their first kind of career

exploration experience.

But really that happens earlier and earlier.

And so career advancement is just a great resource for them,

for the students.

And they, in the first year, in particular,

have a lot of low-impact ways, sort

of non-competitive ways for students to gain experience.

So they have a great job shadowing program

that students can participate in.

They also do different treks, where

they will take a group of, one career

adviser or a couple of career advisers,

will take a group of students to a particular area

to focus on a certain industry.

We have treks all over the world.

But most of them focus domestically, of course.

But these are just sort of great non-competitive opportunities

for students to gain experience.

AUDIENCE: I had one quick question,

which was, you mentioned briefly lending library for resources,

textbooks, or otherwise.

Is that open to all students just in case

they can't find a core book or something?

DEVON MOORE: Yes, absolutely.

Our textbook lending library is open to all students.

It opens up the Monday of the quarter, each quarter.

And this quarter will be open at 10:00 AM on Monday,

October 1st.

If a student is looking for a particular book,

we actually have an online listing

of every single book in our library on our website,

CCSS.uchicago.edu.

Click on Lending Library, and a student

should know what we have in stock.

It's updated in real time.

So if that gets checked out, a student

can know before they come in whether or not

it's still available.

AUDIENCE: Thank you.

KATHY FORDE: Talk about going, when you drive the golf cart

at the end of the corner.

DEVON MOORE: The textbook library, I should mention,

is entirely built off of donations from other students.

It's just really been remarkable to see

how generous everyone has been to support this initiative.

And, yes, we do have thousands of books coming in.

It's wonderful.

AUDIENCE: So I wonder whether you

can be more explicit about what FERPA will and will not

allow you to do and what it gives you discretion over.

Because I noticed in your slides,

you use a word "may contact us," instead of "will contact us."

So I wonder, when is it that you will?

When is it up to your discretion?

And you're going to make a judgment call on

whether you're going to contact your parent or not?

KATHY FORDE: Sure, yeah, so absolutely.

So we are going to definitely contact you

if there's any sort of emergency.

We're also going to email parents

if the student's status changes, like I said,

if they are moving from being on good academic standing

to probation.

But for the most part, we're pretty hands-off.

So we're not going to, say, we're not

going to contact you if your student is failing a course.

That's really up to them to navigate.

We, of course, are encouraging them

to be in contact with their families

and encouraging them to be in touch with resources.

But, ultimately, like I said, the relationship

is really between the adviser and the student.

AUDIENCE: I have a question, and forgive me

if you covered this already.

But are the academic advisers all full-time employees

of the university, or do they have a dual capacity?

KATHY FORDE: No, that's a great question.

I have worked in the system so long,

I just sort of take that for granted.

You are absolutely right.

We are all full-time professional advisers.

We don't have responsibilities elsewhere.

We work with, we participate in other things with other offices

when they have a special event.

But, ultimately, our job is to work with the students,

make sure that they're navigating

the curriculum correctly and accurately,

and that is our role.

That's what we take seriously.

We are not faculty members in other departments.

A lot of us come here with deep backgrounds

in different academic fields.

We come from a lot of different areas as well.

But, ultimately, that's our sole responsibility.

I mean, I'm not a person who's going to knock a state school.

I am a product of a state school.

I got a wonderful education, but we did not

have academic advising.

We had graduate students and, in some instances, maybe a faculty

member who might be in your department,

might not be in your department, who you could talk with.

But these are professionals dedicated solely

to that so thank you for asking that.

AUDIENCE: Hi.

This isn't specifically an academic question

but more of a dean of students question.

I'm here.

When you talk about contacting parents

in case of an emergency, are you referring

to an academic emergency, being put on academic probation?

What happens, I have some questions

about what happens in case a student gets into a car

accident and ends up in the hospital.

Would parents be contacted in that situation?

And how do we sort of arrange for that?

KATHY FORDE: Yeah, so we have a Dean-on-Call system.

And deans on call are professionals

in a variety of offices across campus, who

train to become Dean-on-Call.

And they take an on-call shift every three or four or five

weeks.

And what they do is they carry a beeper.

And any time there's an incident that a university student is

involved, and whether it's a college student

or somebody from one of the graduate divisions,

the Dean-on-Call is contacted.

So if a student winds up in the emergency room or if a student

gets into a car accident or if a student got arrested

or something like that-- which, of course,

never happens with college students--

the Dean-on-Call is notified.

And they're, like I said, they're

on a 24-hour shift at that point in time.

So the Dean-on-Call is then in contact with our office.

And, then, yes, in a situation like a car accident,

we're definitely going to be looping the family in.

If it's not a serious car accident,

we're expecting that your kid is going to contact you.

But if it's a serious thing and the student is not

able to contact their families, yes, we'll be in contact.

AUDIENCE: OK.

Thank you.

And there's nothing that we have to have them sign.

KATHY FORDE: No, so there's, some of you

may have older students who've gone through the college.

And at a certain point in time, we

used to use this old form that said,

"I want my parents notified."

And you would sign off on, the student would sign off on that.

We don't use that anymore.

We're going to contact you if there's an emergency.

AUDIENCE: OK, thank you.

AUDIENCE: I may be next, I'm not sure.

What's the policy on declaring majors?

When do they have to declare their major by?

KATHY FORDE: Depends on what the major is.

So for the most part, within the first two years,

students are focusing on their college core curriculum

or their gen-ed courses.

That makes up about 1/3 of what they're doing.

Another 1/3 would be made up of their major,

and then the last 1/3 would be their electives, which

could encompass a second major or a minor

or something like that.

Students are kind of asked to declare their major by the end

of their second year.

Most students have figured that out by then,

and it makes sense for them to declare

by the end of their second year.

There are some students who might

be on the fence, thinking, well, I might do econ.

I might do public policy.

We're not going to, there aren't going

to be any ramifications if a student doesn't

declare their major until, say, the start of their third year.

I say, declaring the end of their second year,

for the most part, because there are a handful of things--

and their adviser can talk more specifically about this with

them--

but there are a handful of majors

that students need to apply to.

This is a very old-timey thing, in my opinion, where

they have an application process that

is due at the end of the first year.

So, for example, students who might be interested in the Law

Letters and Society major, that asks for an application that

is due at the beginning of the spring term.

Something like Fundamentals requires

students to apply at the end of their first year.

Maybe in their second year, students

would be applying to something like I-S Hum.

But for the most part, students sort of opt into a major

simply by taking those courses.

And then we work with these students throughout their time

here.

But since we're generalists, we also

have Directors of Undergraduate Studies in each major, who

can answer sort of more specific questions about the major

and can be available for helping students that way.

AUDIENCE: Yes, please.

Are there ever incidences where an adviser and a student

have a, well, just don't mesh in personalities.

And if so, how is that handled?

And, secondly, if an adviser should unexpectedly

leave the university for whatever reason,

how is a student reassigned?

KATHY FORDE: So the question is, you know,

are there times when students and their adviser don't mesh.

And I wouldn't say that they don't mesh.

I mean, we are all professionals.

We work really hard to develop a good relationship

with our students.

But there might be an instance where a student does prefer

to have a different adviser.

And so what the student does is they petition me.

And I will often call the student in

and sort of talk with them about what their concerns are.

And then I'm able to make a switch, based

on sort of which advisers are also advising people

in their residence hall and sort of make a good fit for them.

AUDIENCE: What if an adviser--

KATHY FORDE: Oh, oh, so second question, yeah.

This is our second time doing this

so I feel like I'm only catching the first part,

or remembering the first part of questions.

I apologize.

So, yeah, we do occasionally have

times where an adviser will need to leave

in the middle of the year because their spouse

or partner got another job, and they're going somewhere else,

or they got another job.

And so in instances like that, we

try to hire someone and get them trained

quickly enough to be a helpful adviser.

But in that interim period, we will typically

divide students up to sort of have

sort of an interim advisor in that period

until we can get a new adviser up and running for them.

So students wouldn't sort of not have an adviser.

And we will, for example, we've had someone

accept a job in another office.

And so for that adviser of students,

we've reassigned their first-year and fourth-year

students to another adviser so that they

have someone that they can work with closely.

And then sometimes we will tell the second- and third-year

students that since there's not a required conference

in the autumn quarter, if you have questions,

you can work with the adviser on call, which

we have available every day.

But occasionally I'll have students who will write to me

and say, hey, I've been told that I

need to work with the adviser on call.

And the adviser on call has been great,

but I wonder if I can come talk to you about this.

And absolutely, yeah, we're happy to work with students.

AUDIENCE: You can go.

AUDIENCE: Are there any differences

between 18-year-old students or underage students?

KATHY FORDE: Are there any differences

between sort of a 17-year-old student

and an 18-year-old student?

Is that your question?

So, you know, everybody, I don't have a great answer for that,

to tell you the truth.

So we consider everyone to be a young adult.

We're not going to treat, we're going

to treat everyone who is a first-year student ultimately

the same way.

So we don't have a different governing principle for someone

who hasn't yet turned 18.

There are certain things, like they are not

able to sign contracts.

And so if there was an issue with needing

to sign another housing contract,

that would have to be bounced back to the families.

But for the most part, our advisers

will know what the students' birthdays are.

And so they will know, the student

is not turning 18 until November.

But we're not dealing with them in any different fashion.

AUDIENCE: I have a question here about the Metcalf Fellowship.

On your right.

And I'm wondering, whose office is it looped into?

Is it your office?

Is it the career side?

How should a student navigate through all of this?

I feel that there is so much information for them

to think about.

And as you mentioned earlier, the career [INAUDIBLE]

back to the job shadowing, tracking

starts earlier and earlier.

So where should they start investigating

Metcalf Fellowship or job opportunities or interests?

Thank you.

KATHY FORDE: Sure, so, yeah, like Devon

said, every student is also assigned a career adviser.

And that would be something they could work with their career

adviser about.

In addition, career advancement has a really robust web page.

And they're sending information to students sort

of all the time.

And this is typically a question that we're

talking with students about when we're meeting with them autumn

quarter of their first year.

You know, what are you thinking about for summer?

Have you been in touch with career advancement?

Have you attended some of the workshops?

So we're working to sort of hook them

into those resources early.

But, yeah, ultimately, it's career advancement

who is dealing with the Metcalf Internships.

DEVON MOORE: And students all have

a group meeting with their career advisers this week.

So hopefully some of the questions

will get answered then.

But at the very least, they'll have the face and the name

to be able to connect with.

AUDIENCE: Hello.

What is the typical class load for the first-year students

on the first quarter?

KATHY FORDE: Sure.

So the full-time course load here--

since we're on the quarter system--

is either three classes or four classes.

And a student would need to take three 1/2

of the time they're here and four 1/2

of the time they're here in order to graduate

within 12 quarters.

So sometimes students will start with four classes

in their first quarter, and that is great.

But sometimes students will say, you know,

this is all new to me.

I'm taking a chemistry class with a long lab.

I'm kind of concerned about that.

I want to start with three.

That's great.

That's their option to do that.

A lot of times, students will start with three

and then bump themselves up into four classes winter quarter.

They can work with their adviser on that.

That's perfectly reasonable.

AUDIENCE: Hi.

I have a question about contacting parents of students

in emergency situations.

And you mentioned something about a direct threat

to the university.

But what about if it's something that's

happened near the university and might

be something that needs to be talked about or, you know--

KATHY FORDE: Sure.

So I'm not an expert on this, but we

do have a safety email that goes out,

and anybody can sign up for that.

And so when there's a security alert

on campus, when you've signed up for that,

you'll get an email saying what that was.

So the University of Chicago Police Department

patrols the area.

And then when there are any incidents

that they want pushed out to the entire campus,

it goes out as a security alert.

So let's say, for example, you know, something like students

have had laptops stolen in these certain areas

at these certain times of day, they'll

push those out as emails to notify the campus about that.

And that's something that you can sign up for.

DEVON MOORE: OK, so I think we'll wrap up now.

But if there are any other individual questions,

you can feel free to come see us up here.

Thank you so much for attending this session.

Have a wonderful lunch, and we'll see later at Convocation.

[AUDIENCE APPLAUSE]

For more infomation >> Family Orientation 2018 - Academic Advising and Student Success - Duration: 46:10.

-------------------------------------------

Dilbert McClint Critters With Huge Teeth Family Battler - Duration: 2:04.

For more infomation >> Dilbert McClint Critters With Huge Teeth Family Battler - Duration: 2:04.

-------------------------------------------

Actress Kajal Aggarwal Family Photos / Kajal with her Parents, Sister Nisha Aggarwal - Duration: 2:36.

Actress Kajal Aggarwal Family Photos / Kajal with her Parents, Sister Nisha Aggarwal

For more infomation >> Actress Kajal Aggarwal Family Photos / Kajal with her Parents, Sister Nisha Aggarwal - Duration: 2:36.

-------------------------------------------

Del's family is mayhem - Wayne - Duration: 0:53.

- Your sister has an announcement to make.

- I do?

- [Woman] Yeah, tell 'em about the school thing.

Tell 'em.

- I'm runnin' for class president.

- What, are you popular all of a sudden, now, Dee, huh?

- Not really.

- She thinks she's better than people

'cause she reads books.

- You're just jealous 'cause you can't even read.

- I can read.

- Okay, Carl, spell restaurant.

- I'm eatin' right now.

What is this, fuckin' Harvard school--

- Because you can't.

- I can, you know what I can spell?

Fuck you.

(intense rock music)

- Would you fuck off with your sticky mitts?

(intense rock music)

What the fuck? Are you fuckin' serious right now?

We're havin' a fuckin' conversation here.

Are you stupid?

Fuckin' people.

Christ.

What the fuck is this. Fuckin...

For more infomation >> Del's family is mayhem - Wayne - Duration: 0:53.

-------------------------------------------

Oprah Winfrey gets into Steve Harvey's HEAD! Steve is MAD!!! | Family Feud - Duration: 0:50.

STEVE: POINT VALUES ARE DOUBLE.

TOP 6 ANSWERS ON THE BOARD. NAME

A TALK SHOW HOST WHO'S YOUR BEST

FRIEND IN YOUR HEAD.

TYA: OPRAH.

STEVE: OPRAH.

SCOTT: STEVE HARVEY!

STEVE: STEVE HARVEY!

SCOTT: GET UP THERE!

[CHEERING AND APPLAUSE]

SCOTT: I...MAN.

[LAUGHTER]

WHO ANSWERED THESE?

STEVE: THIS MY SHOW!

[LAUGHTER]

I CAN'T BEAT OPRAH DOING

A DAMN THING!

[APPLAUSE]

HA!

For more infomation >> Oprah Winfrey gets into Steve Harvey's HEAD! Steve is MAD!!! | Family Feud - Duration: 0:50.

-------------------------------------------

Pulling Sneaky Pranks On Our Family And Completing Secret Missions / Jake and Ty - Duration: 9:43.

For more infomation >> Pulling Sneaky Pranks On Our Family And Completing Secret Missions / Jake and Ty - Duration: 9:43.

-------------------------------------------

IT'S UP THERE! Steve Harvey is SHOCKED!!! | Family Feud - Duration: 0:57.

STEVE: LESLIE, GIVE ME SOMETHING

GRANDMA HAS THAT ONCE TOLD YOU

SHE WAS A GIRL GONE WILD.

LESLIE: UM, MARDI GRAS BEADS.

HA HA HA!

[CHEERING AND APPLAUSE]

IT'S UP THERE.

STEVE: MARDI GRAS BEADS.

JOSH: YEAH!

[CHEERING AND APPLAUSE]

LESLIE: OH, MY GOD! HA HA HA!

TOLD YOU IT WAS UP THERE. HA HA!

[LAUGHTER]

JOSH: THAT'S MY WIFE.

STEVE: HOW THE HELL DID YOU

KNOW THAT?

[LAUGHTER]

SHE SAID, "MARDI GRAS BEADS."

I SAID, "WHO THE HELL WOULD SAY

THAT?"

[LAUGHTER]

BING! WOW!

For more infomation >> IT'S UP THERE! Steve Harvey is SHOCKED!!! | Family Feud - Duration: 0:57.

-------------------------------------------

Leslie + Josh lock up $20,000!!! | Family Feud - Duration: 3:56.

STEVE: ALL RIGHT. YOU READY?

LESLIE: READY.

STEVE: 20 SECONDS ON THE CLOCK,

PLEASE.

[BELL DINGS]

NAME A SMALL CREATURE IN YOUR

BED THAT YOU MIGHT NOT EVEN BE

AWARE OF.

LESLIE: BEDBUG.

STEVE: NAME A GOOD REASON FOR A

MAN TO GIVE HIS WIFE FLOWERS.

LESLIE: VALENTINE'S DAY.

STEVE: NAME A WAY TO LIVEN UP

A DULL PARTY.

LESLIE: A DOG PARTY OR

A DULL PARTY?

STEVE: DULL PARTY. A DULL PARTY.

LESLIE: UM, ALCOHOL.

STEVE; YEAH. TELL ME THE TIME

WHEN PEOPLE USUALLY GET HOME

FROM WORK.

LESLIE: 6:00.

STEVE: NAME SOMETHING YOU PUT ON

YOUR FEET.

LESLIE: SHOES.

STEVE: COME ON, GIRL.

[BELL DINGS]

[CHEERING AND APPLAUSE]

LESLIE: ALL RIGHT!

[LAUGHTER]

I GOT SO EXCITED. HA HA HA!

STEVE: ALL RIGHT, LET'S GO. NAME

A SMALL CREATURE IN YOUR BED

THAT YOU MIGHT NOT EVEN BE AWARE

OF. YOU SAID...

A BEDBUG. SURVEY SAID...

LESLIE: OOH, WOW.

STEVE: NAME A GOOD REASON FOR A

MAN TO GIVE HIS WIFE FLOWERS.

YOU SAID...VALENTINE'S DAY.

SURVEY SAID...

LESLIE: AH.

STEVE: NAME A WAY TO LIVEN UP A

DULL PARTY. YOU SAID...

ALCOHOL. SURVEY SAID...

LESLIE: OOH.

STEVE: TELL ME THE TIME WHEN

PEOPLE USUALLY GET HOME FROM

WORK. YOU SAID...6:00.

SURVEY SAID...

LESLIE: WHOO!

STEVE: NAME SOMETHING YOU PUT ON

YOUR FEET. YOU SAID...

SHOES. SURVEY SAID...

BOOM.

["FAMILY FEUD" THEME PLAYING]

[VALLADON FAMILY CLAMORING]

[MUSIC FADES]

[AUDIENCE CEASES CLAPPING ALONG]

JOSH...

WELL, YOUR WIFE GOT 159 POINTS.

[CHEERING AND APPLAUSE]

JOSH: WAY TO GO, BABY, WAY

TO GO.

STEVE: WELL, JOSH, THAT MEANS

YOU NEED 41 POINTS TO WALK OUTTA

HERE WITH $20,000. IF YOU FOCUS,

WE CAN GET IT DONE, BUT YOU DO

HAVE TO FOCUS, OK?

JOSH: LET'S DO IT.

STEVE: ALL RIGHT, LET'S REMIND

EVERYBODY OF LESLIE'S ANSWERS.

25 SECONDS ON THE CLOCK, PLEASE.

[BELL DINGS]

NAME A SMALL CREATURE IN YOUR

BED THAT YOU MIGHT NOT EVEN BE

AWARE OF.

JOSH: SPIDER.

STEVE: NAME A GOOD REASON FOR

A MAN TO GIVE HIS WIFE FLOWERS.

JOSH: ANNIVERSARY.

STEVE: NAME A WAY TO LIVEN UP

A DULL PARTY.

JOSH: MUSIC.

STEVE: TELL ME THE TIME WHEN

PEOPLE USUALLY GET HOME

FROM WORK.

JOSH: 5:00.

STEVE: NAME SOMETHING YOU PUT ON

YOUR FEET.

JOSH: SHOES.

[BUZZ BUZZ]

STEVE: TRY AGAIN.

JOSH: SOCKS.

STEVE: BAM.

[BELL DINGS]

[CHEERING AND APPLAUSE]

LESLIE: I'M FEELING GOOD

ABOUT THIS.

STEVE: LET'S GO, BUDDY. COME ON,

JOSH. WE NEED 41 POINTS FOR THE

MONEY. NAME A SMALL CREATURE IN

YOUR BED THAT YOU MIGHT NOT EVEN

BE AWARE OF. YOU SAID...

SPIDER. SURVEY SAID...

[CHEERING AND APPLAUSE]

BEDBUG WAS THE NUMBER-ONE

ANSWER. WE ARE 16 POINTS AWAY.

NAME A GOOD REASON FOR A MAN TO

GIVE HIS WIFE FLOWERS.

YOU SAID...ANNIVERSARY.

SURVEY SAID...

["FAMILY FEUD" THEME PLAYING]

[VALLADON FAMILY CLAMORING]

LOVE AND NO REASON WAS NUMBER

ONE, ALCOHOL WAS NUMBER ONE,

5:30 P.M. WAS NUMBER ONE, AND

SHOES WAS NUMBER ONE. WELL, THEY

DID IT. TWO-DAY TOTAL--$20,895

AND THEY'RE COMING RIGHT BACK ON

"FAMILY FEUD." I'M STEVE HARVEY.

COME ON, FOLKS. WE'LL SEE YOU

NEXT TIME.

For more infomation >> Leslie + Josh lock up $20,000!!! | Family Feud - Duration: 3:56.

-------------------------------------------

Halloween - kids makeup tutorial - Duration: 7:39.

Hey, hey! Halloween is getting close.

We've done this scary makeup on Harry.

He's ready for Halloween and we're going to show you how to create this look.

Three products.

White face paint, black face paint and black hair color spray. Very simple.

Let's go.

-Are you ready? -Yes.

-How do you feel? -Fine.

-Here's our little helper. Are you ready? -Yes I am.

We're going to use this make-up kit. It's 129 SEK from Partykungen.

Look at that zombie.

Yes, I see.

Harry has a photo he's looked at for inspiration. It's not one of these.

We show his inspiration now, Edward Scissorhands. You don't have that costume but you like the face and hair.

Yes.

Alma, can you please pass me the white face paint?

Thank you, and some water.

Oh, what a service.

This is Aqua make-up.

Indian.

I have to move you.

Indian!

Oh my God!

I look like The Joker.

Yes.

This face paint is super simple. You mix it with water and it's like painting a picture.

-You have a white face. -I know.

Let's move one with black.

I will use a smaller brush now.

There is a small one.

We're not a beauty channel but we think that Halloween is fun.

Mega fun!

Mega fun, and you don't have to be...

Oh, you moved.

You don't have to be a pro to do a scary Halloween makeup.

Come here so I can sort that out.

That's scary, look.

Trick or treat?!

What do you mean?

Trick or treat? Who says that?

Are you happy with your face? Should we do your hair?

I think that's yes.

I've got some hair spray.

To make your hair fluffy.

Harry, is it ok if I take of your shirt before I move on with hair color? So it wont get stained.

-I wont be dressed. -It's ok.

Here's black hair color.

It's 49 SEK at Partykungen. We have a collaboration with them this Halloween.

They have lots of fun Halloween stuff at reasonable prices.

Another good thing is that they deliver fast.

If I order from partykungen.se one day it's usually delivered the next.

We're late quite often to be honest.

Let's do this!

You're super scary.

Before we move on and Harry puts on his costume we're going to answer Question of the Day.

He's in character. It's crazy what a bit of make up can do to a child!

-Are you ready? -Yes.

Laila is asking; What's your favorite celebration? Halloween.. Christmas.. Easter.. And so on.

Halloween.

Christmas or New Years Eve.

Mine and Axel's favorite is Midsommar and Hussein's favorite is Halloween.

Two Halloween.

-Would you like to get dressed? -Yes!

There are links to the products we've used in the description box.

We wish you all a fantastic Halloween.

Thank you for watching this video!

Leave a thumbs up or down.

Comment, post questions and take care until next time. Bye! Bye!

For more infomation >> Halloween - kids makeup tutorial - Duration: 7:39.

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Beautiful Tiny Home, Perfect For A Family Of Five | Lovely Tiny House - Duration: 6:02.

For more infomation >> Beautiful Tiny Home, Perfect For A Family Of Five | Lovely Tiny House - Duration: 6:02.

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Steve Harvey thinks Austin just BROKE the game board! See why! | Family Feud - Duration: 5:28.

STEVE: ALL RIGHT, SIDNEY, YOU

READY?

SIDNEY: I'M READY, I'M READY.

STEVE: 20 SECONDS ON THE CLOCK,

PLEASE.

HERE WE GO. WE ASKED 100 MEN:

ON A SCALE OF 1 TO 10, HOW MUCH

DOES IT BOTHER YOU WHEN YOU PACK

ON AN EXTRA 10 POUNDS?

SIDNEY: 3.

STEVE: FILL IN THE BLANK: BLANK

TRAIN.

SIDNEY: FAST.

STEVE: NAME A REASON YOU'D NEED

A LAWYER.

SIDNEY: DIVORCE.

STEVE: BESIDES A BIRD, NAME

SOMETHING SPECIFIC THAT HAS

WINGS.

SIDNEY: PLANE.

STEVE: NAME SOMETHING SPECIFIC

YOU FIND SAND IN AFTER A DAY AT

THE BEACH.

SIDNEY: SHOES.

STEVE: COME ON.

GRANT: WHOO!

COLIN: THAT'S RIGHT, THAT'S

RIGHT!

GRANT: LET'S GO, LET'S GO!

STEVE: WE ASKED 100 MEN: ON A

SCALE OF 1 TO 10, HOW MUCH IT

BOTHER YOU WHEN YOU PACK ON

AN EXTRA 10? YOU A DUDE. YOU

SAID... 3.

[LAUGHTER]

3. WHATEVER, YOU KNOW.

SURVEY SAID...

SIDNEY: OH!

STEVE: FILL IN THE BLANK: BLANK

TRAIN. YOU SAID...

FAST TRAIN. SURVEY SAID...

SIDNEY: OH!

STEVE: NAME A REASON YOU'D NEED

A LAWYER. YOU SAID...

DIVORCE. SURVEY SAID...

YEAH. BESIDES A BIRD, NAME

SOMETHING SPECIFIC THAT HAS

WINGS. YOU SAID...

AIRPLANE. SURVEY SAID...

NAME SOMETHING SPECIFIC YOU FIND

SAND IN AFTER A DAY AT THE

BEACH. YOU SAID...

SHOES. SURVEY SAID...

SIDNEY: YEAH!

STEVE: ALL RIGHT, AUSTIN.

AUSTIN: YEP.

STEVE: YOUNG MAN, YOUR FATHER

CAME OUT HERE AND GOT 119

POINTS.

AUSTIN: THAT'S WHAT I'M TALKIN'

ABOUT. THERE WE GO.

SIDNEY: LET'S GO, LET'S GO!

STEVE: YOU NEED 81 POINTS TO WIN

IT. IT GONNA BE A LITTLE BIT

TOUGHER THIS TIME, SO WE'RE

GONNA GIVE YOU 25 SECONDS. YOU

READY?

AUSTIN: LET'S DO IT.

STEVE: ALL RIGHT, LET'S REMIND

EVERYBODY OF SIDNEY'S ANSWERS.

25 SECONDS ON THE CLOCK, PLEASE.

WE ASKED 100 MEN: ON A SCALE OF

1 TO 10, HOW MUCH DOES IT BOTHER

YOU WHEN YOU PACK ON AN EXTRA 10

POUNDS?

AUSTIN: 8.

STEVE: FILL IN THE BLANK: BLANK

TRAIN.

AUSTIN: UH...FAST TRAIN.

[BUZZ BUZZ]

STEVE: TRY AGAIN.

AUSTIN: UH, SLOW.

STEVE: NAME A REASON YOU'D NEED

A LAWYER.

AUSTIN: UH, YOU GOT IN TROUBLE.

STEVE: BESIDES A BIRD,

NAME SOMETHING SPECIFIC THAT HAS

WINGS.

AUSTIN: PTERODACTYL.

STEVE: NAME SOMETHING SPECIFIC

YOU FIND SAND IN AFTER A DAY AT

THE BEACH.

AUSTIN: YOUR SWIM TRUNKS.

WOMAN: WHAT?

AUSTIN: SWIM TRUNKS.

WOMAN: OK.

STEVE: SWIM TRUNKS.

ALL RIGHT, LET'S GO.

SIDNEY: COME ON, AUSTIN.

LET'S GO, AUSTIN. LET'S GO. COME

ON!

COLIN: YEAH!

STEVE: WE NEED 81. LET'S GO.

WE ASKED 100 MEN: ON A SCALE OF

1 TO 10, HOW MUCH DOES IT BOTHER

YOU WHEN YOU PACK ON AN EXTRA 10

POUNDS? YOU SAID...

8. SURVEY SAID...

5. 5 WAS THE NUMBER-ONE ANSWER.

71 AWAY. FILL IN THE BLANK:

BLANK TRAIN. YOU SAID...

SLOW TRAIN.

SURVEY SAID...

[BUZZER]

"SOUL TRAIN."

SIDNEY: "SOUL TRAIN."

HOO!

AUSTIN: OF COURSE.

STEVE: "SOUL TRAIN."

NAME A REASON YOU'D NEED A

LAWYER. YOU SAID...

GOT IN TROUBLE.

SURVEY SAID...

DIVORCE WAS THE NUMBER-ONE

ANSWER. WE 48 POINTS AWAY FROM

THE MONEY. BESIDES A BIRD, NAME

SOMETHING SPECIFIC THAT HAS

WINGS. YOU SAID...

AUSTIN: IT'S TRUE.

STEVE: WHAT? WHAT IS THAT?

AUSTIN: A PTERODACTYL.

STEVE: A WHAT?

AUSTIN: PTERODACTYL. YOU WATCH

"JURASSIC PARK," YOU KNOW?

THEY CAW, CAW, CAW, AND THEY

SWOOP DOWN AND EAT PEOPLE.

YEAH!

[CHEERING AND APPLAUSE]

SEE, EVERYONE KNOWS IT.

I THINK YOU MIGHT BE THE ONLY

ONE.

STEVE: THAT'S HIS ANSWER?

WOMAN: YES.

AUSTIN: IT'S A GREAT ANSWER.

A+ ANSWER.

STEVE: THAT'S A GREAT ANSWER?

COLIN: YES, IT IS.

SIDNEY: YEAH, IT'S A GREAT

ANSWER.

STEVE: YOU--WHAT?

AUSTIN: LET'S--LET'S SEE.

STEVE: MAN, I HOPE.

AUSTIN: SAME.

STEVE: SURVEY SAID...

[BUZZER]

SIDNEY: OH!

[LAUGHTER AND APPLAUSE]

AUSTIN: HEY, I TRIED.

STEVE: I LOOKED UP THERE. I

THOUGHT THE BOARD HAD BROKE.

[LAUGHTER]

Y'ALL SOME NICE PEOPLE. COME ON,

MAN. NOW YOU STILL--THE

NUMBER-ONE ANSWER WAS AIRPLANE.

WE NEED A BIG ONE. NEED 48

POINTS. COME ON, MAN.

NAME SOMETHING SPECIFIC YOU FIND

SAND IN AFTER A DAY AT THE

BEACH. YOU SAID...

SWIMMING TRUNKS.

YOU BETTER BELIEVE IT.

SURVEY SAID...

SIDNEY: OH!

STEVE: SHOES. SHOES WAS NUMBER

ONE. $5.00...A POINT. 835.

WELL, FOLKS, THEY'RE COMIN'

RIGHT BACK ON "FAMILY FEUD."

I'M STEVE HARVEY. WE'LL SEE YOU

NEXT TIME, FOLKS.

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