karate white belt

>> hi. i'm tom geisel. at sun national bank, we believe that citizens need to be informed about the important issues that affect their daily

lives. that's why we're proud to support programming produced by the caucus educational corporation and their partners

in public television. >> funding for this edition of "one-on-one" with steve adubato has been provided by the new jersey education association, working for great public schools for every child, and by wells fargo. >> this is "one-on-one."

>> that's good acting, man. >> ha ha ha! >> ♪ i'm a fool for you, babe ♪ >> i get that a lot. i go to atlantic city all the time. "are you the guy?" i go, "no, i'm not." >> this is one you can't afford to miss.

>> they thought that i wouldn't survive it, but i knew i would. >> hey, folks. this is "one-on-one." i want to introduce you to dr. karl strom, who is medical director, center for bariatrics at the southern ocean medical center, a member of meridian health.

good to see you, doctor. >> thank you for having me today, steve. >> bariatric surgery-- what is it? >> bariatric surgery is basically for patients that are severely overweight. usually, bmi is a 40, which

is about 100 pounds-- >> bmi. >> body mass index. it's a calculation that includes your weight and your height. usually about 100 pounds over your ideal body weight. this is an individual that's been struggling their whole life with

this issue, and it basically accomplishes their weight loss. so not only will we maintain their weight, but we're going to maintain it for years to come. >> now, bariatric surgery-- we're about to see a piece of video in just a moment, but bariatric surgery includes

the lap band surgery, the sleeve, and gastric bypass. 3 different forms. what is lap band? >> lap band is a purely restrictive procedure. basically, it's a collar placed around the upper portion of the stomach to form a new stomach

above it. your new stomach is approximately half the size of your fist, so as you eat, you eat less food and you feel full. as you lose about a pound to 3 pounds a week, 50% of your excess body fat is lost in the first year. that's if you stay compliant with us, the

dietician, exercise and support groups. you'll lose the weight, but you maintain it for years. as they start losing weight, that funnel opening gets a little bigger, the food goes through a little faster, and the weight loss slows down a little bit, so we have a

little catheter that we attach to a port. we place the port underneath your skin. >> move that down. steve just grabbed at our cameraman. that's the catheter? >> yes, right here. >> talk about that. >> the port right here is

located underneath your skin. you can't see it, but if you press down deep, you can feel it. that allows us to access this in the office. we add a little fluid. the funnel opening gets smaller again. you stay full, and you continue to lose weight. the nice thing about the

band compared to a normal diet is when you go on a normal diet, you change the types of foods that you eat, but you don't change the size of the stomach, so when they eat these smaller portions, they don't feel full. when we do this with the band with this restriction, we create

this new stomach. when this new stomach stretches, it relays to the brain that you're full. so now not only are you changing the types of foods, but also the quantity and the calories that you intake every day. >> that's the lap band. before we do the sleeve and gastric

bypass, can we take a look at this piece of video? >> sure. >> i believe this is a couple, and the couple both had the lap band procedure? >> correct. >> let's take a look at the video, and then we'll move on to

the sleeve and gastric bypass. let's take a look at the video. >> i had the bariatric surgery first because my health was just very poor. i was steps away from high blood pressure, stroke, heart attack, and it needed to be done, or else i would be going on 30 and

unable to fulfill my life. the surgery went very well, no complications at all, and the effects were all positive. i have more self-esteem, more confidence. i'm able to move better. i can do a lot more things wasn't able to do when i was

very overweight. >> with me, i've lost 90 pounds in the last 9 months, and everything's interesting. you got to buy new shoes, buy new clothes every season that turns around. the small things, like getting my wedding bands resized. everything is

just different--and better, and it's more exciting. >> interesting. now, the total amount of weight. go through it again. he lost... >> he lost over 100 pounds, and she lost about 80 pounds at the time of this clip. >> and they were the

right candidates for that? >> what impact does it have on the--no other way to say it-- quality of their lives? >> as you can see, it's a significant change in their life. we see this day in and day out. he had hypertension. other people have diabetes.

all these resolution of these comorbidities occur after the surgery. >> what's the sleeve? >> the sleeve is something a little bit different than the band. it's completely >> what does that mean, completely restrictive?

>> as we're going to go on later on with the bypass, bypass uses malabsorption and restriction. this uses restriction only, ok? in other words, we don't change the anatomy at all as far as malabsorptive procedures to help lose the weight. restriction with the sleeve is, we don't

put a foreign object in, but we do divide the stomach to make a very long, narrow column. it looks like the shape of a banana. same size of the new stomach as with the band-- half the size of your fist-- so as these individuals eat, they eat less food.

>> you change the size of the stomach. >> and how is that different from gastric bypass? >> bypass, not only do we change the size of the stomach, but we change the lower anatomy so there's malabsorption that occurs.

>> what is that--malabsorption? >> as food travels down the first portion of the small bowel, the intestinal track, no calories are absorbed. it's not absorbed; that's malabsorption. >> dr. strom, let me ask you, are there people who come to you, say, "i've been trying

to lose weight for years. this is it. every diet in the world...i want this," and you say, "no, not you." >> have we ever said no? there is a long process. it's not just somebody comes to the door and says, "i want a lap band. bring me to surgery tomorrow." it's a

complex system. first of all, they go through a psychiatric evaluation, a nutrition evaluation, and also our consult to make sure that these are truly individuals that are candidates for surgery. >> so that's a really important process, the screening process,

the evaluation process, the psychiatric part. all those issues--the mental health part. >> correct. we're a center of excellence, which is unique. by the american society of bariatrics, there's only about 6 or 7 other hospitals in new jersey that achieve this,

and less than a couple hundred surgeons in the u.s., and that provides the framework, so not only do these individuals lose the weight, they're going to maintain it in a safe way. >> but there are some people out there right now watching who have tried a lot of different

procedures, who are in fact candidates for this. listen, we're not advocating. i'm not going to push. that's not what we're here to do. but is there a part of you that says, i wish someone would, in fact, come and talk to us about this, because you know that they're

a candidate? >> yes. first of all, all our patients have tried multiple diets. they seesaw back and forth. what is unique about this type of surgery, it's like the policeman or the speed bump. once they lose the weight, they don't seesaw back and

forth. like i said earlier, what happens on normal diets, you lose the weight--you might lose a significant amount of weight--but you fall off the diet because that stomach is still large, and you start to eat a little bit more and graze, and you gain that weight back.

in order to lose all these complications such as sleep apnea and diabetes and hypertension, you need to maintain the weight loss. >> this is no quick fix. >> it's no quick fix. >> clarify that. >> this is isn't the easy

way out. afterwards, there's a lot that goes into this. there's follow-up with us. there's exercise programs. there's behavioral--actually have support groups that are available for our patients that are led by a dietician and behavioral specialist.

so there's a very complex and dedicated patient to succeed in this. >> how many procedures do you think you have performed? why are you smiling like when i ask you that? >> because that's one of the common questions a patient

will ask me. >> do you know? >> i've performed over 5,000 of these procedures. >> 5,000? >> yes. >> on a regular basis, in a week...do you do more now? is it more--i don't want

to say popular. is it more prevalent now? >> well, right now, in the last few years, it's more acceptable by all the insurance companies because they know the effects on their patients and the wellness of how their patients become. right now, we do over 20 a week.

>> interesting. dr. karl strom, medical director, center for bariatrics, southern ocean medical center, a member of meridian health. i want to thank you for educating us, helping us better understand a very important issue having to do with weight-loss surgery,

bariatric surgery. and no quick fix. thank you, doctor. appreciate it. stay tuned. we'll be right back right after this. >> if you would like more information on this program or if you'd like to express an opinion, email us at

info@caucusnj.org, visit us online at oneonone.org, or find us on facebook at facebook.com/steveadubatophd. >> there she is--monica maraska, who is the chairperson of nursing at county college of morris. good to have you with us.

>> thank you. i'm glad to be here. thank you for having me. >> the fact that you just informed me that you are not a big fan of the show will have nothing to do with this segment, but i want to thank you for joining us. in all seriousness, let's talk about a serious

topic--nursing. >> absolutely. it is a serious topic. >> we've had so many interviews about the shortage of nurses. is there a nursing shortage in the state of new jersey? >> at this time, there's nursing shortages depending,

in different places in the united states. right now, in new jersey, in this particular area, there's not the big shortage that they predicted that there would be. >> why not? >> there's always a need for nurses. there's a lot of factors

that influence that. one of the big things is, when the economy changed, a lot of nurses who were going to retire did not. a lot of nurses who were working part-time went on to work full-time. a lot of nurses who weren't even working at all-- maybe their husband was working,

or maybe the nurse is a male and the wife was working--when one loses a job, went back into the job market. >> so the whole idea of a trend, those trends didn't play out the way people thought because the economic realities impacted people's decision-making.

>> yes. and the trends, it's kind of like the economy. they always say there's a slow uptick, and there was not a big, sudden change in the trend, and it's a slow trend. depending on what day of the week it is, you're going to hear the shortage is coming back.

definitely, as nurses, we are all older. i'm in my mid 50s. i'm the average age of a nurse. i'm not young. i'm not going to be here much longer in nursing. so they are very realistically knowing that those of us at that age, there's a large percentage of us that will

soon be exiting the profession, and that will probably contribute to it, as well. >> describe this for me. up at county college of morris, describe who the--i don't want to say who the typical nursing student is. describe your students.

>> we have a wide variety of students. >> that's what i mean. >> we really do. >> every age? >> every age. >> ethnic background, all kinds of people. different professions coming in to nursing, as well?

>> so go ahead. >> at county college, we have students ranging from 18 entering, the pre-professional phase. we've had students just graduate who are actually in their 60s. so we have a wide range of age. we have a wide range of gender, also. we have

up to about 20% of students are male, which is a little higher than the national average for nursing students. >> why do you think up at your place it's higher? >> we're a county college. we're second career. we also have students returning from

the military, and they very often are interested in nursing. >> that is interesting. >> yes. they make great nurses. >> they do? >> yes, they do. >> you just triggered something. what does it take, in your opinion--you've been in the

industry for how long? >> i've been a nurse for over 35 years. >> i shouldn't say the industry; the profession. you've been in the profession for 35 years. describe some of the traits, the characteristics, that you believe it takes

to be a great nurse. >> a great nurse. you have to work hard. you have to have the ability for strong academic rigor. our program is very rigorous. you have to really have a desire to be in a helping profession. we are a service profession. we help people.

you have to be able to work in a variety of settings to see not always good things. >> how about working with other people? >> you always have to be able to work with other people, whether it be-- >> say someone says, "i just

want to work by myself. i care greatly about patients, but i want to work by myself." can't do it. >> no. you're always working with patients, families, coworkers, insurance companies, administration. >> you have to be a good

communicator. >> absolutely-- verbally, written, computer. you have to be computer-savvy these days, regardless of what environment you're working in. you really have to have a true desire to help people. >> i'm curious. you were going

back and forth with natalie sandy, our producer, for this segment. we were talking about the whole question of bachelor's degree. there is not a requirement that you have to have a bachelor's degree to go into nursing. >> that's correct.

>> in any state. >> is that a good thing? should we have that? help us understand that. put that in perspective. >> right now, there are 3 ways to become a nurse. nursing has always had a variety of ways to enter the profession, which is a little different than other

professions. >> lots of ways to get a nursing degree. >> 3 ways to become a registered nurse, a professional registered nurse. that would be by either going to a diploma program, and there's very few of those left anymore, throughout the united

states. the other two man ways are going to an associate degree program or a 4-year program where you get your bachelor's of science in nursing, and they probably, both of them combined, each approximately, give or take either side of the line, 50%. so about half of the nurses are

coming from associate degree, and the other half are coming from 4-year programs. >> should we change that? should it be uniform? >> education is great thing. everybody should always further their education, and we certainly support that.

associate degree nursing is an excellent way to enter the profession, but we tell all our students, this is a step. >> it's not the end. >> it is not the end. and the students who get their bachelor's degree--it is not the end. when i got my master's

degree, i was told, "this is not the end." so education is great, and we encourage all professionals to go on and further their education. >> you've been in this profession, as you said, for 30-plus years. biggest changes you see in the profession?

>> oh...diversity in the types of nurses, which i think is just great. >> what does that mean? >> well, for example, when i graduated from nursing school, most of us were basically young white females. now, in the workplace that i work on,

different ages; sometimes the staff, half are males; variety of ethnic backgrounds; variety of country of origins; variety of education. a lot of nurses that i work with have second degrees, so they bring a wide variety of experience with them, as well.

>> sorry for interrupting. are there different specialties in the area of nursing that did not exist before? >> the specialties--nursing, once you get into nursing, you can go on and specialize by virtue of you could work on a specialized floor, but to be

educated in a specialty, that has certainly grown. that was not there. >> i know it's a ridiculous question. is it harder to be a nurse than it was 20, 30 years ago? >> oh, i say absolutely yes. >> absolutely yes.

>> yes, without a doubt. >> because... >> we do so much more. what we are asked to do, what we do for patients, what we need to know is an incredible amount. more information. >> more patients, too? >> more patients to take care

of. the complexity of care because of technology advances in medicine. the types of patients that we take care of now are very, very different than the types of patients that we took care of before. >> you love what you do. >> i do.

>> you love being chair of the nursing program up at county college of morris? >> i do. but i love teaching, and i also work part-time as a per diem nurse. >> see that? you stay in there. you know the other great thing about this? you were not a huge

fan of this show because you didn't know it that well coming in, but now... >> i love it. why are you making that face? you are now a devotee of this show. you are going to watch-- >> believe me, everybody is going to be watching it.

>> monica maraska is the chairperson of nursing at county college of morris, and now the newest biggest fan of "one-on-one." i want to thank you, monica, for volunteering that. ha ha ha! thank you very much. the following a+ for education

segment has been brought to you by the new jersey education association. >> there she is, the beautiful, smiling, and talented natalia sigmund, who is music teacher at the eleanor rush intermediate school in... >> cinnaminson, new jersey.

>> good to have you. this is part of our "classroom close-up" series we're doing in cooperation--it is their series at the new jersey education association. this is the part of our series where we feature talented teachers from across the state. when did you know you

wanted to be a music teacher? >> 5 years old. >> come on! >> seriously. >> where? >> our apartment in moscow, i put together a group of students, and we produced "carmen" for the parents.

>> in russia. >> in my living room, yes. >> you knew that you wanted to be a music teacher. >> absolutely. or a star, but... >> you're a star as a music teacher. so you come over here. by the way, the video that we're about to see, set it up for us.

what are we about to see from "classroom close-up"? >> i haven't seen the segment. the "classroom close-up" came over to the school. >> what they do is they basically show you and your students talking about music and the connection between music--

i'll set it up. it's what i do. >> you're good at it. >> it's the connection between music and language, and natalia is in it, and it's terrific, and it's from the njea, and here it is. >> ♪ bum bum bum bum ba da bum ba da da ♪

>> natalia sigmund is not your typical music teacher. >> every child is born with a certain level of music aptitude. >> ♪ ba ba ba bum ba ba ba ba ♪ >> our job as a music teacher, as a musician, as a person, is to develop that aptitude to its fullest.

>> ♪ the battle of jericho ♪ >> but her musical journey did not begin in the u.s. her training started at a very young age in moscow. >> when i started learning music in russia, i started when i was 7 years old, and i had a full curriculum of subjects--

my main instrument, which was piano; music theory, which is something that students here don't get into until they're in college. i actually, for 7 years, was studying a curriculum that would be similar to part of the curriculum that i was encountering at temple

university when i started taking classes there. >> while in college, natalia began studying a music learning theory developed by dr. edwin gordon, a theory that she uses in her classroom every day. >> music learning theory describes the learning of music

as similar to learning of language because language and music are both oral. one of the cliches could be that children need to know the lines and spaces, and they need to know that the first line in treble clef is "e." however, that doesn't really teach music.

it's similar to learning alphabet before being able to speak. music learning theory explains how children learn and presents a teacher with a proper sequence that will take the child from music infancy to being a fully functioning musician,

an independent musician. >> music to me is, like, basically, my life. whenever i'm feeling down or whenever i'm out riding my bike or something, i'll start singing. and sometimes when we're taking a test, i'll starting singing, and people will be like, "stop

singing!" and i'm like, "oh. sorry." >> miss sigmund has changed, probably, my whole life. i've had most opportunities because of her. >> if i don't have music, i'm just not me. >> i see that it helps students

in other areas--emotionally, socially--but i don't know whether it helps them in math, and i don't know whether it helps them in reading, but i know this for sure-- if you are going to be in a rich environment where the brain is making all kinds of connections,

that just has to affect other areas. that has to affect the whole person, and if it affects the whole person, then it absolutely affects everything else. >> ♪ everybody's gone surfin' surfin' u.s.a. ♪ u.s.a.!

>> give yourself a big hand. wow. >> you've got to be kidding me. >> this is the first time i've seen it, so it's emotional for me. >> why? >> to see the students speak... to hear them speak, excuse me.

that affects me. any teacher would like to know what their students are thinking. >> i'd say so. >> it's a gift. >> by the way, this is the ball that you were using, right? what do you use this ball for? >> ♪ bum bum bum ♪

>> so... >> it stimulates conversation. it takes pressure off the >> it takes pressure off the students? >> absolutely. children learn through play. ok? this is an element of play. they're not thinking about, "oh, my

goodness, i'm going to sing in front of 30 other students here, and singing is not cool because i'm all into baseball and football and kickball. but here is mrs. sigmund, and she has the ball," and i'm going to engage you, steve. you ready for this? ok. repeat. ♪ ba ba bahh ♪

>> ba ba bahh. >> ♪ bahhh bah ♪ >> bahhh bah. >> so right now, you're in music infancy. >> music infancy. >> i just identify you as an infant in music. so i'm going to create a program for

you, and your program is going to start at listening because this is the basic. >> and that's the connection with music and language and also some other outside device that distracts a kid from feeling uncomfortable or nervous or whatever. i mean, where the

heck did you learn this? >> i drove down to south carolina in 1998 to study with dr. gordon for two weeks. >> so a great teacher taught you. >> absolutely. >> and you're doing this with these kids.

>> you know, you said before, when we came out of the piece, "that's what any teacher would want." but again, you don't get...for those of us who teach at different levels--for me, on the university level, i don't think there are any college students going around

saying i changed their lives. one of your students said that she wouldn't know what do with her life without music. i mean, it's not about these students becoming musicians later. i mean, some will, but it isn't about that, is it? because you've said that anyone without

natural talent, music, can still be a part of music. because... >> everybody is born with music aptitude. music is identified by howard gardner as one of the intelligences. everybody is born with potential to learn. i traveled in russia about 10 years ago on a project, studying

traditional music, and i went to the villages, and everybody there sang, played an instrument--after a good dinner. >> everyone. >> they don't know the theory behind it, but they participate together. so music is something that we all are born with,

and so my job as a teacher to bring it out. >> what does it do for these kids later on? >> oh, i...i don't know. >> how does it change their lives? are they more confident? you could see more confidence. you look at these kids--they're

talking, they're more confident. they're more self-assured. i mean, just looking at them, that's got to make you feel great. >> absolutely. it makes me feel great. makes me want to go back on tuesday and go, go, go. >> you have as much passion

as you had when you started. >> more. >> even more? >> much more. >> we're very fortunate to have you do what you do, and those students are even more fortunate. thank you. >> thank you, steve.

>> throw it. thank you. >> "one-on-one" with steve adubato has been a production of the caucus educational corporation, celebrating 25 years of broadcast excellence. funding for this edition of promotional support provided by

njbiz--all business, all new jersey-- and by the new jersey business and industry association and its monthly magazine, "new jersey business." transportation provided by air brook limousine, serving the metropolitan

new york/new jersey area. has been produced in partnership with st. joseph's healthcare system. >> new jersey manufacturers insurance company offers policies that can protect against auto accidents, fires, wind storms, floods, and many

other serious and urgent situations. tips on what to do before, during, and after you're confronted with the unexpected are on the emergency preparedness section of njm.com. new jersey manufacturers. helping the garden state prepare for the unexpected

for nearly a century. >> i'm steve adubato. join me for the next edition of "caucus: new jersey." taxes, healthcare, education, and the economy-- i'll ask the questions that you want answered. >> airing on njtv, thirteen, and whyy.

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