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I I feel that a key component of this club is volunteerism, which would also be required should this kind of idea manifest into a second level education club. This is where I feel as though the club may have taken off to a slow start, as we were not in fact ‘volunteers’, but a class who were required to believe in a club and to try and push it forward. Volunteering is generally considered an altruistic activity where an individual or group provides services for no financial or social gain "to benefit another person, group or organization". (Wikipedia

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At the beginning of the club, I was reluctant to  give it a 100% as I was not completely aware of how such a programme could work or develop. It was difficult with my two mentees, as both were maths science students whom were ‘forced’ into partaking in this program. However, I think the mistakes that were needed to be made have strengthened the club for the future, as semester two will encompass a whole new system.

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There is no doubt that this club could be successful in a secondary school environment. many secondary schools already offer a ' buddy system' for incoming first years, and a  club and a movement like this could most certainly be implemented into that scheme.

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From week one onwards, this pallet is laid out in a linear fashion, where all documents and ideas brainstorming the club accompany the content covered in each session. at the end of the timeline, please find attached my Made to Move mentee story.

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The core reflection approach aims to deepen teacher reflection and development. The approach takes teachers’ core qualities and ideals as the starting point for reflection, and links the professional and the personal in teacher development. Core reflection can also be applied to other professional groups, and to students in primary and secondary education. It is based on a model of levels of reflection, briefly named the onion model, which includes the following levels: environment, behavior, competencies, beliefs, identity, mission, and “the core,” which refers to personal strengths. The onion model helps to differentiate between behavior-oriented reflection and a deeper kind of reflection, in which attention is given to three goals: (1) building on strengths and ideals (called “the inner potential”) of the person, (2) helping the person deal with inner obstacles limiting the actualization of the inner potential, and (3) preparing the person for using their potential and dealing with obstacles autonomously. In order to reach these goals, people can be coached using specific principles, which are partly based on positive psychology:

1. Focusing on personal strengths;
2. Giving balanced attention to cognition, emotion, and motivation (thinking, feeling, and wanting); and
3. Giving attention to inner obstacles.

These principles are brought together in a phase model for core reflection, with five phases: (1) describing a concrete situation; (2) reflection on the ideal, and on a core quality or qualities; (3) reflection on an obstacle; (4) using the inner potential; and (5) trying a new approach.
Core reflection is being used around the world, both in teacher education programs and in schools. Several research studies into the processes and outcomes of core reflection have shown that it leads to in-depth professional development and improved behavior, in both the short and the long term. However, more research is needed, for example research in which long-term outcomes of the core reflection approach are compared to those of other approaches.

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We created a mind map with the guest speakers we would like to visit the club, and also the topics which we thought would be relevant and important to cover. I really found this class enjoyable, looking forward to the future of this club.

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We looked at what we have covered so far...

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the red tshirts the first week were very intimidating... some groups don't mix.

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What is SOCIAL DISTANCE? What does SOCIAL DISTANCE mean? SOCIAL DISTANCE meaning & explanation

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We are not taught to be critical. Question don’t just accept.

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Don’t use the word empathy. Use the word compassion. Book by bloom- against empathy. Compassion is understanding and motivation to help where as empathy is just understanding.

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Generation X= most curious... because technology was not as apparent... Now we have everything at the tip of our fingers.

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We shared infographics based on the material we covered last week.

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Design Tools & Detailed 3D Preview

Basic Design and Font Libraries

Image Trace, SVG, and G-Code Import and Export

Built-in Material and Bit Libraries with Recommended Cut Settings

Interactive Apps and Tools

Automated Easy Toolpath Generation

Two-Stage Carving with Feedrate Override

Workpiece Organization and Project Downloads

Software Upgrades, Cloud Storage, Access to Community Forums

Advanced Toolpaths: Raster Carving, Ramping Plunges

Pro Design Library with More Than 3 Million Designs

Customizable Font Library with 300+ Fonts and Text Effects

Toolbox with Custom Bits, Materials, and Saved Cut Settings

Large Material Tiling and Additional Cut Depth Below Material

Multiple Machine Profiles and Machine Parking

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Design Tools & Detailed 3D Preview Basic Design and Font Libraries Image Trace, SVG, and G-Code Import and Export Built-in Material and Bit Libraries with Recommended Cut Settings Interactive Apps and Tools Automated Easy Toolpath Generation Two-Stage Carving with Feedrate Override Workpiece Organization and Project Downloads Software Upgrades, Cloud Storage,

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We answered questions in terms of a perfect mentee and a perfect mentor and the qualities of a competent training programme. this helps to show what we want from the club, and the mentees perspective.

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How to develop the club and bring more mentees?

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How to develop the club and bring more mentees?

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We made notes, and then stuck them on the wall. Imagination and honesty were transparent throughout the session.  notes were broken into three different categories.

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Tim Brown is CEO and president of IDEO. He frequently speaks about the value of design thinking and innovation to business people and designers around the world.

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Whatever challenge your organization might face, you don't have to solve it alone. Let's talk about the future you're here to make-and then let's make it.

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IDEO | Global Design & Innovation Company

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Leading Global Design & Innovation Firm Transforming Businesses. IDEO's Mission: to Create a Sustainable, Equitable & Prosperous Future.

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ThePhysicalEducator.com * PE Resources & Visuals

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Find amazing resources and visuals that can help support your students' learning in physical education class on ThePhysicalEducator.com.

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What would be in a move training??

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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introduce websites....CANVA

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Warm up
• Hips turns: hands on the hips and turn from side to side
• Lunge walks: raise knees and walk forward
• Heel flicks: Tip the gluts with the heels
• Hamstring stretch and little jump to switch sides
• Bean bags on the neck/head: on the hands and knees and crawl forward
• Challenge: Go from kneeling with the bean bag on the head to standing without letting it fall
Main session
Remember
• Many of the mentees won’t have experience of feeling their heart rate being raised
• Intensity- demonstrate moderate and vigorous activity by showing how many steps in 90 sec (e.g. moderate =100 steps per 90 sec)
Ideas
• Jog on the spot and squat
• Jog on the spot with right/left leg and get on the floor on hands and knees
• Jumping jacks and stand on one leg with the hands in the air
• In pairs and holding hands, squat up and down and then hold squat for 10 seconds

Cool down
• Hot potato with ball/bean bag
Top tips
• Consistent encouragement and use positive affirmations
• Make sure to demonstrate your moves with the mentee

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MADE TO MOVE
SAMPLE WEEK PLAN
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Try to fit the following sessions into an activity plan corresponding with you club/college training.
Gym Session One
Warm up
• Aerobic Movements 5/7 minutes
o (row/ bike/ ski/ run)
o Get warm and get your blood flowing
• Mobility work
o Squat 45seconds
 This is your basic squat. Ensure feet are shoulder with apart and try to keep an upright position
o Squat rotation 45seconds
 This is a progression of the ‘normal’ squat. Stand with feet shoulder width apart, hands at your shoulders, and squat down with your chest up, back flat and weight in heels. Stand up from the squat and rotate your upper body as you press your arms above your head. Lower back into a squat, facing forward with arms at shoulder height. Stand up from squat and rotate your upper body to the other side as you press your arms above your head. Repeat, alternating sides.
o ‘over the gate’ 45 seconds each way
o Shoulder rotation 45 seconds each way
o Pigeon stretch/ Glute stretch 90 seconds

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 Good subjective experience
o Affect
o Life satisfaction
o Self esteem
o Social connectiveness
 Mental health
 Exercise

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Digital society changes who we are, our metaphysics (who am I online), how we think of ourselves, how we socialise.

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Summary: Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.

Originators & Proponents: George Siemens, Stephen Downes

Keywords: communication, connection, distributed cognition, distributed learning, information, Internet, knowledge sharing, links, massive open online course (MOOC), nodes, online, open educational resources (OER), social networks
Connectivism[1][2]
Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves. These technologies include Web browsers, email, wikis, online discussion forums, social networks, YouTube, and any other tool which enables the users to learn and share information with other people.

A key feature of connectivism is that much learning can happen across peer networks that take place online. In connectivist learning, a teacher will guide students to information and answer key questions as needed, in order to support students learning and sharing on their own. Students are also encouraged to seek out information on their own online and express what they find. A connected community around this shared information often results.

The massive open online course (MOOC) phenomenon comes from connectivist theory. In a connectivist MOOC (cMOOC), it is open to anyone who wants to enroll, it uses open software and systems across the Web to facilitate learning and sharing, it takes place primarily online, and it happens according to a specified curriculum for a designated period of time. While facilitators guide the cMOOC, its participants are largely responsible for what they learn and what and how they share it; this connected behavior largely helps create the course content.

References

1. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

2. Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.

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Summary: Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.

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Summary: Etienne Wenger summarizes Communities of Practice (CoP) as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.

Originators: Jean Lave and Etienne Wenger in 1991 and further elaborated in 1998.

Key Terms: domain, community, practice, identity, learning
Communities of Practice
The term was first used in 1991 by theorists Jean Lave and Etienne Wenger who discussed the notion of legitimate peripheral participation[1]. In 1998, the theorist Etienne Wenger extended the concept and applied it to other domains, such as organizations[2]. With the flourishing of online communities on the Internet, as well as the increasing need for improved knowledge management, there has been much more interest as of late in communities of practice. People see them as ways of promoting innovation, developing social capital, facilitating and spreading knowledge within a group, spreading existing tacit knowledge, etc.

Communities of Practice can be defined, in part, as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determine solutions, and build innovations. Wenger gives a simple definition: "Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." Note that this allows for, but does not require intentionality. Learning can be, and often is, an incidental outcome that accompanies these social processes.

One needs to distinguish between what is a CoP and what is not. There are three required components of CoPs:

1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest (e.g. radiologists, Star Trek fans, middle school history teachers, Seahawks football fans, etc.); it's not just a network of people or club of friends. Membership implies a commitment to the domain.

2. There needs to be a community. A necessary component is that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of practice. There needs to be people who interact and learn together in order for a CoP to be formed. Note that members do not necessarily work together daily, however. Wenger points to the example of Impressionist painters who sometimes met in cafes to discuss their painting styles. He indicates that even though these men normally painted alone, these kinds of interactions were essential to making them a CoP.

3. There needs to be a practice: A CoP is not just people who have an interest in something (e.g. sports or agriculture practices). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an expert on a subject matter that interests you does not in itself make a CoP. Informal conversations held by people of the same profession (e.g. office assistants or graduate students) help people share and develop a set of cases and stories that can become a shared repertoire for their practice, whether they realize it or not.

Communities develop their practice through a variety of methods, including: problem solving, requests for information, seeking the experiences of others, reusing assets, coordination and synergy, discussing developments, visiting other members, mapping knowledge and identifying gaps.

For Etienne Wenger, learning is central to human identity. A primary focus is learning as social participation - that is, an individual as an active participant in the practices of social communities, and in the construction of his or her identity through these communities. People continuously create their shared identity through engaging in and contributing to the practices of their communities. The motivation to become a more central participant in a community of practice can provide a powerful incentive for learning. Students will have a desire to develop skills (e.g. literacy skills) if the people they admire have the same skills. That is, they want to join the "literacy club" and will work towards becoming a a member.
For more information, we recommend:
References

1. Lave, J. (1991). Situating learning in communities of practice. Perspectives on socially shared cognition, 2, 63-82.

2. Lave, J., & Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.

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Communities of Practice (Lave and Wenger)

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Summary: Etienne Wenger summarizes Communities of Practice (CoP) as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." This learning that takes place is not necessarily intentional.

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Credits | Disclaimer | Copyright UCD 2014 | Site by Aurion Learning

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Key Concepts

The cognitivist revolution replaced behaviorism in 1960s as the dominant paradigm. Cognitivism focuses on the inner mental activities - opening the "black box" of the human mind is valuable and necessary for understanding how people learn. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored. Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner's schemata[1][2].

A response to behaviorism, people are not "programmed animals" that merely respond to environmental stimuli; people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking. Changes in behavior are observed, but only as an indication of what is occurring in the learner's head. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.

Additional Resources and References

References

1. Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance improvement quarterly, 6(4), 50-72.

2. Cooper, P. A. (1993). Paradigm Shifts in Designed Instruction: From Behaviorism to Cognitivism to Constructivism. Educational technology, 33(5), 12-19.

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The cognitivist paradigm essentially argues that the "black box" of the mind should be opened and understood. The learner is viewed as an information

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A theory designed by Pavlov. It is a theory of learning based on the idea that all behaviors are acquired through conditioning

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Key Concepts

Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement[2]. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov's dogs) and generalized to humans[3].

Behaviorism precedes the cognitivist worldview. It rejects structuralism and is an extension of Logical Positivism.

Radical behaviorism

Developed by BF Skinner, Radical Behaviorism describes a particular school that emerged during the reign of behaviorism. It is distinct from other schools of behaviorism, with major differences in the acceptance of mediating structures, the role of emotions, etc.

Additional Resources and References

Resources

References

1. Skinner, B. F. (2011). About behaviorism. Vintage.

2. Watson, J. B. (2013). Behaviorism. Read Books Ltd.

3. Pavlov, I. P., & Anrep, G. V. (2003). Conditioned reflexes. Courier Corporation.

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Behaviorism is a worldview that operates on a principle of "stimulus-response." All behavior caused by external stimuli (operant conditioning). All behavior

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there is no doubt that cyberbullying is a huge is issue in our society. People are living their lives through social media and the internet. bad comments, notifications, images and likes cause huge stress and anxiety in peoples lives, especially in adolescents. this is an imperative for us as educators.

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Shutterstock

This is the final story in a three-part series on the ways new technology is impacting kids and teens. Read part one: How digital culture is changing the way kids play. Read part two: How digital screens are changing the way we read.

When British 14-year-old Hannah Smith turned to popular social networking site Ask.fm in July 2013, she wanted reassurance.

Stressed out from studying for exams and anxious about the return of eczema that made her feel ugly, Smith opened up about her feelings on the site, which allows users to pose questions others can respond to anonymously.

The responses came in rapid succession. Anonymous posters urged Smith to cut herself and drink bleach. One even said, "Do us all a favour n kill ur self."

When Smith did just that a month later, her father blamed the anonymity of Ask.fm's commenters for his daughter's death. The family demanded action against the site, and Smith's death made international headlines about the effects of cyberbullying.

What detectives found was arguably much more tragic - that Smith sent the hateful messages to herself, hoping her friends would rally in her defense.

While cases like Smith's are rare, Smith was doing what most teenagers do: seeking identity validation from friends and strangers, often via social media. As a new generation comes of age online, the Internet could be affecting how they form their identity.

Catherine Steiner-Adair, a psychologist and author of "The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age," says the kind of outside affirmation Smith sought online is a vital part of how teens form identity.

"The need for validation and confirmation that you're OK is so huge," Steiner-Adair said. "Parents often say, 'How could you go on a site where people can anonymously respond to whatever your question is: Am I cute? Am I fat?' But we're forgetting what it means to be a teenager when we say things like that."

Social media allow kids to broadcast everything while connecting them to experiences they might not have encountered a generation ago. But it also opens teens up to exponential ridicule or an amplified feeling of invisibility that can influence the perceptions they have of themselves.

According to market research data released this year from GFK, a German market research institute, the amount of time teens spend online has grown 37 percent since 2012, to about four hours a day. In a 2010 survey from the Girl Scout Research Institute, 74 percent of girls said they felt their peers used social media to "make themselves look cooler than they are," and 41 percent said that also describes them.

A 2010 study from York University found that people with lower self-esteem spent more time online and posted more "self-promotional" content to sites like Facebook.

Steiner-Adair says that while technology changed how teens seek and get feedback about identity, teen behavior is much the same.

"Kids are always looking at each other, comparing themselves to each other. The same thing that's going on in the halls is going on online," Steiner-Adair said. "The difference for teenagers today is that there's an endless supply of people to whom they can compare themselves."

Read part one: How digital culture is changing the way kids play

Online vs. real-time identities

Experts like Steiner-Adair and Dr. David Greenfield say the fact that many teens view their online and real-time identities as identical can be a recipe for disaster.

The problem is impulse control, says Greenfield, an assistant professor of psychiatry at the University of Connecticut School of Medicine and founder of the Center for Internet and Technology Addiction. He says that because teens' brains aren't fully developed, they don't have the impulse control to understand the damage they can do online.

"This group doesn't differentiate. They see their real-time identity and their online identity as identical when in fact they're not," Greenfield said. "Along with that, there's now no delay between the urge to do something and the ability to broadcast it instantaneously. They do and say things online that they ordinarily wouldn't do because it doesn't feel real to them. But what you do in cyberspace follows you into real space."

When the online and real-time identities don't match - or when a hoard of anonymous commenters say they don't - it can get dangerous, Steiner-Adair said.

"Kids spend a lot of time crafting this identity that you hope people will respond favorably to," Steiner-Adair said. "When they feel desperate for feedback or curious in a risky way, social networking sites like Ask.fm play very much on the vulnerability of teens' and preteens' desire to not only know what people think of them but their hopes that they're seen as cool and their hunger for approval."

The struggle to differentiate

Technology can also make it more difficult to form an identity. There are more versions of "self" than ever before, which gives kids who may already be struggling to figure out who they are even more to juggle. In an interview with NPR, media theorist and author Douglas Rushkoff explained the feeling in a term he coined: "digiphrenia."

" 'Digiphrenia' is the experience of trying to exist in more than one incarnation of yourself at the same time. There's your Twitter profile, your Facebook profile, your email inbox," Rushkoff said. "All of these sort of multiple instances of you are operating simultaneously and in parallel. And that's not a really comfortable position for most human beings."

In their effort to individualize on the Web, teens use different accounts in different ways, as researcher Katie Davis found out while co-authoring "The App Generation: How Today's Youth Navigate Identity, Intimacy and Imagination in a Digital World."

"There's this interesting dichotomy online where there's an emphasis toward identity consolidation and having this crystallized identity that is well-formed for many different audiences versus an increased opportunity to present different identities," Davis said, explaining that teens often adapt their online identities almost like creating a brand.

The focus on the external image detracts from the creation of a true identity, which Davis says takes serious meditation. "They're tailoring and promoting almost a branded 'self.' If you're all of your time projecting an identity externally, it crowds out the time you have for internal reflection."

The kind of self-promotion or expression varies depending on the network.

"If they're on Facebook, their identities are available for many different audiences to see. So that restricts how they can express themselves because they have to make sure it's OK for a wide audience," Davis said.

The natural urge to seek approval online can create a dependency on the Internet, Greenfield said. Because teens are digital natives, they have a higher likelihood for addiction. He says you can see it in the way teens handle their cellphones.

"[The phone] is so much more than a way of communicating," Greenfield said. "They would no more be out and about without a phone than they'd go without underwear. It's become part of their identity on a social and cultural level."

Davis and Gardner call it "app-dependent behavior," and while it's rare, it's also a recent development. For example, if a young person has a homework assignment, he or she might go online to get the facts, but Davis said an app-dependent person would also look for analysis of those facts to use in a book report rather than thinking about it themselves.

The same sort of app-dependency rears itself in relationships, where some people rely on talking online rather than in person. Others might depend on Facebook input to make decisions as small as which movie to see or even to resolve personal or moral dilemmas.

"Their online lives and offline lives are both real to them, and they do move fluidly between the two," Davis said. "But I think some young people who become very highly involved in an online community may have a harder time integrating that identity into the real world."

Read part two: How digital screens are changing the way we read

Digital role modeling

The most important tool kids have in their favor is a good parent, the experts say.

"A lot of parents think that because they (don't) understand tech, they throw up their hands. You don't have to know (exactly how technology works) to set the right kinds of limits," Steiener-Adair said.

Parents must be good digital role models, Davis said.

"Parents are very powerful models for their kids," Davis said. "They see how tied their parents are to technology. It's really not about the technology; it's really about how we use it and how dependent we are on technology."

Steiner-Adair came to a similar conclusion while researching her book when she interviewed 1,000 kids ages 4-18 about how much their parents used digital devices. She said she consistently heard from children of every single age that they often felt ignored, frustrated, sad, lonely or mad when vying for their parents' attention or help.

"I talked to one young woman who told me, 'They just asked me about my first semester in college for two seconds and then they stopped to make a dinner reservation,' " Steiner-Adair said. "This is not a way we want our children to feel. They do need to know that their parents cherish them."

Edutopia urges parents to be sympathetic to teens' worries and questions and be familiar with which sites are popular among kids in different age groups.

To help control kids' impulses, Steiner-Adair says, first teach kids how to use the cameras on their phones appropriately rather than for humiliation. Treat devices at sleepovers the same as alcohol: Lock them up or put them out of sight. Make kids understand the power they wield with a smartphone.

"They're playing in a different sandbox. Kids are being kids with a tool that has far more powerful impact than they understand," Steiner-Adair said. "Parents are feeling understandably overwhelmed by all the challenges technology brings with it. At the same time, this is the age in which we are parenting."

For more on the effects of technology on teens:
Face time vs. screen time: The technological impact on communication The Instagram effect: How the psychology of envy drives consumerism Effects of technology on teens are not all doom and gloom
Twitter: ChandraMJohnson

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Growing up digital: How the Internet affects teen identity

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Shutterstock This is the final story in a three-part series on the ways new technology is impacting kids and teens. Read part one: How digital culture is changing the way kids play . Read part two: How digital screens are changing the way we read.

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Real and digital worlds. This has implications for people’s identity which can often result in anxiety

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This is about creating and innovating.....

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What are the big international trends coming over the horizon that are going to affect education systems around the world?
Andreas Schleicher, head of education for the OECD economic think thank and in charge of the international Pisa tests, sets out the biggest social, economic, political and technological questions being asked of schools around the world.

1. Wealth gap versus social mobility: The gap between the richest and poorest is widening, with more intense pockets of extreme privilege and deprivation. This inequality ends up on the doorsteps of schools. In OECD countries, the richest 10% have incomes 10 times greater than the 10% poorest.

Such division is one of the biggest challenges for education systems. How will such economic inequality be balanced against calls for schools to offer fair access to opportunity?

2. Rise of the Asian consumer: It might not be shared evenly, but there is rising affluence, particularly in Asia. The global middle class is getting bigger - and 90% of the new entrants will be in China and India. How will the global economy change when the most educated populations are from Asia, not North America and Europe?

What values will these newly-wealthy consumers want from their schools? Will universities be ready to expand to meet a much bigger demand?

3. Migration on the increase: There are a lot more people on the move, with Asia replacing Europe as the most popular destination for migrants. This mobility brings cultural diversity and the energy and ambitions of new arrivals, but it also brings challenges.

How should schools support pupils arriving from around the world? What questions does it raise about identity and integration? Will schools have a bigger role in teaching about shared values?

4. Show us the money: Funding pressures will be a big issue for education systems. There will need to be long-term spending decisions on schools, particularly when demands and expectations are rising. Who should pay for more students going to university? And what happens when funding levels have to be cut?

Individuals will also need to learn the financial risks of sudden economic shocks or long drawn-out recessions, particularly when household debt is rising.

5. Learning versus the echo chamber: Digital technology can connect people as never before, building links between countries and cultures. Or at least that's the theory. It can also make the world more volatile and uncertain. It encourages democracy by allowing voices to be heard, but then it concentrates unprecedented amounts of power in a small number of hands.

When news and information is customised for us by algorithms, it can leave people only hearing like-minded opinions, insulated against opposing views. How will schools and universities navigate a more open approach to ideas?

6. First class humans or second class robots?: There have been plenty of warnings about artificial intelligence threatening jobs. But education systems will need to equip young people with the skills that can be adapted and updated for a changing jobs market.

There will be far-reaching questions about how to develop human talents that can't be replicated by machines. How do we make sure that human qualities such as imagination, a sense of responsibility and emotional awareness are harnessed alongside the processing power of artificial intelligence?

7. Lessons for life: Life expectancy is increasing and a less predictable jobs market means adults are increasingly likely to need to re-train. Much more attention will have to be paid to lifelong learning, so that people are equipped to change jobs and for a much longer retirement. Since 1970 the average number of years of retirement in the OECD has risen from 13 to 20 years.

These decades have seen big changes in the workplace and a disappearance of a "job for life". But at present, those who need adult education and training the most, the low skilled, are currently the least likely to receive it. It's a problem that's too often been ignored, but it will become increasingly important for people's skills to be aligned with the jobs available.

8. Online or offline?: The internet is an integral part of young people's lives. In some countries the amount of time spent online by 15 year olds has effectively doubled in three years. Many teenagers say they feel bad if disconnected from the internet.

But education still has to come to terms with this permanent online presence. What part should it play in learning? How can its negative impacts be reduced, such as cyberbullying or loss of privacy?

9. Teaching values. Everyone expects schools to teach values, but in an increasingly polarised world who decides which values should be taught? The digital world has allowed more people to voice their opinions, but this is no guarantee they can access reliable and balanced information, or be willing to listen to others.

How can citizens sort fact from fiction? How should schools teach the difference between opinion and objective information? Is it the job of schools to be politically neutral or to promote specific ideas or ways of thinking? And what kind of civic virtues do modern democracies require?

10. Not even at the starting point. For hundreds of millions of the world's poorest children, particularly in sub-Saharan Africa, these issues will be irrelevant, because they do not even have access to school places or are in schools of such low-quality education that children leave without even the most basic literacy or numeracy.

Despite global pledges and warnings about the social and economic waste, the UN says there are about 260 million missing out on primary and secondary school.

More from Global education

Tennis superstar Novak Djokovic wants to prevent childhood trauma

End of 'snow days'? US schools use e-learning in bad weather

'Surgeons flipping burgers': Make better use of the skills of migrants, says UN

Worst year for school shootings in United States

Soros university 'forced out' of Budapest

University in Iraq rebuilds after 'dark age' of IS occupation

The editor of Global education is Sean Coughlan (sean.coughlan@bbc.co.uk).

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What are the big international trends coming over the horizon that are going to affect education systems around the world? Andreas Schleicher, head of education for the OECD economic think thank and in charge of the international Pisa tests, sets out the biggest social, economic, political and technological questions being asked of schools around the world.

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• Ethnicities, Personality, learning style, ambitions, sexual orientation, socio economic status

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Update: View my newest version of the Genderbread Person, version 3.3 here. It's a heckuvalot better and just as free to use however you'd like! And here is the Genderbread Person page with downloads and all versions.

Gender is a tough subject to tackle. There are a lot of facets to consider, a lot of pressures at play, and we have all been conditioned in such a way that our first instinct is almost unanimously wrong. But we're going to tackle it. No, we're going to tackle the snot out of it. Coming to our aid, I would like to present to you: The Genderbread Person!

I was first introduced to the Genderbread Person through Tumblr, a fun, and sometimes informative, microblogging platform. Then I saw another version (pictured right) somewhere else on the web. There are also a few other versions floating around, but they all have their issues. I wanted to create a new and improved Genderbread Person, so I did.

Now let's talk about it.

The Genderbread Person

As you'll see above, we have four elements. I will break those down, but first I want to talk in generalities. First of all, if you noticed that the first three categories all pertain to gender, while the fourth pertains to sexuality, great job. Skip ahead to the next paragraph. For everyone else: if that doesn't make sense to you, or you're unsure of how all four interrelate, worry not. By the end of this post it'll all make sense or you can have your money back. And if you never gave me money, give me money.

Most Wednesdays 💌 I publish new Social Justice, Gender, & Sexuality Resources &xrarr;
Get the Email. Whenever I talk to groups about gender, a common problem arises: people tend to assume that someone has to be on either the left half or the right half of all the continuums above, and when I explain that many people zig zag through the list, they give me blank stares. I'm about to say something that will likely freak you out, but be cool, because it'll all make sense soon. Gender identity, gender expression, biological sex, and sexual orientation are independent of one another (i.e., they are not connected). With that said (I'm going to say it again later), let's move on.
Gender Identity: Who You Think You Are
On the left we have "woman" and on the right we have "man," two terms you are likely already familiar with. In the middle, we have the term "genderqueer," which, you guessed it, is used for an identity that is somewhere between woman and man. Another term for genderqueer that is accepted within the community is "genderfuck," but that's a bit racy for my taste. It's also important to note that many people consider their identity to fall outside of the traditional (and limited) woman to man spectrum. These identities can be called genderqueer, agender, third-gender, bigender, and more.
Gender identity is all about how you, in your head, think about yourself. It's about how you internally interpret the chemistry that composes you (e.g., hormone levels). As you know it, do you think you fit better into the societal role of "woman," or "man," or do neither ring particularly true for you? That is, are you somewhere in-between the two? Or do you consider your gender to fall outside of the spectrum completely? The answer is your gender identity.

It has been accepted that we form our gender identities around the age of three, and after that age it is incredibly difficult to change them. Formation of identity is affected by hormones and environment just as much as it is by biological sex. Oftentimes, problems arise when someone is assigned a gender based on their sex at birth that doesn't align with how they come to identify. We'll talk about that more later.

Gender Expression: How You Demonstrate Who You Are
On the left we have "feminine" and on the right we have "masculine," the two expressive terms related to "woman" and "man." In the middle, we have a new term "androgynous," which describes an ambiguous or mixed form of expressing gender.
Gender expression is all about how you demonstrate your gender through the ways you act, dress, behave, and interact-whether that is intentional or unintended. Gender expression is interpreted by others perceiving your gender based on traditional gender roles (e.g., men wear pants, women wear dresses). Gender expression is something that often changes from day to day, outfit to outfit, event or setting to event or setting. It's about how the way you express yourself aligns or doesn't with traditional ways of gendered expression. And like gender identity, there is a lot of room for flexibility here. It is likely that you slide around on this continuum throughout the week without even thinking about it. How about an example?

You wake up and you're wearing baggy grey sweatpants and a tshirt. As you walk into your kitchen to prepare breakfast, you're expressing an adrogynous-to-slightly-masculine gender. However, you see your partner in the kitchen and you prowl in like Halle Berry from Catwoman, then you are expressing much more femininely, so now you're back on the left half of the continuum. You pour a bowl of cereal, wrap your fist around a spoon like a viking, and start shoveling Fruit Loops into your face, and all-of-a-sudden you're sliding back onto the right side of the continuum. After breakfast, you skip back into your bedroom and playfully place varying outfits in front of you, pleading your partner help you decide what to wear. You're feminine again.

I assume this entire time you were imagining it was you, with your gender identity, acting out that example. Now go through the whole thing, but imagine someone with the a different gender identity from you going through the motions. Now you are starting to understand how these concepts interrelate, but don't interconnect.

Biological Sex: The Equipment Under the Hood
On the left we have "female" and on the right we have "male," the two biological sexes we all grew up knowing about. In the middle, we have a new term "intersex," which describes someone whose sexual organs are not strictly male or female. The term "hermaphrodite," which you've likely heard used to describe an intersex individual, is frowned upon as "hermaphrodite" is a stigmatizing word that means someone who is entirely male and female, a biological impossibility. P.S. How did you feel about me expressing my masculinity in the heading of this section?
Biological sex refers to the objectively measurable organs, hormones, and chromosomes you possess. Being female means having a vagina, ovaries, two X chromosomes, predominant estrogen, and you can grow a baby in your stomach area. Being male means having testes, a penis, an XY chromosome configuration, predominant testosterone, and you can put a baby in a female's stomach area. Being intersex can be any combination of what I just described.

For example, someone can be born with the appearance of being male (penis, scrotum, etc.), but have a functional female reproductive system inside. There are many examples of how intersex can present itself, and below you can see some statistics from the Intersex Society of North America that describe the frequency of intersex births. (check out the stat I bolded, but be prepared to be shocked)

Not XX and not XY

one in 1,666 births

Klinefelter (XXY)

one in 1,000 births

Androgen insensitivity syndrome

one in 13,000 births

Partial androgen insensitivity syndrome

one in 130,000 births

Classical congenital adrenal hyperplasia

one in 13,000 births

Late onset adrenal hyperplasia

one in 66 individuals

Vaginal agenesis

one in 6,000 births

Ovotestes

one in 83,000 births

Idiopathic (no discernable medical cause)

one in 110,000 births

Iatrogenic (caused by medical treatment, for instance progestin administered to pregnant mother)

no estimate

5 alpha reductase deficiency

no estimate

Mixed gonadal dysgenesis

no estimate

Complete gonadal dysgenesis

one in 150,000 births

Hypospadias (urethral opening in perineum or along penile shaft)

one in 2,000 births

Hypospadias (urethral opening between corona and tip of glans penis)

one in 770 births

Total number of people whose bodies differ from standard male or female one in 100 births

Total number of people receiving surgery to "normalize" genital appearance

one or two in 1,000 births

Sexual Orientation: Who You Are Attracted To
On the left we have "heterosexual," meaning attracted to people of the opposite sex, or being straight. On the right we have "homosexual," meaning attracted to people of the same sex, or being gay or lesbian. And in the middle we have bisexual, meaning attracted to people of both sexes. Note: there is no place on the scale for "asexual", which is the lack of sexual attraction to others, as it doesn't fit into this continuum.

Most Wednesdays 💌 I publish new Social Justice, Gender, & Sexuality Resources &xrarr;
Get the Email. Sexual orientation is all about who you are physically, spiritually, and emotionally attracted to. If you are male and you're attracted to females, you're straight. If you're a male who is attracted to males and females, you're bisexual. And if you're a male who is attracted to males, you're gay. This is the one most of us know the most about. We hear the most about it, it's salient in our lives, and we understand where we stand best. It's pretty cut and dry, right? Maybe.
Interestingly enough, pioneering research conducted by Dr. Alfred Kinsey in the mid-20th century uncovered that most people aren't absolutely straight or gay/lesbian. Instead of just asking "do you like dudes or chicks?" (very sciency, I know), he asked people to report their fantasies, dreams, thoughts, emotional investments in others, and frequency of sexual contact. Based on his findings, he broke sexuality down into a seven point scale (see below), and reported that most people who identify as straight are actually somewhere between 1 - 3 on the scale, and most people who identify as lesbian/gay are 3-5, meaning most of us are a little bi-.

0 - Exclusively Heterosexual
1 - Predominantly heterosexual, incidentally homosexual
2 - Predominantly heterosexual, but more than incidentally homosexual
3 - Equally heterosexual and homosexual
4 - Predominantly homosexual, but more than incidentally heterosexual
5 - Predominantly homosexual, incidentally heterosexual
6 - Exclusively Homosexual

Putting it all together.

Wow, that was a lot of information all at once, can we agree? The crazy part: I held back. I plan to write individual write-ups on each of the sections above, because there is still so much to say. But you don't need to worry about that right now. We need to make this all make sense-synthesize some knowledge up in your brain.

Interrelation versus Interconnection

Remember earlier when I said that thing, then I said I would say it again? It's on the right, in case you forgot. This me saying that again: though the four things I presented above are certainly interrelated, they are not interconnected. What do I mean by that?

Gender identity, gender expression, biological sex, and sexual orientation are independent of one another (i.e., they are not connected).People's sexual orientation doesn't determine their gender expression. And their gender expression isn't determined by their gender identity. And their gender identity isn't determined by their biological sex. And also every other mismatch of A isn't determined by B combination you can dream up from those inputs. Those things certainly affect one another (i.e., they are related to one another) but they do not determine one another.

If someone is born with male reproductive organs and genitalia, he is very likely to be raised as a boy, identify as a man, and express himself masculinely. We call this identity "cisgender" (when your biological sex aligns with how you identify) and it grants a lot of privilege (read some of them in this list of cisgender privileges). It's something most of us who have it don't appreciate nearly as much as we should.

Questions, Concerns, or Thoughts?

Take some time to mull all of this over, particularly if it's the first time you're learning about this super-complex, super-hard-to-swallow subject. There's a lot of information to process, and most of it goes against a lot of what you might have been learned growin' up.

Also, feel free to use the comments on this post to discuss, ask questions, or provide different insights to what you read above. Heck! That's what they're there for!

And as always, get in touch if you have any questions you'd rather not ask in an open forum. I'm always willing to help, if I can.

Heads up: A ton (ton) of people have written me over the years asking what the origin of the genderbread/gumby model is. I really wish I knew, but I don't. It existed before Google 🙂 But if you know, let me know.

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Breaking through the binary: Gender explained using continuums - It's Pronounced Metrosexual

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Update: View my newest version of the Genderbread Person, version 3.3 here. It's a heckuvalot better and just as free to use however you'd like! And here is the Genderbread Person page with downloads and all versions. Gender is a tough subject to tackle.

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can’t do one size fits all. In our society now, everything must be personalised.

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Linda Darling-Hammond is the President and CEO of the Learning Policy Institute.

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• 85% of our jobs in 2030, we have no idea what the jobs will be.
• Need to be flexible.
• Mathematical skills, numerical skills.
• Can this be included in made to move?
• Are we generating data? Yes. Measurements in screening process.
• What can the data help us to do? Create an intervention that might make a difference or make an impact.

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Mentee 1 is very enthusiastic with regards the made to move program, however I am struggling to engage with my second mentee. despite having prescribed a gym and running session, she is extremely reluctant to meet/train.

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Today we were introduced to our mentees who are currently studying math science in UCC. I am thrilled to have mentees with whom I can work to help and attain their fitness goals

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Guide to Reach your Health and Wellness Goals - Yours | Fitness First

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Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:

*Who: Who is involved?

*What: What do I want to accomplish?

*Where: Identify a location.

*When: Establish a time frame.

*Which: Identify requirements and constraints.

*Why: Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, "Get in shape." But a specific goal would say, "Join a health club and workout 3 days a week."

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set.

When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as......

How much? How many?

How will I know when it is accomplished?

Attainable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

Realistic- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress.

A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal.
Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

T can also stand for Tangible - A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing.

When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.
Please also see Goal Setting -Powerful Written Goals In 7 Easy Steps!

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Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: *Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame.

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use a skipping rope to stretch!

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Plank
Side plank
Bridge
Superman
Plank (Up/Down)

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Athletics Ireland is the National Governing Body for Athletics in Ireland. Our primary objective is to promote and develop the sport at every level from recreational running and schools competitions through to supporting Ireland's elite athletes in international competition.

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How to Use Gym Equipment | Beginner's Guide

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We received a gym induction in the maradyke. It was interesting to see the correct method to use some of the gym equipment I have never tried.

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Progression: 2 dungbells
Regression: use a chair

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15 reps, min rest.
regression; hands to knees
progression: Russian twist

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3x10 Rep

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Upper body
Lower limbs
Core and trunk region

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Calves
Hamstrings
Glutes

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Activate at least 8 major muscle groups.
Static, controlled warm up setting.
Demonstrate and inform them why they are stretching
Hold stretch for 15-20 seconds

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selfdeterminationtheory.org – Page Array – An approach to human motivation & personality

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Thank you for making the 2023 International Self-Determination Theory Conference wonderful! SDT2023 may be over, but you can still access content.

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This Girl Can (@thisgirlcanuk) * Instagram photos and videos

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82.6k Followers, 283 Following, 670 Posts - See Instagram photos and videos from This Girl Can (@thisgirlcanuk)

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As a class, we were introduced to Made 2 Move by Dr. Fiona Chambers and Gillian O'Sullivan. We received an introduction to physical activity and also to what the M2M club would entail. It felt like a bombshell with the amount of information put on us

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@MadetoMoveAIAA #fun #social #MeettheMoveMentors...Calling all 1st years First #Made2MoveClub session Tues 18th Sept Elec Eng 6pm. Wear tracksuit runners @FitGill @CianBohane  @ciarahoustoun @DenbyBa @UCCSport @UCCSSPE @MorganBuckleyIR @johbees @deirdrebrennann @DrFiChambers

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@MadetoMoveAIAA #fun #social #MeettheMoveMentors...Calling all 1st years First #Made2MoveClub session Tues 18th Sept Elec Eng 6pm. Wear tracksuit runners @FitGill @CianBohane  @ciarahoustoun @DenbyBa @UCCSport @UCCSSPE @MorganBuckleyIR @johbees @deirdrebrennann @DrFiChambers https://t.co/9scdgRMkL6

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@MadetoMoveAIAA #fun #social #MeettheMoveMentors...Calling all 1st years First #Made2MoveClub session Tues 18th Sept Elec Eng 6pm. Wear tracksuit runners @FitGill @CianBohane @ciarahoustoun @DenbyBa @UCCSport @UCCSSPE @MorganBuckleyIR @johbees @deirdrebrennann @DrFiChambers pic.twitter.com/9scdgRMkL6
— Made2Move (@Made2MoveAIAA) September 13, 2018

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@MadetoMoveAIAA #fun #social #MeettheMoveMentors...Calling all 1st years First #Made2MoveClub session Tues 18th Sept Elec Eng 6pm. Wear tracksuit runners @FitGill @CianBohane  @ciarahoustoun @DenbyBa @UCCSport @UCCSSPE @MorganBuckleyIR @johbees @deirdrebrennann @DrFiChambers https://t.co/9scdgRMkL6

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@MadetoMoveAIAA #fun #social #MeettheMoveMentors...Calling all 1st years First #Made2MoveClub session Tues 18th Sept Elec Eng 6pm. Wear tracksuit runners @FitGill @CianBohane  @ciarahoustoun @DenbyBa @UCCSport @UCCSSPE @MorganBuckleyIR @johbees @deirdrebrennann @DrFiChambers https://t.co/9scdgRMkL6

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@MadetoMoveAIAA #fun #social #MeettheMoveMentors...Calling all 1st years First #Made2MoveClub session Tues 18th Sept Elec Eng 6pm. Wear tracksuit runners @FitGill @CianBohane  @ciarahoustoun @DenbyBa @UCCSport @UCCSSPE @MorganBuckleyIR @johbees @deirdrebrennann @DrFiChambers

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We were informed of the initial screening progress which would take place the following Tuesday. This was highly intimidating, but exciting non the less.

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Karl Henry Health (@karlhenrypt) * Instagram photos and videos

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21k Followers, 1,129 Following, 624 Posts - See Instagram photos and videos from Karl Henry Health (@karlhenrypt)

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‎Track and map every walk with MapMyWalk. For every mile you go, you'll get feedback and stats to help you improve your performance. Discover new workout routes and save or share your favorites, and get inspired to reach new walking goals with a 40 million member strong community of athletes.

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‎Want to get fit and feel fantastic? Want to add some fresh air to your exercise? Then Get Running with the best Couch to 5k App! With three enjoyable workouts a week, in nine weeks you will be running continuously for half an hour, even if getting off the couch is a struggle today!

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‎- The OFFICIAL 5K Runner® Couch to 5K app. - 4.2 Million People successfully did it - Get in shape and lose weight in 8 weeks - Featured on CNN, Fox, USA Today, Times, Fitness Channel, Apple's "New & Noteworthy", AppAdvice, AppCraver, Best10Apps, Appolicious, Daily Motion, AppOfTheDay, MakeUseOf,...

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‎The 7 Minute Workout app is the #1 fitness app in 127 countries. Become your own personal trainer to lose weight and get fit with fast, simple daily workouts. 12 high intensity bodyweight exercises. 30 seconds per exercise, 10 seconds rest between exercises. Featured by Apple in the best "Apps for...

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‎Active 10 tracks your walking and shows you when to increase your pace to benefit your health.The app is designed to quickly and simply help you do more brisk walking in bursts of ten minutes, known as Active 10s. It tracks all your walking and rewards your progress.

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Disappointment; Mentees noticing the lack of positivity from mentors.
Positive; listening to mentees, first encounter was brilliant.

In all honesty I was a bit sceptical of this whole programme, and could have been a lot more positive and engaged in the first screening. I should have put my disappointment of not having my own mentee to the side and worked with what I could

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1. Mentors in a different room, it looked very intimidating for mentees to see a sea of red upon arrival.
2.Mentors should be allocated mentees prior to their arrival, along with the questionnaires and forms.
3.Mentees should have been split in two groups, one for the physical assessment and one filling out the forms.
4. Mentees should have participated in some sort of activity/ circuit.
5. Questionnaires should be packed into one questionnaire. There was far too much paper work at the first session.
6. Stations should have been more spaced out, particularly the stations with regards taking measurements. You must be beyond empathic with these people. You must be sensitive.

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We were split up into pods where we all have different roles.
Leader- Jamie. Oversees the whole pod session. Insures that other members are adhering to their correct roles.
Attendance- Padraig. To have the list for attendance and keep a record of who is attending the different pod sessions.
Equipment- Hannah. My role is to ensure that the equipment required for whatever session we plan is available, ready and set up. Also, when the chairs or tables are moved in the electrical engineering building that they are put back correctly.
Safety- Conor. To insure that the location for the session is safe and that the activity is also safe. To make sure that there are no obstructions in the room.

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How to create a programme for your mentee

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In our groups we also re-identified the problems we had with week one.