Below are the future optional majors for you to take into consideration before entering college.

Architecture

Degree: Bachelor of Arts

Architecture is the design of the built environment: buildings and their surroundings. As a profession, it is an art, science, and business with careers available in schools of architecture, and in architectural research.

Department of Architecture Design, 101 Alumni Hall, Phone: 513-529-7210

Accountancy

Degree: Bachelor of Science

Accountancy is the language of business. Accountants prepare profit and loss statements, cost studies, and tax reports. They can work for firms of any size, ranging from a large international firm to a small local accounting practice, and government.

School of Business, Student Services Office, Phone: 513-529-1712

Journalism

Degree: Bachelor of Arts

Journalism includes the fields of Media & Culture, and Interactive Media Studies. In addition to essential reporting, writing, and editing skills, journalism combines the art of communication with the science of digital technology. Graduates may become magazine editors, reporters, or copywriters.

Department of Media, Journalism &Film, 206 Williams Hall, Phone: 513-529-5893

Anthropology

Degree: Bachelor of Arts

Anthropology is the study of humans. Individuals and societies are complex and dynamic, which means anthropology covers a lot of ground. The study of people can lead to almost any career path, including education, health care, social work, international development, government and human relations.

Department of Anthropology, 120 Upham Hall, Phone: 513-529-8399

Getting your children to stop lying is challenging. There are many influences (TV, movies, video games and some great books) in which lies are common. Children see parents lie to others, if only to be polite. Most parents add to that with tales about the lives and activities of Santa Claus or the Tooth Fairy, or to relieve fears. (“This will not hurt!”) Parents do this out of love, but for some children, lying can become a problem.

The most common reactions to children who lie are explaining why it is wrong and punishment. As ways of changing behavior, these are ineffective. Here are three better tools supported by research to use instead.

PRAISE: You could ask your child to say something that happened at school that is true. It is not critical what that is. This is about practice. When your child does so, praise him enthusiastically. Be specific: “That was great! You told me what happened just like I asked. Wow!” and give your child a hug or a high five. If your child says something true in the course of her day, praise that behavior too. Aim for one or two interactions like this a day. If you happen to “catch” your child in a lie, be matter-of-fact in your disapproval. Say something like, “That is not true and could get you in trouble outside of the home; it is better to say the truth.”

MODEL: Tell the truth. This could be about something that happened when you were a child or something that happened during the day. It need not be dramatic. Another option is to play a game at dinner. Each person tells one thing that was true that day. Again, give a little praise to the child who normally lies if she plays along.

DE-EMPHASIZE PUNISHMENT AND MORALIZING: They are unlikely to change behavior or develop the conduct you want. That does not mean ignoring, lying or letting it go. Rather, use very light punishment (light criticism, a brief time-out). More severe, harsh or enduring punishments (shouting, taking away something for a week, hitting) are not more effective in actually changing the frequency of lying.

Try these procedures for two or three weeks and see where you are. Usually they can be dropped by then. It is unlikely that lying will be completely eliminated, but with the right encouragement, it can be dramatically lessened.

Have you heard there are animals in your head? There are four, in fact: an elephant, a guard dog, an owl and a sooty (a black-feathered bird). They constantly chat to each other. If one gets a bit over-excited, that is to say, if the guard dog senses a threat and starts barking loudly, then the rest can't communicate with each other, and thatapos’s not good news. You might start to feel stressed or anxious or sad.

What the animals represent in the brain and what those parts of the brain are responsible for are the subjects of a new podcast (播客) teaching primary school-age children about their mental health and how to look after it.

The teachers of these lessons are pretty young, too. They're sixth-graders, 12 years old. They're pupils at Woollahra Public School in Sydney, who have been working with a social company, Grow Your Mind, to create the podcast.

“I used to hear a lot that the kids need to be more adaptable,” says Nicole Molloy, the school's head teacher. “We don't say that they need to be able to do math problems; we always teach them how to complete math problems. So why shouldn't we be doing that for mental health?”

A selection of older children are “well-being leaders” for the school and meet with Molloy once a week to talk about students' well-being. That helps to keep both the older and younger children very interested in the topic.

Although there's no data yet to quantify the effect this approach has had, Molloy says there are noticeable differences. Children now use the language and concepts they've learned about their mental health in everyday conversations. Teachers said that the students appear to have done well with the stress of the pandemic, too.

Focusing on mental health doesn't harm their studies, either. In fact, Molloy argues it improves them. “Our program proves it,” she says.