Have the following objectives been met? * YesPartiallyNo YesPartiallyNo Describe the roles of the members of the healthcare team in their respective responsibilities for quality care. Describe the roles of the members of the healthcare team in their respective responsibilities for quality care. - Yes Describe the roles of the members of the healthcare team in their respective responsibilities for quality care. - Partially Describe the roles of the members of the healthcare team in their respective responsibilities for quality care. - No Define and link the sensitive periods of development to opportunities for intervention. Define and link the sensitive periods of development to opportunities for intervention. - Yes Define and link the sensitive periods of development to opportunities for intervention. - Partially Define and link the sensitive periods of development to opportunities for intervention. - No Identify resources with tools for screening for autism and other early childhood risks ject. Identify resources with tools for screening for autism and other early childhood risks ject. - Yes Identify resources with tools for screening for autism and other early childhood risks ject. - Partially Identify resources with tools for screening for autism and other early childhood risks ject. - No Describe the best practices for Screening, Brief Intervention and Referral to Treatment (SBIRT) in schools. Describe the best practices for Screening, Brief Intervention and Referral to Treatment (SBIRT) in schools. - Yes Describe the best practices for Screening, Brief Intervention and Referral to Treatment (SBIRT) in schools. - Partially Describe the best practices for Screening, Brief Intervention and Referral to Treatment (SBIRT) in schools. - No Discuss the role of health providers and school personnel in supporting the treatment and re-entry of students with substance use disorders. Discuss the role of health providers and school personnel in supporting the treatment and re-entry of students with substance use disorders. - Yes Discuss the role of health providers and school personnel in supporting the treatment and re-entry of students with substance use disorders. - Partially Discuss the role of health providers and school personnel in supporting the treatment and re-entry of students with substance use disorders. - No Review the epidemiology of alcohol and substance use in middle and high school students. Review the epidemiology of alcohol and substance use in middle and high school students. - Yes Review the epidemiology of alcohol and substance use in middle and high school students. - Partially Review the epidemiology of alcohol and substance use in middle and high school students. - No Define examples of effective interactions between health providers and special educators. Define examples of effective interactions between health providers and special educators. - Yes Define examples of effective interactions between health providers and special educators. - Partially Define examples of effective interactions between health providers and special educators. - No Outline the history and principles that are the foundation of special education legislation and regulations. Outline the history and principles that are the foundation of special education legislation and regulations. - Yes Outline the history and principles that are the foundation of special education legislation and regulations. - Partially Outline the history and principles that are the foundation of special education legislation and regulations. - No Workshop A (2:00 - 3:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. Workshop A (2:00 - 3:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Yes Workshop A (2:00 - 3:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Partially Workshop A (2:00 - 3:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - No Workshop A (2:00 - 3:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. Workshop A (2:00 - 3:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. - Yes Workshop A (2:00 - 3:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. - Partially Workshop A (2:00 - 3:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. - No Workshop A (2:00 - 3:00) Explain immunization update review. Workshop A (2:00 - 3:00) Explain immunization update review. - Yes Workshop A (2:00 - 3:00) Explain immunization update review. - Partially Workshop A (2:00 - 3:00) Explain immunization update review. - No Workshop A (2:00 - 3:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. Workshop A (2:00 - 3:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Yes Workshop A (2:00 - 3:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Partially Workshop A (2:00 - 3:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - No Workshop A (2:00 - 3:00) Review concussion regulations and "return to play" requirements. Workshop A (2:00 - 3:00) Review concussion regulations and "return to play" requirements. - Yes Workshop A (2:00 - 3:00) Review concussion regulations and "return to play" requirements. - Partially Workshop A (2:00 - 3:00) Review concussion regulations and "return to play" requirements. - No Workshop B (2:00 - 3:00) Discuss the potential for maximizing underutilized expertise in existing school staff, particularly school nurses, through increased collaboration. Workshop B (2:00 - 3:00) Discuss the potential for maximizing underutilized expertise in existing school staff, particularly school nurses, through increased collaboration. - Yes Workshop B (2:00 - 3:00) Discuss the potential for maximizing underutilized expertise in existing school staff, particularly school nurses, through increased collaboration. - Partially Workshop B (2:00 - 3:00) Discuss the potential for maximizing underutilized expertise in existing school staff, particularly school nurses, through increased collaboration. - No Workshop B (2:00 - 3:00) List three services a consultant can offer to increase the effectiveness of existing school staff in the promotion of mental health in schools as well as the management of psychiatric or behavioral problems. Workshop B (2:00 - 3:00) List three services a consultant can offer to increase the effectiveness of existing school staff in the promotion of mental health in schools as well as the management of psychiatric or behavioral problems. - Yes Workshop B (2:00 - 3:00) List three services a consultant can offer to increase the effectiveness of existing school staff in the promotion of mental health in schools as well as the management of psychiatric or behavioral problems. - Partially Workshop B (2:00 - 3:00) List three services a consultant can offer to increase the effectiveness of existing school staff in the promotion of mental health in schools as well as the management of psychiatric or behavioral problems. - No Workshop C (2:00 - 3:00) Identify challenges that can impact immigrant children’s educational achievements. Workshop C (2:00 - 3:00) Identify challenges that can impact immigrant children’s educational achievements. - Yes Workshop C (2:00 - 3:00) Identify challenges that can impact immigrant children’s educational achievements. - Partially Workshop C (2:00 - 3:00) Identify challenges that can impact immigrant children’s educational achievements. - No Workshop C (2:00 - 3:00) Identify community resources beyond the school and the pediatric practice that can assist students and their families in addressing their challenges. Workshop C (2:00 - 3:00) Identify community resources beyond the school and the pediatric practice that can assist students and their families in addressing their challenges. - Yes Workshop C (2:00 - 3:00) Identify community resources beyond the school and the pediatric practice that can assist students and their families in addressing their challenges. - Partially Workshop C (2:00 - 3:00) Identify community resources beyond the school and the pediatric practice that can assist students and their families in addressing their challenges. - No Workshop C (2:00 - 3:00) Identify signs and symptoms of stress that can impede classroom success. Workshop C (2:00 - 3:00) Identify signs and symptoms of stress that can impede classroom success. - Yes Workshop C (2:00 - 3:00) Identify signs and symptoms of stress that can impede classroom success. - Partially Workshop C (2:00 - 3:00) Identify signs and symptoms of stress that can impede classroom success. - No Workshop D (3:00 - 4:00) Identify health disparities to improve health of transgender youth. Workshop D (3:00 - 4:00) Identify health disparities to improve health of transgender youth. - Yes Workshop D (3:00 - 4:00) Identify health disparities to improve health of transgender youth. - Partially Workshop D (3:00 - 4:00) Identify health disparities to improve health of transgender youth. - No Workshop D (3:00 - 4:00) Identify resources to connect youth and families to community-based resources. Workshop D (3:00 - 4:00) Identify resources to connect youth and families to community-based resources. - Yes Workshop D (3:00 - 4:00) Identify resources to connect youth and families to community-based resources. - Partially Workshop D (3:00 - 4:00) Identify resources to connect youth and families to community-based resources. - No Workshop D (3:00 - 4:00) Identify school-based LGBTQ issues that affect their medical and mental health (drop-out rates, bullying). Workshop D (3:00 - 4:00) Identify school-based LGBTQ issues that affect their medical and mental health (drop-out rates, bullying). - Yes Workshop D (3:00 - 4:00) Identify school-based LGBTQ issues that affect their medical and mental health (drop-out rates, bullying). - Partially Workshop D (3:00 - 4:00) Identify school-based LGBTQ issues that affect their medical and mental health (drop-out rates, bullying). - No Workshop E (3:00 - 4:00) Define how social media use is related to bullying and cyber bullying. Workshop E (3:00 - 4:00) Define how social media use is related to bullying and cyber bullying. - Yes Workshop E (3:00 - 4:00) Define how social media use is related to bullying and cyber bullying. - Partially Workshop E (3:00 - 4:00) Define how social media use is related to bullying and cyber bullying. - No Workshop E (3:00 - 4:00) Identify how to work with parents and schools to minimize bullying and cyber bullying. Workshop E (3:00 - 4:00) Identify how to work with parents and schools to minimize bullying and cyber bullying. - Yes Workshop E (3:00 - 4:00) Identify how to work with parents and schools to minimize bullying and cyber bullying. - Partially Workshop E (3:00 - 4:00) Identify how to work with parents and schools to minimize bullying and cyber bullying. - No Workshop E (3:00 - 4:00) Identify the emotional impact of bullying versus fighting and other types of peer cruelty. Workshop E (3:00 - 4:00) Identify the emotional impact of bullying versus fighting and other types of peer cruelty. - Yes Workshop E (3:00 - 4:00) Identify the emotional impact of bullying versus fighting and other types of peer cruelty. - Partially Workshop E (3:00 - 4:00) Identify the emotional impact of bullying versus fighting and other types of peer cruelty. - No Workshop F (3:00 - 4:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. Workshop F (3:00 - 4:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Yes Workshop F (3:00 - 4:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Partially Workshop F (3:00 - 4:00) Describe Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - No Workshop F (3:00 - 4:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. Workshop F (3:00 - 4:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. - Yes Workshop F (3:00 - 4:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. - Partially Workshop F (3:00 - 4:00) Describe school nurse and school health physician collaboration and strategies for success in the care of all children, including return to school, medication administration, Epi-pens, and more. - No Workshop F (3:00 - 4:00) Explain immunization update review. Workshop F (3:00 - 4:00) Explain immunization update review. - Yes Workshop F (3:00 - 4:00) Explain immunization update review. - Partially Workshop F (3:00 - 4:00) Explain immunization update review. - No Workshop F (3:00 - 4:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. Workshop F (3:00 - 4:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Yes Workshop F (3:00 - 4:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - Partially Workshop F (3:00 - 4:00) Identify the Department of Public Health/School Health Unit wealth of resources as well as pertinent regulations governing the health of children in schools. - No Workshop F (3:00 - 4:00) Review concussion regulations and "return to play" requirements. Workshop F (3:00 - 4:00) Review concussion regulations and "return to play" requirements. - Yes Workshop F (3:00 - 4:00) Review concussion regulations and "return to play" requirements. - Partially Workshop F (3:00 - 4:00) Review concussion regulations and "return to play" requirements. - No If any of the above objectives were not met, please explain. 1. Please rate NICHOLAS CHADI, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 1 2. Please rate LEONARD RAPPAPORT, MD, MS on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 2 3. Please rate MICHAEL POSNER, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 3 4. Please rate KAREN SADLER, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 4 5. Please rate JUDITH STYER, BSN, RN on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 5 6. Please rate TRACY ROSE TYNES, RN on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 6 7. Please rate JULIE LOVE, MSN on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 7 8. Please rate JULIA KOEHLER, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 8 9. Please rate LARA JIRMANUS, MD, MPH on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 9 10. Please rate JUDITH PALFREY, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 10 11. Please rate AUBRY THRELKELD, Ed.D on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 11 12. Please rate LISA DOBBERTEEN, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 12 13. Please rate RICHARD MORIARTY, MD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 13 14. Please rate VALERIE FRIAS, BA, JD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 14 15. Please rate ELIZABETH ENGLANDER, PHD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 15 16. Please rate IVYS FERNANDEZ-PASTRANA, JD on the following: * Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Strongly AgreeAgreeNeutralDisagreeStrongly Disagree Cited up to date research Cited up to date research - Strongly Agree Cited up to date research - Agree Cited up to date research - Neutral Cited up to date research - Disagree Cited up to date research - Strongly Disagree Inspired me to learn more Inspired me to learn more - Strongly Agree Inspired me to learn more - Agree Inspired me to learn more - Neutral Inspired me to learn more - Disagree Inspired me to learn more - Strongly Disagree Engaging: Should be invited back Engaging: Should be invited back - Strongly Agree Engaging: Should be invited back - Agree Engaging: Should be invited back - Neutral Engaging: Should be invited back - Disagree Engaging: Should be invited back - Strongly Disagree Comments on SPEAKER 16 Leave this field blank