[Applause] close your eyes and imagine you’re going
close your eyes and imagine you’re going
close your eyes and imagine you’re going on a trip anywhere in the world
on a trip anywhere in the world
on a trip anywhere in the world now there’s a catch this is a trip to
now there’s a catch this is a trip to
now there’s a catch this is a trip to visit a scientist and the place where
visit a scientist and the place where
visit a scientist and the place where they work in your mind envision them
they work in your mind envision them
they work in your mind envision them busy doing the work that a scientist
busy doing the work that a scientist
busy doing the work that a scientist does what do you see
does what do you see
does what do you see I’ll give you a moment
all right does everyone have their
all right does everyone have their scientist in mind and let me guess did
scientist in mind and let me guess did
scientist in mind and let me guess did it look a little something like this guy
it look a little something like this guy
it look a little something like this guy a crazy-looking white guy in a lab coat
a crazy-looking white guy in a lab coat
a crazy-looking white guy in a lab coat holding a beaker I thought so you just
holding a beaker I thought so you just
holding a beaker I thought so you just took the draw scientists test which has
took the draw scientists test which has
took the draw scientists test which has been used for more than 50 years to
been used for more than 50 years to
been used for more than 50 years to envision for to understand how people
envision for to understand how people
envision for to understand how people and students in particular envision
and students in particular envision
and students in particular envision scientists
scientists
scientists what’s so telling about this test
what’s so telling about this test
what’s so telling about this test overwhelmingly most students who take it
overwhelmingly most students who take it
overwhelmingly most students who take it draw white male scientists these
draw white male scientists these
draw white male scientists these perceptions matter because they
perceptions matter because they
perceptions matter because they reinforce cultural stereotypes that may
reinforce cultural stereotypes that may
reinforce cultural stereotypes that may make it less likely for girls and
make it less likely for girls and
make it less likely for girls and students of color to see themselves as
students of color to see themselves as
students of color to see themselves as scientists what the research tells us is
scientists what the research tells us is
scientists what the research tells us is that career aspirations and interest in
that career aspirations and interest in
that career aspirations and interest in science technology engineering and
science technology engineering and
science technology engineering and mathematics or stem for short
mathematics or stem for short
mathematics or stem for short are largely borne between the ages of 10
are largely borne between the ages of 10
are largely borne between the ages of 10 and 14 and that for young children job
and 14 and that for young children job
and 14 and that for young children job preferences and career aspirations are
preferences and career aspirations are
preferences and career aspirations are strongly linked to their images of
strongly linked to their images of
strongly linked to their images of particular occupations so if most
particular occupations so if most
particular occupations so if most students think that science is for crazy
students think that science is for crazy
students think that science is for crazy looking white guys why would they become
looking white guys why would they become
looking white guys why would they become a scientist
I can give you a couple of reasons one
I can give you a couple of reasons one is that science drives our economy a
is that science drives our economy a
is that science drives our economy a 2010 report by President Obama’s Council
2010 report by President Obama’s Council
2010 report by President Obama’s Council of Advisors on science and technology
of Advisors on science and technology
of Advisors on science and technology stated that America’s success in the
stated that America’s success in the
stated that America’s success in the 21st century would rely heavily on the
21st century would rely heavily on the
21st century would rely heavily on the ideas and the skills of a stem
ideas and the skills of a stem
ideas and the skills of a stem illiterate stem educated and STEM
illiterate stem educated and STEM
illiterate stem educated and STEM trained workforce recent estimates
trained workforce recent estimates
trained workforce recent estimates suggest that to meet the nation’s
suggest that to meet the nation’s
suggest that to meet the nation’s evolving workforce needs more than a
evolving workforce needs more than a
evolving workforce needs more than a million more stem professionals will
million more stem professionals will
million more stem professionals will meet fee needs to be added by the year
meet fee needs to be added by the year
meet fee needs to be added by the year 2022 these jobs are diverse most require
2022 these jobs are diverse most require
2022 these jobs are diverse most require moderate but not excessive levels of
moderate but not excessive levels of
moderate but not excessive levels of education bachelor’s degrees and most
education bachelor’s degrees and most
education bachelor’s degrees and most pay well typically 10 to $90,000 more
pay well typically 10 to $90,000 more
pay well typically 10 to $90,000 more than the median family income in the US
than the median family income in the US
than the median family income in the US Virgin Islands which varies
Virgin Islands which varies
Virgin Islands which varies substantially by race who will be
substantially by race who will be
substantially by race who will be filling these jobs statistically it
filling these jobs statistically it
filling these jobs statistically it should be women and non-white
should be women and non-white
should be women and non-white individuals when they make up 51% of the
individuals when they make up 51% of the
individuals when they make up 51% of the u.s. population and projections by the
u.s. population and projections by the
u.s. population and projections by the US Census Bureau predicts that by the
US Census Bureau predicts that by the
US Census Bureau predicts that by the year 2060 if not earlier by the Year
year 2060 if not earlier by the Year
year 2060 if not earlier by the Year 2044 that America will become a majority
2044 that America will become a majority
2044 that America will become a majority minority population yet women persons
minority population yet women persons
minority population yet women persons with disabilities people from low
with disabilities people from low
with disabilities people from low socioeconomic backgrounds African
socioeconomic backgrounds African
socioeconomic backgrounds African Americans Hispanics Native Americans
Americans Hispanics Native Americans
Americans Hispanics Native Americans Native Hawaiians Native Alaskans and
Native Hawaiians Native Alaskans and
Native Hawaiians Native Alaskans and Pacific Islanders are all
Pacific Islanders are all
Pacific Islanders are all underrepresented and stuff
underrepresented and stuff
underrepresented and stuff meaning that in terms of the number of
meaning that in terms of the number of
meaning that in terms of the number of degrees earned and their percentage in
degrees earned and their percentage in
degrees earned and their percentage in the stem job fields they represent a
the stem job fields they represent a
the stem job fields they represent a disproportionately smaller percentage
disproportionately smaller percentage
disproportionately smaller percentage than their percentage in the US popular
than their percentage in the US popular
than their percentage in the US popular unfortunately in the Earth atmospheric
unfortunately in the Earth atmospheric
unfortunately in the Earth atmospheric and ocean sciences collectively termed
and ocean sciences collectively termed
and ocean sciences collectively termed the geosciences these statistics get
the geosciences these statistics get
the geosciences these statistics get even worse for underrepresented groups
even worse for underrepresented groups
even worse for underrepresented groups in fact the geosciences are one of the
in fact the geosciences are one of the
in fact the geosciences are one of the least diverse of all STEM fields
least diverse of all STEM fields
least diverse of all STEM fields in 2015 the year for which we have the
in 2015 the year for which we have the
in 2015 the year for which we have the most recent data from the National
most recent data from the National
most recent data from the National Science Foundation only 1.4 percent of
Science Foundation only 1.4 percent of
Science Foundation only 1.4 percent of doctoral degrees in the u.s. earned in
doctoral degrees in the u.s. earned in
doctoral degrees in the u.s. earned in the ocean sciences went to
the ocean sciences went to
the ocean sciences went to african-americans 1.4 percent well you
african-americans 1.4 percent well you
african-americans 1.4 percent well you might be thinking the u.s. is big right
might be thinking the u.s. is big right
might be thinking the u.s. is big right 1.4 percent I’d maybe be a lot of people
1.4 percent I’d maybe be a lot of people
1.4 percent I’d maybe be a lot of people it isn’t I can can’t count them on one
it isn’t I can can’t count them on one
it isn’t I can can’t count them on one hand
hand
hand there are four people
why does all of this matter the research
why does all of this matter the research tells us that diverse groups of people
tells us that diverse groups of people
tells us that diverse groups of people consistently outperform even the best
consistently outperform even the best
consistently outperform even the best individuals when it comes to problem
individuals when it comes to problem
individuals when it comes to problem solving and that diversity can enhance
solving and that diversity can enhance
solving and that diversity can enhance creativity and innovation it stands to
creativity and innovation it stands to
creativity and innovation it stands to reason that and a stem driven economy
reason that and a stem driven economy
reason that and a stem driven economy why wouldn’t we have the diversity of
why wouldn’t we have the diversity of
why wouldn’t we have the diversity of experiences and perspectives that would
experiences and perspectives that would
experiences and perspectives that would allow us to solve society’s most
allow us to solve society’s most
allow us to solve society’s most challenging problems things like energy
challenging problems things like energy
challenging problems things like energy things like health care things like
things like health care things like
things like health care things like Environmental Protection and things like
Environmental Protection and things like
Environmental Protection and things like national security as a woman with a PhD
national security as a woman with a PhD
national security as a woman with a PhD in the geosciences I’m a minority I am
in the geosciences I’m a minority I am
in the geosciences I’m a minority I am one of only seven women who lead a state
one of only seven women who lead a state
one of only seven women who lead a state water Institute the Virgin Islands Water
water Institute the Virgin Islands Water
water Institute the Virgin Islands Water Resources Research Institute a 54 in the
Resources Research Institute a 54 in the
Resources Research Institute a 54 in the nation things are changing in the
nation things are changing in the
nation things are changing in the geosciences but not as quickly as I or
geosciences but not as quickly as I or
geosciences but not as quickly as I or others would like because of that I am
others would like because of that I am
others would like because of that I am deeply committed to working with
deeply committed to working with
deeply committed to working with underrepresented students in the science
underrepresented students in the science
underrepresented students in the science that I do to inspire their scientific
that I do to inspire their scientific
that I do to inspire their scientific curiosity and to instill in them the
curiosity and to instill in them the
curiosity and to instill in them the confidence that any future self they
confidence that any future self they
confidence that any future self they envision is possible including one as a
envision is possible including one as a
envision is possible including one as a scientist to programs that I lead in the
scientist to programs that I lead in the
scientist to programs that I lead in the Virgin Islands worked abroad our
Virgin Islands worked abroad our
Virgin Islands worked abroad our participation in the ocean sciences and
participation in the ocean sciences and
participation in the ocean sciences and I am fortunate to work with two talented
I am fortunate to work with two talented
I am fortunate to work with two talented teams of people to make that work happen
teams of people to make that work happen
teams of people to make that work happen the first is an ongoing program that
the first is an ongoing program that
the first is an ongoing program that works to reduce land-based sources of
works to reduce land-based sources of
works to reduce land-based sources of marine debris in the territory last fall
marine debris in the territory last fall
marine debris in the territory last fall we invited 27 educators from st. Thomas
we invited 27 educators from st. Thomas
we invited 27 educators from st. Thomas and st. Croix and introduce new USVI
and st. Croix and introduce new USVI
and st. Croix and introduce new USVI specific marine debris curricula into
specific marine debris curricula into
specific marine debris curricula into the schools here teachers are exploring
the schools here teachers are exploring
the schools here teachers are exploring a marine debris beach box and discussing
a marine debris beach box and discussing
a marine debris beach box and discussing how they would use that hand
how they would use that hand
how they would use that hand learning activity in her classroom the
learning activity in her classroom the
learning activity in her classroom the program also funded seven community
program also funded seven community
program also funded seven community transfer projects in school in seven
transfer projects in school in seven
transfer projects in school in seven schools in st. Thomas and st. Croix that
schools in st. Thomas and st. Croix that
schools in st. Thomas and st. Croix that linked together master’s students from
linked together master’s students from
linked together master’s students from the University of the Virgin Islands
the University of the Virgin Islands
the University of the Virgin Islands master’s of marine and environmental
master’s of marine and environmental
master’s of marine and environmental science program with educators and their
science program with educators and their
science program with educators and their students one project keeping it clean
students one project keeping it clean
students one project keeping it clean and 2017 a link to master’s students to
and 2017 a link to master’s students to
and 2017 a link to master’s students to teachers and more than 1,200 students
teachers and more than 1,200 students
teachers and more than 1,200 students from two public schools in st. Thomas
from two public schools in st. Thomas
from two public schools in st. Thomas Lockhart Elementary School and the birth
Lockhart Elementary School and the birth
Lockhart Elementary School and the birth to see official two middle school
to see official two middle school
to see official two middle school students learned about marine debris
students learned about marine debris
students learned about marine debris what it is where it comes from how it
what it is where it comes from how it
what it is where it comes from how it gets to the ocean its impact on the
gets to the ocean its impact on the
gets to the ocean its impact on the environment and what they could do to
environment and what they could do to
environment and what they could do to prevent it these students organized and
prevent it these students organized and
prevent it these students organized and ran a three-week recycling campaign to
ran a three-week recycling campaign to
ran a three-week recycling campaign to reduce potential marine debris items in
reduce potential marine debris items in
reduce potential marine debris items in their schools and in their communities
their schools and in their communities
their schools and in their communities together they collected over 900
together they collected over 900
together they collected over 900 aluminum cans 1300 plastic bags and
aluminum cans 1300 plastic bags and
aluminum cans 1300 plastic bags and 2,500 bladder bottles in just three
2,500 bladder bottles in just three
2,500 bladder bottles in just three weeks
weeks
weeks aluminum cans went to the Virgin Islands
aluminum cans went to the Virgin Islands
aluminum cans went to the Virgin Islands waste management authority to be
waste management authority to be
waste management authority to be recycled and plastics were packed and
recycled and plastics were packed and
recycled and plastics were packed and shipped and sent to a recycling center
shipped and sent to a recycling center
shipped and sent to a recycling center in the States
in the States
in the States Miss Julie Hodge assistant principal at
Miss Julie Hodge assistant principal at
Miss Julie Hodge assistant principal at Lockhart Elementary School said about a
Lockhart Elementary School said about a
Lockhart Elementary School said about a project a project like this is unusual
project a project like this is unusual
project a project like this is unusual in public schools the students took
in public schools the students took
in public schools the students took ownership and exerted great energy into
ownership and exerted great energy into
ownership and exerted great energy into the recycling project it was refreshing
the recycling project it was refreshing
the recycling project it was refreshing to see them light up about this
to see them light up about this
to see them light up about this initiative to preserve the health and
initiative to preserve the health and
initiative to preserve the health and the beauty of our island
the beauty of our island
the beauty of our island system ii program sees your tomorrow
system ii program sees your tomorrow
system ii program sees your tomorrow supporting emerging aquatic scientists
supporting emerging aquatic scientists
supporting emerging aquatic scientists works to broaden participation in the
works to broaden participation in the
works to broaden participation in the ocean sciences for virgin Islanders from
ocean sciences for virgin Islanders from
ocean sciences for virgin Islanders from the middle school through to the PhD it
the middle school through to the PhD it
the middle school through to the PhD it links together territorial and federal
links together territorial and federal
links together territorial and federal agencies University partners folks from
agencies University partners folks from
agencies University partners folks from the nonprofit sector as well as the
the nonprofit sector as well as the
the nonprofit sector as well as the private sector this short video explains
private sector this short video explains
private sector this short video explains what the program is all about seize your
what the program is all about seize your
what the program is all about seize your tomorrow is a three-part program that
tomorrow is a three-part program that
tomorrow is a three-part program that focuses unknown drop out points for
focuses unknown drop out points for
focuses unknown drop out points for students in science the first part of
students in science the first part of
students in science the first part of the program focuses on middle and high
the program focuses on middle and high
the program focuses on middle and high school students through youth ocean
school students through youth ocean
school students through youth ocean explorers a four-week summer program
explorers a four-week summer program
explorers a four-week summer program that provides hands-on field experiences
that provides hands-on field experiences
that provides hands-on field experiences in Caribbean ecosystems and exposure to
in Caribbean ecosystems and exposure to
in Caribbean ecosystems and exposure to career paths in the marine sciences
career paths in the marine sciences
career paths in the marine sciences we’re a lot of hands-on engaging
we’re a lot of hands-on engaging
we’re a lot of hands-on engaging activities kind of get kids interested
activities kind of get kids interested
activities kind of get kids interested in science
in science
in science hopefully pursued careers later on in
hopefully pursued careers later on in
hopefully pursued careers later on in science like before I came here and I
science like before I came here and I
science like before I came here and I really how to swim or anything like that
really how to swim or anything like that
really how to swim or anything like that and like every time I was in the water
and like every time I was in the water
and like every time I was in the water if I feel something I’m running straight
if I feel something I’m running straight
if I feel something I’m running straight up so I get really comfortable I want to
up so I get really comfortable I want to
up so I get really comfortable I want to be like ultimate field working being an
be like ultimate field working being an
be like ultimate field working being an experiment in beam
experiment in beam
experiment in beam the second part of the program works to
the second part of the program works to
the second part of the program works to enhance opportunities for freshman and
enhance opportunities for freshman and
enhance opportunities for freshman and sophomore students at the University of
sophomore students at the University of
sophomore students at the University of the Virgin Islands to engage in marine
the Virgin Islands to engage in marine
the Virgin Islands to engage in marine science through new curriculum and
science through new curriculum and
science through new curriculum and through new internships with our
through new internships with our
through new internships with our partners at the Department of Planning
partners at the Department of Planning
partners at the Department of Planning and Natural Resources and the Nature
and Natural Resources and the Nature
and Natural Resources and the Nature Conservancy NSX includes program
Conservancy NSX includes program
Conservancy NSX includes program consists in providing students with the
consists in providing students with the
consists in providing students with the opportunity to spend time with a
opportunity to spend time with a
opportunity to spend time with a conservation practitioners learning
conservation practitioners learning
conservation practitioners learning about conservation the third part
about conservation the third part
about conservation the third part creates new opportunities for you VI
creates new opportunities for you VI
creates new opportunities for you VI Master students by partnering with Penn
Master students by partnering with Penn
Master students by partnering with Penn State University through the bridge to
State University through the bridge to
State University through the bridge to the ph.d program an eight-week summer
the ph.d program an eight-week summer
the ph.d program an eight-week summer experience at Penn State I’m so excited
experience at Penn State I’m so excited
experience at Penn State I’m so excited about this program because it gives me
about this program because it gives me
about this program because it gives me the opportunity to try it out during a
the opportunity to try it out during a
the opportunity to try it out during a PhD growing up here and then have the
PhD growing up here and then have the
PhD growing up here and then have the like idea of you can actually do this
like idea of you can actually do this
like idea of you can actually do this what I’ve always wanted to do it so the
what I’ve always wanted to do it so the
what I’ve always wanted to do it so the PhD bridge program gives me the
PhD bridge program gives me the
PhD bridge program gives me the opportunity to actually go and feel like
opportunity to actually go and feel like
opportunity to actually go and feel like I can do this
I can do this
I can do this seize your tomorrow Foster’s curiosity
seize your tomorrow Foster’s curiosity
seize your tomorrow Foster’s curiosity instilled stewardship and forges and
instilled stewardship and forges and
instilled stewardship and forges and strengthens educational pathways for
strengthens educational pathways for
strengthens educational pathways for Virgin Island you to explore and secure
Virgin Island you to explore and secure
Virgin Island you to explore and secure careers in marine science broadening
careers in marine science broadening
careers in marine science broadening participation and marine sciences is
participation and marine sciences is
participation and marine sciences is really important in the US Virgin
really important in the US Virgin
really important in the US Virgin Islands because conservation of our
Islands because conservation of our
Islands because conservation of our marine environments are critically
marine environments are critically
marine environments are critically important to the economic and ecological
important to the economic and ecological
important to the economic and ecological vitality of these systems I think it
vitality of these systems I think it
vitality of these systems I think it really says to them you can do science
really says to them you can do science
really says to them you can do science you can do it well and you can do it
you can do it well and you can do it
you can do it well and you can do it here Caeser tomorrow is supported by the
here Caeser tomorrow is supported by the
here Caeser tomorrow is supported by the National Science Foundation through its
National Science Foundation through its
National Science Foundation through its includes program which is a national
includes program which is a national
includes program which is a national effort to broaden participation of
effort to broaden participation of
effort to broaden participation of underrepresented and underserved groups
underrepresented and underserved groups
underrepresented and underserved groups in science technology engineering and
in science technology engineering and
in science technology engineering and mathematics
just last week acacia shared with us
just last week acacia shared with us that she she will be applying to the
that she she will be applying to the
that she she will be applying to the ph.d program and marine biology at Penn
ph.d program and marine biology at Penn
ph.d program and marine biology at Penn State because of the Summer Bridge
State because of the Summer Bridge
State because of the Summer Bridge experience if you’re interested in
experience if you’re interested in
experience if you’re interested in learning more about this program please
learning more about this program please
learning more about this program please visit our website www.chesterlaw.com and
visit our website www.chesterlaw.com and
visit our website www.chesterlaw.com and spent two summers as a youth ocean
spent two summers as a youth ocean
spent two summers as a youth ocean explorer this summer she’s interning
explorer this summer she’s interning
explorer this summer she’s interning with the National Oceanic and
with the National Oceanic and
with the National Oceanic and Atmospheric Administration on the
Atmospheric Administration on the
Atmospheric Administration on the National coral reef monitoring program
National coral reef monitoring program
National coral reef monitoring program and with researchers at the University
and with researchers at the University
and with researchers at the University of the Virgin Islands and the University
of the Virgin Islands and the University
of the Virgin Islands and the University of Texas on a coral disease project
of Texas on a coral disease project
of Texas on a coral disease project these early research experiences are
these early research experiences are
these early research experiences are critical for keeping students interested
critical for keeping students interested
critical for keeping students interested in stem nationally fewer than 40
in stem nationally fewer than 40
in stem nationally fewer than 40 students 40% of students who enter
students 40% of students who enter
students 40% of students who enter college thinking they’ll major in stem
college thinking they’ll major in stem
college thinking they’ll major in stem actually end up earning a stem degree
actually end up earning a stem degree
actually end up earning a stem degree why do they switch majors for many
why do they switch majors for many
why do they switch majors for many reasons but a lot of it has to do with
reasons but a lot of it has to do with
reasons but a lot of it has to do with boring classes and lack of authentic
boring classes and lack of authentic
boring classes and lack of authentic research experiences in the first two
research experiences in the first two
research experiences in the first two years Ceasar tomorrow fills an important
years Ceasar tomorrow fills an important
years Ceasar tomorrow fills an important gap by providing early research
gap by providing early research
gap by providing early research experiences for freshman and sophomore
experiences for freshman and sophomore
experiences for freshman and sophomore students at the University of the Virgin
students at the University of the Virgin
students at the University of the Virgin Islands one of the innovative aspects of
Islands one of the innovative aspects of
Islands one of the innovative aspects of Caesar tomorrow that the video didn’t
Caesar tomorrow that the video didn’t
Caesar tomorrow that the video didn’t talk about was the family programming
talk about was the family programming
talk about was the family programming component in this component we invite
component in this component we invite
component in this component we invite families at the start of the program to
families at the start of the program to
families at the start of the program to tell them what the experience will be
tell them what the experience will be
tell them what the experience will be like for their students and then invite
like for their students and then invite
like for their students and then invite them back to have students share with
them back to have students share with
them back to have students share with them but those
them but those
them but those experiences for life and what they
experiences for life and what they
experiences for life and what they learned studies show that students who
learned studies show that students who
learned studies show that students who have family support are much more likely
have family support are much more likely
have family support are much more likely to persist in Stata in to earn a stem
to persist in Stata in to earn a stem
to persist in Stata in to earn a stem degree and some studies suggest that
degree and some studies suggest that
degree and some studies suggest that this may be particularly true for
this may be particularly true for
this may be particularly true for underrepresented groups recently we had
underrepresented groups recently we had
underrepresented groups recently we had our first family program among event for
our first family program among event for
our first family program among event for undergraduate students and Jen came with
undergraduate students and Jen came with
undergraduate students and Jen came with her auntie Rhonda
her auntie Rhonda
her auntie Rhonda after watching the video Rhonda who she
after watching the video Rhonda who she
after watching the video Rhonda who she herself had been a biology major at UVI
herself had been a biology major at UVI
herself had been a biology major at UVI in the late 1990s turned to Jenna and
in the late 1990s turned to Jenna and
in the late 1990s turned to Jenna and told her how proud she was that she was
told her how proud she was that she was
told her how proud she was that she was participating in a program like this she
participating in a program like this she
participating in a program like this she then turned to me and said thank you for
then turned to me and said thank you for
then turned to me and said thank you for providing this opportunity
goosebumps raised on my arms and I
goosebumps raised on my arms and I wanted to tell her no no no thank you
wanted to tell her no no no thank you
wanted to tell her no no no thank you thank you for supporting Jenn’s dream to
thank you for supporting Jenn’s dream to
thank you for supporting Jenn’s dream to become a marine scientist I wish that
become a marine scientist I wish that
become a marine scientist I wish that all of my students had an auntie like
all of my students had an auntie like
all of my students had an auntie like you
instead what I said in my most
instead what I said in my most professional voice with of course you’re
professional voice with of course you’re
professional voice with of course you’re welcome we’re so excited to be working
welcome we’re so excited to be working
welcome we’re so excited to be working with general summer but maybe I should
with general summer but maybe I should
with general summer but maybe I should have told her what was really running
have told her what was really running
have told her what was really running through my head so for those of you in
through my head so for those of you in
through my head so for those of you in the audience tonight who have sons and
the audience tonight who have sons and
the audience tonight who have sons and daughters encourage their interests in
daughters encourage their interests in
daughters encourage their interests in stem they can be the next engineers the
stem they can be the next engineers the
stem they can be the next engineers the next rocket scientists and the next
next rocket scientists and the next
next rocket scientists and the next ocean explorers encourage and support
ocean explorers encourage and support
ocean explorers encourage and support their participation and programs like
their participation and programs like
their participation and programs like Caesar tomorrow that are available right
Caesar tomorrow that are available right
Caesar tomorrow that are available right here in the US Virgin Islands and for
here in the US Virgin Islands and for
here in the US Virgin Islands and for those of you in the audience tonight who
those of you in the audience tonight who
those of you in the audience tonight who don’t have children become someone’s
don’t have children become someone’s
don’t have children become someone’s auntie Rhonda for a child that you do
auntie Rhonda for a child that you do
auntie Rhonda for a child that you do now I want you to close your eyes and
now I want you to close your eyes and
now I want you to close your eyes and imagine you’re going on a trip anywhere
imagine you’re going on a trip anywhere
imagine you’re going on a trip anywhere in the world now there’s a catch this is
in the world now there’s a catch this is
in the world now there’s a catch this is a trip to the future to visit a
a trip to the future to visit a
a trip to the future to visit a scientist and the place where she works
scientist and the place where she works
scientist and the place where she works in your mind imagine her busy doing the
in your mind imagine her busy doing the
in your mind imagine her busy doing the work that a scientist does now
work that a scientist does now
work that a scientist does now what do you see thank you
what do you see thank you
what do you see thank you [Applause]
[Applause]
[Applause] [Music]
”
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