How One Student Group is Changing the Conversation

By Rei Ramos ‘15
University Communications

Stigma and taboo. These are just two things that keep individuals suffering from mental illness from getting help.  “Active Minds” helps promotes mental health awareness, education, and advocacy on college campuses.

The U of R’s chapter of Active Minds hosts a variety of different events ranging from guest speakers to a variety of awareness drives throughout the year in order to encourage a dialogue about mental health between members of the campus community.  Chapter members help to facilitate these conversations as self-proclaimed “stigma fighters,” combating misconceptions and advocating for greater awareness of common mental health issues such as depression and anxiety.

Stephanie Mejia ’15, a psychology major minoring in International Relations, and one of the club’s co-presidents, said one of her favorite events is an annual art exposition, named “HeART of Disorder.”  “We don’t just advocate for stomping out stigma; we show the community what stigma looks and feels like through various art forms,” she said.

“Prevent a Meltdown” was another program held last year that focused particularly on the student population.  Hosting an ice cream social right before finals week, one of the most stressful weeks of the semester, the student organization partnered with University Health Services in order to pair sweet treats with information about stress-reducing mechanisms.

The “Tell It to the Wall” campaign, which began at the end of October, offers the campus population an anonymous outlet to share their secrets and issues to the public.  The wall, displayed on the third floor of Wilson Commons, is composed of anonymously submitted posts, a la Post Secret.  That same week, Active Minds partnered again with UHS at the Sex and Chocolate Health Fair in order to discuss mental and sexual health.

Co-president Hayley Harnicher ’15, a psychology major with minors in mathematics and business, is thankful for the opportunities that Active Minds has provided her, from serving on the national Student Advisory Committee to the organization’s national office in Washington D.C.  Beyond this, however, she is most grateful for the clarity that the group’s mission provides.  “The best thing I have learned is that taking care of your mental health, or seeking help if needed, is not a weakness and should be commended,” she said.

The Rochester community is no stranger to the costs of overlooking mental health.  Last year, Samuel Freeling, an undergraduate student from Georgetown D.C., ended his own life.  Sam’s mother created Project S.A.M., which hosts an annual 5K Fun Run, the Spike Classic, to provide support and advocacy for those suffering from mental illnesses like depression.

Last year, the money raised by the Spike Classic was used to fund a new track at Sam’s high school, Georgetown Day High School.  This year, funds raised by the run and through their website will go to Active Minds.  The group plans to use the donation to bring the “Send Silence Packing” display to campus.

“It is important for our student group to support a cause that has directly impacted our peers and the U of R community,” said Mejia.  “It is up to us to continue the conversation and make the student body, faculty, staff, and administration aware of the cause and how we can make a difference in the future of our campus.”

If you, or someone you know, is struggling, the CARE Network exists to identify students who may be in distress. Simply fill out a CARE report or set up an appointment with University Counseling Services. Students can call 585-275-3113 to make an appointment.

Photo credit: Helga Weber/Flickr

Spotlight on Natural Sciences Alumni: Laura Osborne

osborneName: Laura Cowan Osborne

Occupation: Early Childhood Special Education Teacher

Education (UR and additional): BA Brain and Cognitive Sciences (double minor in history and psychology) University of Rochester, 2003; MA Early Childhood Special Education George Washington University, 2005; Certificate of Applied Behavior Analysis, George Mason University, 2009

Current city/state/country of residence: Alexandria, VA


Why did you choose to attend the University of Rochester?

My parents (and grandfather) both attended UR. When it was time to look at colleges, they encouraged me to look. I loved the fact that I could take lessons at Eastman and take advantage of all of the concerts there. I loved that the curriculum was open and there were no ‘freshman’ classes. I loved the diversity of classes and majors offered. The campus just felt like home from when I first came to visit!

When and how did you choose your major(s)?

I have always been fascinated by the brain and how it works. I enjoy learning about development and what can go wrong. Because I was so interested in psychology when I took my first couple of courses, but I enjoyed the more scientific lean of BCS. I was excited to know more about how the brain works, how that effects everything else, and what that means for a person.

What did you do immediately after graduation?  How did you decide to take this path?

I was trying to decide between pursuing a PhD in neuropsychology and becoming a special education teacher. In summers between classes, I worked as an assistant in a special education preschool program and also did work in research in both Alzheimer’s disease and neuropsychology.  I decided to take a position as an assistant in a classroom full time to make sure that I really loved working with children and I had so much fun I pursued my MA in education.

What do you do now and why did you choose this career?

I am an early childhood special education teacher. I work with children ages 2-5 that have delays in one more more of the core areas (language, motor skills, social skills, and cognition). I am a non-categorical teacher, so all of my students have different abilities and disabilities. I love that it keeps me on my toes and is continually changing. Seeing my students make progress and helping them to do so means the world to me.

What skills, tools, or knowledge from your major have been most useful to you since graduation?

Having knowledge about the brain has been very helpful as a special education teacher. A lot of my students have had injuries to the brain (stroke in utero, traumatic head injury), suffer from brain related disorders (epilepsy) or have other anomalies (agenesis of the corpus callosum, cortical blindness).  My background has allowed me to better plan for what a student might need in the classroom.

Spotlight on Natural Sciences Alumni: Wendy Moore

mooreName: Wendy Moore

Occupation: Soon-to-be director of Brooklyn Country Day, a small, private preschool

Education (UR and additional): BA in BCS and Psychology ’05, U of R; PhD in Cognitive Development, Teachers College Columbia University

Current city/state/country of residence: Brooklyn, NY


Who were your mentors while you were on campus?  Have you continued those relationships?

Dr. Charles Duffy over at the medical center had a tremendous influence on my interest in pursuing research beyond graduation. The rigorous process of going through my undergraduate thesis and defense with him made for a pretty easygoing doctoral degree experience.

What do you do now and why did you choose this career?

I just graduated from Teachers College and currently take care of my son full-time. Through discovering that I need to also sink my teeth into a professional challenge, I decided to lay out plans to start my own preschool. My BCS background affords me a unique perspective on preschool design and philosophy in ways that other classically trained early childhood preschool teachers don’t necessarily have.

Where would you like to be in five years?

Laying out plans to start a charter preschool for low-income children.

What is your fondest memory of the University?

My freshman year, I was nervously approached by a hallmate to go to the masquerade ball on a first date. Who would have ever thought we’d move to Brooklyn together one day? Been married 5 years- our son just turned one.

What advice do you have for current students?

Take time to do some big dreaming. If you think research might interest you, get involved in a research track- sink your teeth into a big project! And take a class or two totally outside the box what you typically think you’d find interesting.

Spotlight on Natural Sciences Alumni: Sarah Lazer-Gomez

lazerName: Sarah Lazer-Gomez

Occupation: Psychologist, New York City Police Department

Education (UR and additional): Undergraduate – University of Rochester (’07): Major, Brain & Cognitive Science, Minor; Psychology and American Sign Language
Graduate School – Long Island University, C.W. Post; Clinical Psychology, Psy.D.

Current city/state/country of residence: New York, NY


Why did you choose to attend the University of Rochester?

I chose to attend the University of Rochester because it had the feel of a smaller campus with a close-knit community. I also liked the idea of having to take clusters in various academic areas rather than having specific course requirements.

When and how did you choose your major(s)?

I chose my major after my first semester. I took the introductory Brain and Cognitive Science class and really enjoyed it, so I decided to make it my major. I originally thought I might want to be a biology major, but I realized that BCS combined two of my interests; psychology and biology. 

What did you do immediately after graduation?  How did you decide to take this path?

After graduation, I spent the summer living in Rochester. In September, I went to graduate school to get my Psy.D. in Clinical Psychology. This was not an easy decision, but after attending a career fair at U of R I realized that I was always leaning toward a career in social service. I had done research in a Neuroscience lab at the University of Rochester, and while it was fascinating work, I did not think that being a researcher was the right career for me. I was looking for a hands-on experience and training in conducting therapy with patients with a range of mental disorders, and I felt the best way to do this was get my Psy.D.

What do you do now and why did you choose this career?

I am currently employed as a psychologist for the New York City Police Department. I conduct psychological evaluations on candidates who want to be police officers, and other various positions within the department. I chose this job after I completed my doctoral internship year because I was interested in the forensic aspect of Clinical Psychology.

What skills, tools, or knowledge from your major have been most useful to you since graduation?

I use knowledge that I learned in BCS classes on a daily basis. On example is the biology of certain mental disorders and how they are treated with various psychotropic medications. This knowledge came in very handy while working on a psychiatric inpatient unit at Jacobi Hospital during my internship year, where most patients require medications. In addition, I recently had to take the Examination for the Professional Practice of Psychology (EPPP), in order to get my license. There were several questions on this test that went right back to my introductory BCS courses! 

Where would you like to be in five years?

In five years I hope to be seeing patients privately, and hopefully be affiliated with a hospital either doing evaluations or treatment part-time.

What is your fondest memory of the University?

The way campus looks in the fall, and being in a place where everyone is exciting about learning.

Spotlight on Natural Sciences Alumni: Karissa Page

pageName: Karissa M. Page, MPH

UR Major:  Biology

Other UR Majors/Minors: Psychology (major)

Additional Education: Master of Public Health from Tulane University School of Public Health and Tropical Medicine
Current City, State of Residence: Baton Rouge, LA

Job Title: Project Coordinator

Employer: Acadiana C.A.R.E.S.


How did you choose your major(s)?

I was initially pre-med.  Most everyone I knew had decided their major early on in their freshmen year, maybe even before they came to campus, but I was undeclared for as long as possible.  I first declared to be a psychology major, but then realized that I only needed a few more classes to also have a major in biology.

What activities were you involved in as a student and what did you gain from them?

 I was involved with the UR’s College Republicans.  Leading a student group, planning activities and meetings for the group, and tactfully handling issues and controversies are skills I practiced with the College Republicans and use consistently in my work now.

What are some specific skills students should develop during an internship?

Students should hone their writing skills and have exposure to writing different types of work such as grant applications, progress reports, business letters, memorandums, and information for the public.  Students should strive to be exposed to as much of the organization they intern with as possible.  Lastly, make connections.  You never know where you will cross paths with someone again.

What is your opinion regarding graduate school vs. working right after graduation?

There is no proper order to follow.  Some people (employers, internship programs) embrace going straight from undergrad to graduate school, others criticize it.  I think it was easier to go straight to graduate school and continue with the life of a student – varying schedules, late nights, writing research papers.  For some, it’s very hard to return to that lifestyle once you’ve become accustomed to set working hours, a paycheck, having free time at night and on the weekends.  I went to graduate school directly from undergrad.  That seemed to be the “expected” route for UR students, and de rigueur for schools in the Northeast.  In other parts of the country, the opposite is true.

What early career advice can you give to current UR students studying biology?

Look for jobs that will bolster your skill set and professional tool box.  Continue to learn and grow, and push yourself out of your comfort zone.  An employer should want to see you mature professionally, even if that means you outgrow your position or their company, and move onto another job. 

What do you do now and why did you choose this career? Where would you like to be in five years?

 I coordinate the activities of a multiyear grant from the Human Resources and Services Administration (HRSA) to improve HIV testing and linkage to care for prisoners in the Baton Rouge area.  My master of public health is focused on program and policy development.  I like creating new healthcare programs from scratch and bringing them to fruition.  In five years, I’d like to be managing an organization that provides access to care and quality of life improvement programs for all ages in suburban/rural communities.

Spotlight on Natural Sciences Alumni: Patricia Waters

WatersName: Patricia Waters
UR Major: Biology
Other UR Majors/Minors: Psychology
Additional Education: MS Secondary Education, Pace University; PhD Teaching and Curriculum, Warner School of Education
Current City, State of Residence: Oswego, NY
Job Title: Mentor-Scholar Coordinator
Employer: SUNY Oswego
Community Activities: Member, Leadership Oswego County; Chair, Oswego Education Alliance


How did you choose your major(s)?

Playing school as a child, I knew I always wanted to be a teacher. As an imaginative young writer, I was initially drawn to English. The discovery of babies during a shark dissection in AP biology quickly altered my content area interest to science. Admission into the University of Rochester solidified this path. With an affinity for understanding how people think, I also continued to take psychology courses for fun and graduated with a B.A. in Biology and Psychology.

What activities were you involved in as a student and what did you gain from them?

Through my involvement in both the Jumpstart and Urban Fellows Program I gained the capacity to work with individuals of diverse socioeconomic backgrounds and an understanding of diversity through participation in community based activities. I developed communication skills through event planning and the ability to design and implement lesson plans. An increased awareness of the history, politics, demographics, and sociology of urban systems have benefited me as an educator.

What are some specific skills students should develop during an internship?

Having financed my own education through merit-based scholarships, need-based loans, and federal work study I recognize how careful one must be in choosing an internship. To be successful one should establish professional, personal, and academic goals. As well, one should identify skills and experience you can personally offer. In addition to skill and knowledge development, internships above all offer the opportunity to develop interpersonal skills. Particularly, networking enables one to hear about job opportunities for which they may be a good fit.

What was your first job after graduation? What college experiences prepared or qualified you for that position?

After graduating, I joined Teach for America and obtained my MS in Secondary Education from Pace University. During two rigorous years of teaching in the Bronx, NY I persisted in the face of the challenge to obtain measurable results. My science background helped me diagnose my seventh grade students in the beginning of my first year. I was distressed to learn that many of them could not read a ruler. However, the cycle of observation and reflection found in the Teach for America program enabled me to use the data I collected to inform my instruction throughout the year. Upon realizing that low reading comprehension skills were to blame for my students’ struggles, I took a hands-on approach to learning and incorporated many laboratory activities to promote growth in their science abilities.

What do you do now and why did you choose this career? Where would you like to be in five years?

As the SUNY Oswego Mentor-Scholar Coordinator, I recruit and supervise undergraduate mentors providing one-on-one support to middle school students. Despite the varied focus, three attributes define my educational and professional journey: a thirst for knowledge, a passion for education, and dedication to service. I hope to continue teaching in the Oswego School of Education and will complete my dissertation in 2014 analyzing how communities experience service provided by institutions of higher education.

Spotlight on Natural Sciences Alumni: Riley O’Neil

O'Neil.Name: Riley O’Neil
UR Major:  Biology
Other UR Majors/Minors: Psychology, BA
Current City, State of Residence: Albany, NY
Job Title: Medical Student, Ensign
Employer: Albany Medical College, United States Navy
Community Activities: Youth mentoring/tutoring/educational programs


How did you choose your major(s)?

I choose both biology and psychology as a result of the great amount of freedom provided by UR’s cluster system.  I had the freedom to explore the areas I was interested in most.  I decided getting a broad introduction to each field was best for my career goals and me.

What activities were you involved in as a student and what did you gain from them?

As a RA/CA, I gained significant practice in interacting and communicating with my peers in both casual conversations and about sensitive topics; something that has given me confidence as I begin the practice of patient interviews.

Who were your mentors while you were on campus? Have you continued those relationships?

I spent a significant amount of my time working and doing research in the lab of Douglas Portman, PhD.  The lab provided me with many important opportunities to expand my education and I’ve done my best to stop in and visit when I’m back in the area.

What are some specific skills students should develop during an internship?

One thing I’ve come to appreciate more as my time at Rochester continued was the importance of networking.  The people you meet can be a great resource later on especially when it comes time to start getting interviews for your next step forward after graduation.

What is your opinion regarding graduate school vs. working right after graduation?

I can certainly see the benefits of both.  I think it’s highly dependent on the field you wish to pursue.  I’m personally happy with my decision to move directly on to a graduate program.  There have been times where I’m a bit jealous of the experiences my current colleagues have gained by working before starting their graduation education. 

What do you do now and why did you choose this career? Where would you like to be in five years?

I choose to pursue a career in medicine.  This was then, and is now, the most rewarding career I could think to enter.  I also made the decision to commission to the United States Navy through their Health Professions Scholarship Program (HPSP).  The program covers the cost of medical school in exchange for your future service.  Five years from now, I’d like to be well into the residency program of my choice and proudly serving our country.

Spotlight on Natural Sciences Alumni: Claire Agrawal

agrawalName:  Claire Agrawal

UR Major:  Biology

Other UR Majors/Minors: French, Psychology as a Social Science

Additional Education: Currently in University of Pittsburgh’s DPT program

Current City, State of Residence: Pittsburgh, PA

Community Activities:  Work one-on-one with a child with Down Syndrome and Autism at a Saturday morning program promoting motor and social development through gym and swimming activities


What activities were you involved in as a student and what did you gain from them? 

I was on the Bhangra dance team and the a cappella group After-Hours. The biggest things I gained from being involved in these activities are friendships and a realization of how important it is to find something outside of schoolwork/a career that you like to do.   Doing extracurricular activities in college showed me what I could do to feel balanced in life and also gave me a skills base in dancing and singing to build upon after college.  Knowing that these are the activities I like to do, I sought out more opportunities in dancing and music after moving to a new city for grad school. Doing so has helped me adjust to the new city faster, balance the stress of grad school, and meet people who enjoy doing the same things I do.

What are some specific skills students should develop during an internship?

An internship is an excellent opportunity to develop your professional skills.  Punctuality, presentation of yourself, positivity, flexibility, and initiative are all aspects of professional behavior that have been emphasized in grad school as vital components of surviving in the work-force.   In my case, it is in regards to patient care as a physical therapist. But I believe these skills are valuable in any setting, and truly open doors for you beyond good grades alone.  An internship is an ideal setting in which to practice these skills because your position changes from student to colleague and you work within a team to achieve a goal instead of a grade.

What did you wish you had known before graduating? What would you have done differently?

I wish I had taken better advantage of intern/volunteer opportunities during college (especially during summers) to investigate different careers.  I have a friend from U of R who applied to a wide variety of internships (some unpaid) in areas she was interested in, including some that did not obviously relate to her major.   While reflecting back on college with her, I was fascinated by how each of her seemingly unrelated experiences contributed to the job she now has (she works for a think tank). I admire how she followed her interests instead of just a predictable track for her major.

What early career advice can you give to current UR students studying biology?

My advice would be to consider the day-to-day job routine you can see yourself in.   Do you want to work independently or with a team or with patients/clients for the majority of the day? Do you want a fast-paced atmosphere or a quieter one where you have more time to think about decisions? If you’re interested in research, I would recommend trying to get involved in both lab and clinical research to see if you prefer one more than the other before ruling research out.  If you are interested in health-related careers, don’t forget about nursing, physical therapy, occupational therapy, speech therapy, dentistry, pharmacy, and other allied health fields in addition to medicine

What do you do now and why did you choose this career? Where would you like to be in five years?

 I am currently in grad school to become a physical therapist.  I chose this path because I want a career that has me on my feet instead of behind a desk, that involves direct social interaction with people, and that relates the biological sciences to improving human health.  I also chose it because of the opportunity to do clinical work, teaching, and research all in the same job down the road. In five years, I hope to be practicing as a physical therapist with a specialty in Women’s Health Rehab or Neurology.  My goal is to practice physical therapy abroad as well, in order to gain a better perspective of the role of a PT in different health care systems.

Spotlight on Engineering Alumni: Brad Orego

APCSBradOregoName: Brad Orego

Occupation: User Experience Designer

Education (UR and additional): BS (Computer Science), BA (Psychology), University of Rochester, 2010; T5 2011

Current city/state of residence: Madison, WI

Community activitiesMUFA (ultimate frisbee), Kanopy Dance Company, MCVD (dance), Madison Curling Club, UXMad, 3-Day Startup, Startup Weekend, 100state


Why did you choose to attend the University of Rochester?

When I was a senior in high school considering my options for college, I had decided on two areas of study that I was interested in majoring in: Computer Science and Psychology. Due to that, the schools I looked at were split into two groups: tech schools for CS and liberal arts schools for Psych. When I came to the University of Rochester, I had a meeting with the chair of the CS department, who asked me what I wanted to major in. When I explained my situation, he simply said “why don’t you come here and do both?” Aside from being in love with the culture and atmosphere of the U of R, this sealed the deal.

What activities were you involved in as a student and what did you gain from them?

I was in several dance groups, a CSUG e-board member, involved in ResLife, and a few other clubs here and there, as well as a TA/Workshop Leader. Aside from a way to get out, try new things, and meet new people, getting involved in the leadership of those clubs had an incredible impact on my growth and experience at the U of R. I still use examples from various e-board positions when interviewing for positions, and it really brought my learning out of theory in the classroom to practice in the real world. Working with students across majors/interests is an incredibly valuable lesson in teamwork.

What resources did you use on campus that you recommend current students use?

Definitely do whatever you can to get involved in something that isn’t just academics. I fully believe that the college experience is about more than just what’s taught in the classroom. Check out the Activities Fair and the various clubs and activities available on campus – they can have a huge impact on your time at the University. Also, don’t be afraid of the Career Center: they’re there to help. They’re an incredible resource, and can really improve your job/internship search process.

What did you do immediately after graduation? How did you decide to take that path?

I decided to go straight to work as a Software Developer when I graduated because I was a little tired of academia after so many years, and I also wanted to get some good real-world experience in software development/the software industry. After discovering that pure software development wasn’t exactly what I wanted, I decided to leave my first job for a position as a UI Designer, which is more in line with what I focused on in college and am truly interested in/passionate about.

What skills, tools, or knowledge from your major have been most useful to you since graduation?

One of the greatest things you learn while at the U of R, whether you recognized it or not, is the ability to adapt (especially when it comes to Computer Science). We’re taught many things while in college, but not many of those things directly apply to the real world. What learning all of those things teaches us, though, is the ability to learn and to adapt yourself to a variety of tasks, and to constantly be learning and reinventing yourself. This plasticity is one of the most valuable assets in the job market today.

How are you still connected with the University?

I keep in touch with a lot of my underclassman friends that are still at the University, as well as a handful of my now-fellow-alumni friends. I usually make a trip back every semester to catch up with folks and to see the BPG show every semester, as I was heavily involved with that group in my time. I read all of the newsletters and publications that come from the U of R, and occasionally drop by the homepage/other group pages just to keep tabs on things. 

What advice do you have for current students?

Get involved with something. Your education is more than what you learn in class, and getting yourself involved in something you’re really passionate about will keep you connected to the University far beyond your years there. It’s a way of leaving your mark on the University, and to have something to point to and say “I did that”. The experiences you’ll gain from those challenges will be indispensable in the scope of your entire education, and you’ll enjoy school a lot more than if you just go to class and study.

Spotlight on Natural Sciences Alumni: Eshin Jolly

EshinjollyName: Eshin Jolly
Occupation: Graduate Student
Education (UR and additional):
B.A. in BCS & Psychology, minor in Music, U of R;
PhD in Cognitive Neuroscience (anticipated), Dartmouth College
Current city/state/country of residence: Hanover, NH
Current Community activities: Research, Teaching, Musical performance


 Why did you choose to attend the University of Rochester?

I chose to attend U of R because it simultaneously offered a breadth of possible areas of study as well as the freedom to decide how to study them. By leaving the decision up to students on how to structure their education, U of R gave me the ability to take classes in many different areas before realizing that Brain and Cognitive Science was the major that was most captivated me. In an nutshell, U of R really let me explore until I figured out what I really enjoyed.

What activities were you involved in as a student and what did you gain from them?

I was pretty actively involved in music when I was at U of R. I took lessons at Eastman and performed in several groups on campus, in particular a jazz/funk/dance trio I put together with friends. Music allowed me to meet new people, release some stress from classes, travel around upstate New York and really channel some of my energy into something totally different; definitely some of my fondest memories at U of R. Plus, playing is something that I’ve been able to keep on doing since.

Who were your mentors while you were on campus?  Have you continued those relationships?

My mentors at the U of R were my awesome thesis advisors in BCS: Professors Jessica Cantlon and Brad Mahon. Their advice and training was invaluable. Working with them helped me develop the skills that ultimately allowed me to pursue my graduate education at Dartmouth. Just as rewarding was the personal relationship I developed with them, one that I continue to maintain to this day.

What did you do immediately after graduation?  How did you decide to take this path?

Completing a BCS honors thesis at U of R really whet my appetite for research, but also left me wondering whether I could see myself in research as a full time job. To figure things out I applied to be a full time research assistant and lab manager at various labs across the country. Ultimately I worked for 2 years at Harvard University, an experience that really helped me make my decision to become a “real” scientist. 

What do you do now and why did you choose this career?

Right now I’m a graduate student in the department of Psychological and Brain Sciences at Dartmouth studying social cognitive neuroscience. Although the brain is constantly performing tons of complex computations, I think that perhaps the most complex and most interesting is enabling us to navigate our social world, full of ambiguity, uncertainty and other minds like ours. Getting involved in BCS research early on let me see that neuroscience can elucidate the study of social phenomena and specifically, that the understanding of the mind can be informed by the study of the brain.

What advice do you have for current students?

Explore. Really take the time to figure out what you like and what you don’t. Whether it be BCS, Astrophysics or Capoeira (yup I took a class and it was awesome), U of R gives you an opportunity so take advantage of it. I can’t think of anything more depressing than waking up every single day and dreading what you have to do. I know I don’t.