Spring 2014 Parent Newsletter

From Your University and Career Counsellors

With the Spring University Counsellor newsletter, the primary focus shifts to our Year 12 Parents who are now entering the initial stages of the college process with their sons/daughters. The article on encouraging students to thoroughly research potential universities is of particular urgency to our Year 12 parents. Our two opening articles target a more general parent audience as they both address student health and helping our students strive toward a balanced approach in choosing extra-curriculars while maintaining necessary sleep - not always an easy choice! Of general interest are articles on the topic of summer programs as well as nancing a college education based on country(s) of interest. New to our newsletter, is a Career Corner where in each issue, well examine a particular career and its university implications. Since we have so many students considering medicine, that particular career path is highlighted in this issue. We sincerely hope you nd our newsletter articles informative and helpful. Click here for an index of past newsletter articles. As always, we also encourage you to make use of our University Counselling website. And most importantly, please feel free to email, call or set up a meeting with a university counsellor to fully answer your questions and address your concerns. Several of the articles you see in these pages spring from parent queries so keep them coming! Appointments with University Counsellors can be made by contacting our fabulous Administrative Assistant, Ms Brankie Wong, at: bwong@cis.edu.hk Your CIS University Counsellors Sow Fun Dawson - sfdawson@cis.edu.hk Robert Mansueto - mansueto@cis.edu.hk Marc Marier mmarier@cis.edu.hk Your CIS Individual and Career Counsellor Catherine Irvine - cirvine@cis.edu.hk

Whats inside The Over-Scheduled Student: More Is Not Always Better Page 2 Too Many CIS Students Suffer from a Health Problem Called Sleep Deprivation
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Students Know They Need to Research Potential Schools. The Challenge Is Getting Them To Do It. Page 5 Considering a Summer Program for your Teen? Heres Our Buyers Guide
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Country Specic Resources for Financing a College Education Page 9 Career Corner: Will There Be a Doctor in the House? Page 10 Quotes about College from the Parent Perspective Page 12 UC Spring Calendar Page 13
Student Health

The Over-scheduled Student: More Is Not Always Better

The modern philosophy of parenting might best be summarized as: idle, unstructured time is a waste of time. Scheduled activities are increasingly seen as the key to a healthy, well-rounded and successful adolescent. Plus, with the right variety of extra-curricular activities, supplemental courses and tutoring, he or she just might get into a really choice college! So bring on the extra-curricular activities! More is better!! With this parenting philosophy gaining in popularity, it probably isnt surprising that recent US-based studies show that adolescents have signicantly less free and play-time than their peers of a half century ago. They have far less outdoor time and far more homework. Disturbingly, studies also show that the modern teen also tends to be less physically active, heavier, more prone to illness, anxiety and depression. To point the nger of blame for all of these problems on an overactive after-school schedule would be silly. There are many other factors, non-existent a generation ago, that have a profound inuence on the well-being of our adolescents with excessive technology use being an obvious source of concern. Parents are right to be vigilant and eager to get their teens off the computer. Seen in that light, enrollment in after school activities can kill two birds with one stone. Engagement in after school activities can also help combat the ill effects of the modern diet. Sugar, starch and fat consumption are way up as are eating disorders, childhood obesity, along with a host of health issues plaguing an increasing number of children including diabetes, high blood pressure, etc. After school activities are understandably seen as a means of keeping teens physically active and healthier. In short, parents are increasingly turning to after-school programs as a way of safeguarding their teens from the dangers of a modern lifestyle whose hallmarks include poor diet, lack of exercise and over reliance on technology. Additionally, adult-supervised after-school programs are seen as a means of insuring that social interactions are age appropriate and safe. For households where both parents work, after-school activities can also function as a baby-sitter while providing teens with necessary social interaction and exposure to fun activities and skills. So there are lots of good reasons to enroll our students in after-school programs. Additionally, where university admissions are concerned, parents see after-school activities as a means to help a student stand out above his or her peers in the college admissions process. This is where the troubles can start.

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Unfortunately, the race to gain offers from highly selective universities along with the other pressures listed above are helping to create a generation of teens who are hyper-scheduled with an increasing number paying a heavy price in terms of their physical and mental health. (Click here for a full discussion on how universities view community service and extra-curriculars in the admission process.)

Rather than simply copying what other parents are doing, we need to be engaged in helping our adolescents nd a healthy balance. A growing body of research suggests that idle, unstructured time is anything but a waste of time. Less can be more!

At Princeton, university ofcials have noticed that an increasing number of incoming freshman exhibit signs of burn-out along with depression. Basically, their high school experience has been a gauntlet of heavy academic pressure and a long slate of after school commitments and activities carefully chosen to make them outstanding candidates. For an increasing number of students, that pace is proving to be too much. Perhaps a sociologist would be needed to better delineate the factors which drive trends in parenting, but clearly, competition and the fear that our adolescents will be left behind are also playing a part in hyper-parenting and over-scheduling. Societally imposed values and norms are especially difcult to recognize, let alone challenge. If were afraid or unsure, its so much easier to go with the ow and do what other parents are doing rather than buck a trend and run the risk of leaving our kids behind.

Rather than simply copying what other parents are doing, we need to be engaged in helping our adolescents nd a healthy balance. A growing body of research suggests that idle, unstructured time is anything but a waste of time. Less can be more! Learning is enhanced when students have a chance to thoroughly process information. Click here for a more in depth look at the role that mental breaks have in stimulating learning, creativity and focus. Adolescents need free time to escape, to dream, and to play without the constant supervision and demands of an adult, even a caring one. Adolescents need solo and unstructured time, a space to problem solve, gain insights and stretch their wings at their own pace. Free time allows for more frequent and richer opportunities for parent-adolescent interaction. It also protects against the effects of pressure and stress, something we know that all students feel. Students learn the value of silence, spontaneity and non-competitive interaction. Free time helps improve social interaction and social competency. Tips for parents: 1. Adopt the philosophy that by allowing for and sharing unscheduled spontaneous time, you are being just as supportive, nurturing and productive as by signing them up for more sports and other extra-curricular activities. 2. Recognize that nding the right balance between scheduled and unscheduled time isnt necessarily obvious and can vary from teen to teen. 3. Understand where the motivation for participation in a particular activity is coming from, you or your teen.

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4. Involve your adolescent in the decision-making process rather than dictating which activities to enroll in. 5. Know the warning signs suggesting when your teen is over-committed, and make sure your teen knows them as well. 6. Put away your competitive instincts when discussing after school activities with other parents. This is not a race! Being healthy is more important than keeping up with the Joneses.

Student Health

Too Many CIS Students Suffer from a Health Problem Called Sleep Deprivation
When we look over our students activities resumes, were often amazed and sometimes even concerned by the number of commitments they have made to various activities, enrichment programs, tutoring, sports programs, etc. Our students are very busy. And for our oldest students, the academic demands of school on top of the college application process leads to times where they look, sound and act sleep deprived. That isnt healthy; in fact, sleep deprivation as a school is probably our number one health concern.

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Stroll by our Year 12 or 13 common rooms, and its not uncommon to see students who are sound asleep, exhausted from a pace that they simply cant keep up. Even at the student table in our university counselling ofce, we all too frequently see students who doze off in the middle of completing homework. While we dont have statistics on how much sleep our students are getting, its clear that too many are missing too much sleep. How much sleep do teenagers require? Teens need 9! hours of sleep per night! How much sleep are they getting? According to US statistics, only 15% of high school age teenagers get adequate sleep on school nights. Clearly, this is not just a CIS problem.

What are the consequences? "I think we underestimate the impact of sleep. Our data show that across countries internationally, on average, children who have more sleep achieve higher in math, science and reading. That is exactly what our data show," Chad Minnich, of the TIMSS and PIRLS International Study Center, told BBC. According to the US-based National Sleep Foundation sleep deprivation can affect students in many ways. Sleep is important to helping teens cope with stress. Sleep deprivation limits a students ability to concentrate and retain information. For students thats pretty serious. Sleep deprivation can lead to moodiness, impatience and anger. Its also been associated with everything from acne, unhealthy diets to increased likelihood of illness and accidents. What can parents do? LOTS!

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Limit after school activities to avoid over-extension leading to sleep deprivation. They cant do everything, nor do they need to. Talk to you teens about making a daily schedule that allows them to get their work done at a reasonable time and in a reasonable amount of time. Encourage teens to avoid late night cram sessions. All-nighters simply do not work in terms of allowing students time to process information. Make the bedroom the place to sleep. If room permits, encourage the use of other rooms in the house for study. No technology for the hour before bedtime. The brain is excited by computer screens, mobile phones. Theres nothing wrong with a short nap (no more than 30 minutes) after school. Encourage a regular bedtime routine. Dim the lights as bedtime approaches and open the curtains in the morning to let in daylight. Avoid arguments before bedtime. Discourage caffeinated drinks.

The College Process: especially for parents of YR 12 and YR 13s.

Students Know They Need to Thoroughly Research Prospective Schools, but Its Not Always Easy to Get Them To Do IT
Counsellor: Michelle, I see youve listed University X on your prospective list of colleges. What can you tell me about it? Student: What do you mean? Counsellor: How does it t you? Student: Well. Ive heard its a pretty campus! Counsellor: Pretty is good! Have you seen pictures? What stood out for you? Student: UmI cant remember anything specic. It just looked nice. Counsellor: OK. Well, can you tell me where the school is? Student: I think California. Counsellor: California is a pretty big state. Could you nd the school on a map? Do you know whats nearby? Student: No, not really. Counsellor: Michelle, how do you know this school is right for you? Student: My aunt went there! She thinks it would be great for me. Counsellor: Are you your aunt? Student: Well, no. Counsellor: How many years ago did she attend? Student: Im not really sure.

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Counsellor: What else can you tell me about this school? Student: Um. ***** While many students are quite thorough in researching schools, in our experience as University Counsellors, conversations with students like Michelle, sadly, are not uncommon. Some students are often surprisingly reluctant to go beyond even the most supercial knowledge of schools theyve applied to. Each January, we hold an Alumni Panel event where recent CIS graduates discuss their college experience and answer student questions. Almost invariably, a few alumni will admit to only having supercially researched their universities and sometimes suffered for it. Frustratingly, were at a loss to explain why. Especially in an era when nding lots of solid information on any school has never been easier, what keeps some students from going beyond the name and getting a solid understanding of the school, its character, program, and suitability is a mystery. Is it a lack of interest? Time? Understanding as to why the research is important? Is it simply laziness? Are students afraid to come across something which might tarnish their preconceived idealized notion of the perfect school? Hard to say.

As part of our efforts to encourage thorough research, this spring, well be requiring that all Year 12s spend time in the UC ofce becoming acquainted with our college resources and thoroughly research at least two schools in preparation for their second one-on-one meeting with their counsellor. Click on the university research checklist and research spreadsheet which counsellors will be using to help guide and structure student university research. While its important to encourage and support your teens research efforts, we also want to emphasize that its not the parents job to carry the research load. Research accomplishes much more than simply engaging the student in exploring the qualities of various institutions. Just as importantly, it also forces them to reect on and recognize those factors which are important to them in a potential school. This wont happen if youre doing the research for your teen. This spring, well also be encouraging students to thoroughly researching at least ve prospective schools before the summer break. Hopefully, they will see that the researching piece is hardly painful, nor is it difcult, and it has the added benet of giving them condence that they are more than capable of nding and exploring suitable institutions on their own.

As a parent, you have every reason to expect that your teens prospective universities have been well researched.

As a parent, you have every reason to expect that your teens universities of choice have been well researched. In fact, we strongly recommend that you make this a priority and an expectation in this process. After all, youre signing the check, and it will be a hefty one at that.

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Enrichment

Considering a Summer Program for Your Teen? Heres Our Buyers Guide
Parents frequently ask us to recommend a good summer program. Given the fact that there are thousands of programs across several continents with offerings as varied as one could possibly imagine, recommending a program that will meet the needs of a particular student is not something that we as counsellors can do. Good programs abound, but the challenge is nding the right program, and this will require some research probably on the part of both student and parent. Try to learn as much as you can before signing the dotted line. That said, we are happy to provide the following comments, tips and resources to begin the process of selecting a quality program. Lets start by acknowledging what students can gain from a quality summer experience: Depending on the experience, they can represent a welcome break from the academic stresses of a school year. Again, depending on the program, students sometimes report that a summer experience helped hone their study skills and gave them a measure of condence in their ability to meet academic challenges. Academically oriented courses can allow students to discover and/or explore an area of interest in greater depth in a more relaxed and interactive way without the pressure of grades. Through internships, participants can gain a better understanding of what a possible degree or career path might entail and if its suitable to their interests and talents. In the case of non-academic experiences such as nature or outdoor or travel programs, participants can learn about themselves, explore cultures they might never know otherwise, or engage in service projects in exotic or challenging locales. Generally, summer programs give students an opportunity to experience some measure of independence and make new friends with students with similar interests from around the world. If theyre offered on a university campus, they can give students a sense of what university and dorm life would be like. What students dont gain from a summer course: We need to discourage both students and parents from viewing these programs as a way of enhancing a students academic resume and university admissibility. Generally, participation in summer programs plays no role in the admission process. The exception might be in the case of a student who, for example, plans on majoring in physics, and has completed summer courses in that eld. In that instance, the summer courses might underscore an applicants ongoing, sincere passion and commitment to studying physics. But certainly, participation in a summer program is not a necessary component of a students activities resume. A student could convincingly demonstrate an interest in a particular area or deepen his knowledge in other ways other than attending a summer program. Also, summer experiences should not be seen as a means

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of enhancing a students chances of admission to a particular school. In other words, taking a summer course at Columbia wont give the student an inside track in the admission process to Columbia. Or as one Ivy League Director of Admissions stated, Summer program attendance does NOT give students any preference in admissions. There is no dotted line running from the summer program to the admissions ofce. While these programs can offer students a great opportunity to experience life on a particular college campus, it wont enhance admission chances any more than any number of other things a student can do in a summer. When students inquire about summer programs, we encourage them to enroll out of a genuine desire to experience something they wouldnt otherwise be able to do. These programs should be seen as unique opportunities for personal and intellectual growth, not as a pre-requisite for applying to selective universities. We also recommend that you encourage your son/daughter to take the lead in researching potential summer experiences. Its a good way for them to rene the research, analysis and decision-making skills theyll need when comparing and selecting universities. Encourage them to track and honor application deadlines yet another skill that will be important in honing in their college application process. Word of caution: students may sometimes receive an invitation claiming that they have been nominated for an expensive summer program. This is a marketing strategy, not an invitation based on any review of the students academic qualications. It may, in fact, be linked to the parents ability to pay what is usually an expensive fee - $5,000 (US) and up. These nominations should not be seen as anything more than a marketing ploy. The program itself, however, may be ne, but it should be considered on its own merits. CIS Summer Program Resources NEW!!! We have created a summer program database wherein CIS students have rated and commented on summer programs they have attended. Our hope is that it will help provide an insiders guide to potential programs. We currently have, on le in our University Counselling ofce, scores of summer program booklets and brochures. These are available to students and parents.

Summer Academic and Internship Links Teen Inks summer guide lists US-based summer camp and college experiences by subject including languages, science, arts, performance, travel, etc. Allens Guide to Teen Summer Camps is similar to Teen Inks information but also includes experiences in Europe. Petersons also features a comprehensive list of US-based universities offering summer programs. Internsushi provides a list of US-based summer internship opportunities in a wide range of elds including media, fashions, sports advertising, etc. College-Based Programs This is not an endorsement, but a number of our students have attended programs offered by: Summer Discovery The Oxbridge Program

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Boarding School Summer Programs These programs are more popular with younger high school students as they tend to be highly structured with both academic and fun activities. Students usually get to choose a major and a minor or two. They typically include SAT/ACT prep and optional college tours. Activities can include sports, excursions to nearby cities or sites of interest. Very popular with international students, they afford a rich opportunity to meet other students from the world over. Costs including room and board for these four to ve week programs can range from $5,000-$10,000 US. Petersons is a good resource as are individual boarding school websites. !"#$#%"#&'$'()**+&+',-.%$/")#

Country-Specic Resources
At a time when college costs are rising the world over and in some countries rising at alarming rates, the question of how best to nance a college education looms larger with each passing year. Depending on the country, it can be a rather straightforward process or require superhuman levels of patience and endurance. And if your son/daughter is considering universities in different countries, the nancing picture can become very complicated. Thats mainly because available aid in any given country reects that government's view on who should fund higher education. Some countries see higher education funding as primarily a government responsibility (think UK, Canada, Australia, and Singapore). But even in those countries, fees for citizens vs. non citizens can differ dramatically.

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In the US, the government views higher education as primarily a family obligation, with the institution, and the government possibly providing support. Thats why the process and rules governing how individual US universities award aid can differ so signicantly. It also explains why the US government and universities require so much nancial information from parents (CSS Prole, FAFSA, and documentation for student visas). Further complicating the picture are issues such as residency, taxes, income, savings, nancial aid, scholarships, etc. The terminology alone can be daunting. In short, theres much to consider and much to research regardless of the countries being considered.

Give this subject appropriate level of time and energy, however, and you will not only survive it, but quite possibly save yourself some money in the process. To begin, here are a few tips: If cost will be a factor in university choice, please be honest with your son/daughter. You cant get started too soon in researching the nancial support options available by country and institution. Costs can vary signicantly if the student is a passport holder, or can prove residency. We hear of lots of scam artists who claim, for a fee, to be able to nd grants, loans or scholarship funds. The rule of thumb: IT SHOULD NEVER COST MONEY TO FIND MONEY. Thoroughly researching nancial aid or scholarship opportunities requires time and patience.

The number of options in some countries will vary signicantly compared to others. Even within a specic country, nancial aid and scholarship options can vary signicantly between institutions. The nancial aid ofces of individual institutions of interest are the best resources. Make use of their expertise.

Below youll nd country specic links to start the process of investigating nancial aid and/or scholarship opportunities. This is hardly an exhaustive list, but this will get the ball rolling. Australia Australia.edu is a great sight for any international student considering the land down under. The link will take you to their international student nancial aid page. Canada - Canadian and international tuition rates are provided by original institution sources. As tuition details are regularly updated, it is recommended that interested international students conrm them with their institution of interest. For Canadian passport holders Top 15 Canadian Scholarships available to International Students Hong Kong great website detailing scholarships for international students. For international students Sir Edward Youde Memorial Scholarship Jardine Scholarships Singapore It is recommended that interested applicants consult nancial aid and scholarship information at individual institutions of interest. Brightsparks lists available nancial aid by institution. UK Tuition rates are set by the government. For UK passport holders For international students considering the UK Top 15 UK Scholarships available to International Students US Theres no shortage of online information and resources. CollegeBoard, and Petersons are good places to start. If youre a US citizen, then theres probably a FAFSA form in your future. You might also want to investigate the arcane world of college nance terminology. Heres a helpful Top Ten things to know about nancial aid courtesy of Middlebury College. This US Gov. Financial Aid Toolkit site is denitely worth a look. And click here for a detailed understanding of how differently public versus private US universities disburse aid.

Career Corner

Will There Be a Doctor in the House?

Although a highly regarded and rewarding (and, of course, well-paid) career, the many years of study and the long working hours require that a great deal of thought and consideration are given to pursuing a career in medicine.

Future prospects for doctors are strong with economists predicting that jobs for doctors will grow faster than other careers through 2020. Encouragingly, most students who complete medical school go on to pursue a career in the profession. Nevertheless, a number of pros and cons should be considered when weighing a possible career in medicine:
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Many students study medicine to become general practitioners or surgeons, but other areas of concentration include dentistry, and veterinarian science. Regardless of the specialization, students should consider whether they are ready to: "practice good standards of clinical care, practice within the limits of their competence, and make sure that patients are not put at unnecessary risk "keep up to date with developments in their eld and maintain their skills "develop and maintain successful relationships with their patients "work effectively with colleagues "develop the skills, attitudes and practices of a competent teacher if they have teaching responsibilities "be honest "not allow their own health or condition to put patients or others at risk (http://www.medschools.ac.uk/Students/careers/beingadoctor/Pages/default.aspx) Academic requirements are high. In the UK and Hong Kong, students are expected to have top IB results with sixes and sevens in higher level sciences including Chemistry and a second science (either Biology or Physics). (Requirements vary it is best to check with individual institutions). UK schools will also demand that students sit either the UKCAT or the BMAT standardized assessment (for more information on these assessments, visit http://www.medschools.ac.uk/Students/howtoapply/ Pages/BMAT-and-UKCAT.aspx). In North America, Medicine is studied a post-graduate level but entry requirements are based on grade point average (GPA) at the undergraduate level and MCAT results. Having the grades is absolutely essential, but admissions require a great deal more than book smarts. Students of Medicine must demonstrate that they are self-motivated, compassionate, inquisitive, communicative and procient problem-solvers. To do this, they should get involved in CCAs along with Community and Service organizations. Students can develop skills and demonstrate desirable characteristics through participating with speech and debate or drama clubs or further reading in psychology or on ethical and current health issues. Students are also encouraged to volunteer their time working with people. This may involve helping in elderly care homes or orphanages or working with less fortunate individuals or those with special needs. Students must also show that they are passionate about and familiar with the profession. Gaining a work experience or an internship in a medical facility is a practical way to demonstrate an applicants commitment. These opportunities can appear difcult to come by, but there are a few places to begin looking:

a. Ask someone you know in the medical profession a family doctor, parents friends, friends

parents;
b. Contact private clinics or hospitals; c. Apply to the Student Volunteer Attachment Programme at Queen Mary Hospital

(http://www3.ha.org.hk/qmh/index.htm); d. Look for Summer Programs such as the CUHK Summer Clinical Attachment Program: http:// www.med.cuhk.edu.hk/eng/prospective_student/activities_highlights/summer/summer.jsp. Also, HKU offers a summer program at http://www.als.hku.hk/summer Country-specic information and Licensing within Hong Kong Though many countries offer a Medical program, at CIS the more popular choices are to study in Hong Kong or to go abroad to the United Kingdom, the United States, Australia and Singapore. Click on the helpful links below for additional country-specic information. Hong Kong United Kingdom North America Australia Republic of Ireland Licensing within Hong Kong

In Closing

College-related Quotes. Enjoy!

My mother said I must always be intolerant of ignorance but understanding of illiteracy. That some people, unable to go to school, were more educated and more intelligent than college professors. Maya Angelou You know what has made me the happiest I've ever been? Seeing my son and daughter graduate from college. More than wanting them to be educated, I wanted them to be nice people. To see that they have become both is just a wonderful thing. Gil Scott-Heron Talk may be cheap but intelligent conversation is very expensive these days. Ask anyone with a kid in college. Author Unknown

UC Events and Activities for March - April

The list of events indicated below summarizes the main UC initiatives for the coming spring months. Please remember that Moongate is THE resource for checking our university planning calendar as there are likely to be changes and additions to this calendar in the coming weeks.
In purple compulsory session for the Year 12 or Year 13 students In blue events held outside of CIS In black university visits at CIS

Date
Saturday, March 15 Saturday, March 15 - 16

Time

University visit / in house session

Venue
Auditorium HK Central Library Austrian Pavilion Park Lane Hotel Drama Studio Level 6 Level 6

Sunday, March 16 Monday, March 17 Tuesday, March 18 Wednesday, March 19

10:00 - 12:00 PM Oxford Explained Information Session Ste. Annes College, U. of Oxford 11:00 - 6:00 PM European Higher Education Fair For participant details: www.advantageaustria.org/cn/education 2:00 PM UBC Applicant Information Session 6:30 - 8:00 PM 12:50 - 1:45 12:50 - 1:45 Trinity College Dublin, University of Dublin NYU Abu Dhabi Global Partnership Institute of International Education (IIE) Hong Kong Bard College Berlin, A Liberal Arts University Bard College's new campus in Berlin, Germany. Currently, we offer a 4-year interdisciplinary B.A. degree in the humanities and beginning in autumn 2014 we will be introducing a second B.A. program that incorporates the fields of economics, politics, and social thought. We also offer an Academy Year program that is proving to be a popular gap year option for students with a strong interest in the humanities and the city of Berlin. Seminars at Bard College Berlin are small, allowing close interaction among students and faculty. All instruction is in English. Rutgers, the State University of New Jersey US Application Process/Admission Decisions YR 12 Interpreting Admission Decisions YR 13 US Essay Writing Workshop YR 12 U of Toronto Transition to University YR 13 Northeastern University Transition to University YR 13 US Essays: Draft Feedback/Essays Returned YR 12

Thursday, March 20 Thursday, March 20 Monday, March 24 Monday, March 24 Monday, March 31 Monday, March 31 Tuesday, April 1 Thursday, April 10 Thursday, April 10

12:50 - 1:45 11:35 - 12:50 7:55 - 9:15 9:20 - 10:35 12:50 - 1:45 1:40 3:00 PM 12:50 - 1:45 7:55 - 9:15 9:20 - 10:35

L6 Auditorium Auditorium Auditorium L6 Auditorium L6 Auditorium