Thank you very much, Terri, and welcome everybody. This is the vital week's first scholarship hour. There'll be one every week, sorry, every day this week at 12.30 for one hour. It remains for me to welcome Geraldine O'Neill from UCD, who's one of the National Forums Teaching and Learning Research Fellows. Geraldine is going to talk about her work. And then under the Gosta Master'ship of Tom Farrelly, and for those who haven't yet encountered Tom, beware, but look forward to it. It's going to be great fun. Hang on to your seats and join in and have fun. We're going to have Gosta presentations from Ulrich Höker in GMIT, Denise Lyons in IT Carlo, Mark Noon in Maynooth University, Lucia Walsh in TU Dublin, and Dara Coakley in MTU, Monster Technological University. We're already running a little bit behind time, so Geraldine and I are going to pass straight over to you. Thank you. Thank you very much, Lewis. I'm very happy to present my National Forum Fellowship Research. I'll just share my screen here. So those that know me, as I often start with, will know that I'm an associate professor in University College Dublin in UCD Teaching and Learning. So I'm an academic member of staff and an educational developer. And when I got this opportunity to do some research, assessment was something I'm always very interested in. So I thought, well, I'll continue this research, an opportunity to do this research, but also work-based learning is something that I very much was interested in. The other thing I wanted to do, given my general approach to teaching and learning, I wanted to do something useful from this research. Yes, so it's evidence-based, as mentioned already, but also something that was useful. So I felt I wanted to do some solutions to this area. And I also wanted to do something that was current, so maybe an emerging assessment challenge in this area. So what I did, I started looking at the literature and trends. An authentic assessment is something that's coming through a lot in the literature around assessment. And this, even as I mentioned already, is for things like engagement and student learning. So assessments and feedback should be meaningful and valued. That's something that's really coming through in all the kind of policies and literature at the moment. Also student ownership and assessment, which is a part of authentic assessment, is coming through. Students being able to have their assessments related to their identity, their discipline, and the idea that practitioners, and I use this term in relation to those who are out in industry, health care workers, employers, teachers, those that are working in sort of practice, but they are somewhere involved in the design implementation of assessment and feedback. So this is authenticity, it was coming through a lot in the literature and it's coming through in trends in assessment practices. However, when I was involved with the National Forum and with Quality QQI in a series of webinars in 2020, when we put this to the sector, which was the emerging challenge, they were saying, yes, they agreed authenticity is really important, but you know something, consistency is something we're concerned about. So this was things like consistency across graders, consistency across placements, criteria being consistent, good procedures to ensure there's fairness for students, and grading skills to support consistency. So this was coming through. So I thought, well, to know something, maybe it's about looking at the balance between authenticity and consistency, because sometimes, although they're not quite a binary balance, hence the picture here, but there is a challenge in getting both of these. So what I did was, with the research opportunity for the research fellowship, my revised question was to looking at assessing work integrated learning, what are some solutions, so some useful stuff for the sector, to the challenges of both authenticity and consistency. So this became the revised question. And the methodology that I wanted to use, again with the idea of doing something useful and listening to the sector, listening to all voices, I used a methodology called participatory research and action, some references there at the bottom, if anybody's interested in it. And what I did was I interviewed seven key researchers in this area, so people who conceptually had looked at it were on top of the literature from across the world. I then had an opportunity to look very strongly at the student voice through the national survey data, so that's the studentsurvey.ie data, that and I had access to five years of this data, so nearly 93,000 comments, open-ended comments is what I was particularly looking at. But a core part of the research was working with nine disciplinary groups, to explore solutions to their context, what they felt were the challenges. So if you look at the graphic here on the right, working through, by discussions with them, interstakeholder dialogue, being the key approach, working through their individual challenges, what they thought were group challenges, key challenges, and then working through some solutions and actions. So these were three and a half workshops in these three disciplines, and each workshop had equal number of students, educators, and practitioners. So there was a great, very good interstakeholder dialogue in each of the workshops. All on Zoom, which was part of the COVID approach, but it worked out quite well. And the disciplines that I used, or I should say volunteers to be part of it, were civil engineering and diagnostic radiography, which were on-campus work-based learning stuff, project-based learning and problem-based learning case study types of on-campus types of work integrated learning, come back to that. But also on placement, but primarily educator assessed, primarily educator assessed, were groups like hospitality, survey and construction management, teacher education, which was physical education aspect, and business information systems, and those then on placement, disciplines that had placements that were primarily practitioner assessed. So these were disciplines for occupational therapy, veterinary nursing and physiotherapy. So thanks very much to those people who gave the time, the students, practitioners and educators. And finally, I will be coming back to look at a focus group of expert authors, coming back to them to share the results and discuss that with them. Some initial data, just a bit of a brief feel of the data. In the nine workshops, there were 27 key challenges, 308 solutions, 129 actions, some initial data teams coming through, this is all initial, early stage of data analysis, clarifying expectations was coming through, interstakeholder dialogue between those stakeholders was coming through that was really needed, powering students, manageable competencies. In the student survey data, nearly 33% of the comments in the opening questions were related to work or real or practical, those kind of comments, so big push from that side. And consistency, the graph in the middle here, the blue in the graph shows that consistency was coming higher than authenticity, which is in the red, when you looked across those three different contexts that I mentioned. So consistency is a real concern. However, when you talk to the researchers, they say, oh, well, it's more important that it's authentic and the consistency should be something that comes in behind. So there's lots going on in the data. But I was particularly asked by Terry and the team, rather than getting into all of the results, is to actually put to you what are the key implications for my findings at this point for practice and policy. So you get a chance to see more of the articles and things as they come out in reports. But these were the seven key messages, I suppose, that I would say are implications for higher education assessment and feedback policies and practices, some that lean towards authenticity and some that lean a little bit to consistency. So let me briefly go through them, starting with the middle one, which is that stakeholder dialogue between key stakeholders. And Frank mentioned this in his talk. It's really important we get the stakeholders together in the room to discuss this complex area of assessing workplace learning. And we need clarity in relation to, I'll probably move on to this later, and we need clarity in relation to the expectations. So this is central to the key message that was coming through a lot, clarity of expectations. We need to know what the different stakeholders are expecting when we're assessing in this opportunity. And we really need strong dialogue between these different stakeholders and institutions and policymakers need to establish opportunities to promote this dialogue, to really keep coming through and that's also coming through in the literature. So that's the first thing we need to do to develop opportunities for these people to get together in a room. And often they don't. They often come in in it sequentially but not at the same time. The next thing that is coming through that students do want real life experiences. The student survey data and the students said we want to be employable. It's coming through in the national forums, even student success report that employability is something the students are really looking for. They want real world, they're using this language we want practical. And even though it's not all about the immediate skills, as was mentioned already, but if students are really looking to be employable, they really want real world practices really coming through strongly for them. So higher education policies and practice need to support those working with practice and industry. And even in particular those even promotional thing in the literature again comes through with this, the promotional things need to really value people who are working in this in higher education sector as well. That it's valued that this link with industry and this link with work is important. And curriculum designers need to look at mapping both their on campus and off campus curriculum to identify where we can do opportunities to enhance students employability. So it should be a much broader remit of all those involved at curriculum design, not just of the few who might be involved in the traditional work experience opportunity. Terminology matters. Language matters. How we describe things really matters. And there was two that came through here. First is the term work integrated learning. And even myself in my time in the fellowship, I've changed my own language on this. The term work integrated learning with integrated underlying is a term that is used a lot internationally, but less so in Irish higher education. We could talk about it in different ways. There's often a false binary between those involved on campus and those off campus. And by not having language that talks about this as a more holistic experience, we're putting this binary, we're feeding into this binary. So in in policies and practice, we really need to emphasize the term like work integrated learning, because it talks about it being integrated and not sort of this either or and by using a term like work integrated learning, we are also including all those rich experiences that happen on campus like project based learning, case based learning, and we're valuing them as an option or alternative. Nothing doesn't all have to be out on placement. We're seeing the spectrum. So that language is really important. The other language that really important is that when we talk about assessment, we should be really looking at the national forums definition of assessment in when we're looking at this wider work integrated learning area, because that definition also includes not just the grader piece in green, but the feedback piece, which is giving students feedback, the purple and the blue, which is valuing students self monitoring and judging the realm work. So even using that language, and that sort of definition in this area could really help. The next is competencies should be manageable. Many of the participants in the workshops talked about we've too many too much competencies, they need to be less but broader. And one of the reasons for this is that sometimes students were having to race through lots of competencies on a placement and they weren't getting the unique experience that suited them. So policy makers, professional bodies are key in this. Curriculum designers need to consider the number and specificity of competencies that support an authentic experience for the students across diverse work placements context. So less is more. So it's really, really, really key point. And looking at our grading approaches, many different approaches were used around the measuring sort of work integrated learning from percentages through to narrators with competent, not yet competent pass fail, probably the most popular. However, policymakers and program teams need to explore this further. This is even an international thing I think that really needs looking at because if we value work placements, many people feel that we need to use percentages. So it gets into our grade board averages. And we it's feeding into an inconsistency in work placement types of opportunities. So we really need to look at other ways in the grading schemes and institutions that value work integrated learning. So other evidence, use of narrators, other ways of being creative about how we how institutional grading scales value work integrated learning. We could talk further on that piece on its own. And sixth point is that we need to support practitioners in their professional development and the recognition practitioners that broad term that I'm talking about are key for authenticity. However, consistency was a particular concern for students when when practitioners were involved. So they need much more support professional development, much more support in taking students and assessing students. And key things might be how to assess standards, giving constructive feedback, use of assessment, rubric criteria. And again, they need to be recognized and supported, given their importance in authenticity and consistency of assessment. And last but not least is the empowerment of students and assessment and feedback. And again, this came through a lot in the workshops from the students themselves and from others, that we need to support students in developing their unique personal and disciplinary competencies. We needed to make sure that they have some level of control in and what's valuable for them. Curriculum designers and policy makers need to facilitate empowerment, such as the use of learning contracts or negotiated learning plans on placements and on campus types of projects. In, for example, encourage students to request specific feedback. So that again, that they have some control in the feedback. And finally, with links to the sort of terminology of assessment, really strongly supporting students to self monitor and evaluate their own performance, really helping them with this skill, so that when they leave the institution, they have that skill, a very powerful skill to have. So to summarize, stakeholder clarity and dialogue is really important. Terminology matters. We need manageable competencies. We need to look at our enhancing our grading approaches. The practitioner professional development needs to be really explored, empowering students and students are really looking for real life word experience. So in looking at these seven key things, which I say some lean towards authenticity, although it's a spectrum, another is lean a bit to consistency. I think that will really help us get the balance right between authentic, real and valuable assessments and consistent assessments that are consistent and consistent across placements and assessors. So I'll leave it at that. And I'm very happy to take any questions for the recording. I'll just go through the references as well. So people have it for the recording. Geraldine, thank you so much. That's really interesting and delighted to get a sneak peek of the researcher doing this part of your National Forum Fellowship. Thank you. It's interesting for me to realize that your research has already identified that Ireland is out of step with some of our international colleagues around how we approach this topic and particularly around the integration bit. And that was a new insight for me. There's a number of questions coming through and some of them link onto that. So what steps do we need to take to agree a common language? Well, I think I suppose the National Forum probably has a bit of a role in this and QQI and other stakeholders. But what I would say is I suppose we need to start the conversation. And I suppose this is the start of a conversation, the research to be shared. And I'm sure Terry might even like to come in here. But certainly the dialogue needs to happen around this language. So QQI, I know, have been very involved with this research along with the webinar. So I think if the conversation has started, certainly from the National Forum and QQI's point of view, they have been involved in hearing this. So I think that the national stakeholders need to get together. The national policymakers need to get together. That would be my first suggestion. But I think at institutional level, people in the room like educational developers, careers officers, policymakers in the room here, I think there are different formats heads of schools, presidents, registrar groups. I think these are the groups that need to... And it's not just people involved in careers. And I think this is where it's often packaged into sort of particular areas. So I think all these groups need to hear about this research, start the dialogue. That would be... But I'm sure there's people in the room here who are involved in those policies that would also have ideas about it. But yeah, starting the dialogue. Yeah. Thanks, Geraldine. Yeah, certainly it's underway, but I think we've erode to travel yet. And maybe we could learn from our colleagues in further education and training who may have had a different historical approach to this and certainly would have experienced they can pass on to us. There's a question coming through from Claire Gormley. And so currently, how are Irish educators describing the work integrated learning piece? What terminology are they using, even if it isn't very well-defined? There's... I started off myself talking about work-based assessment. And actually, that's a term that's used a lot, I think, in medicine things. But the difficulty with that word is it often is only kind of applied to placement types. It doesn't include the on campus. And that's one of the challenges. But I think the challenge with this is that you have people using words like internships, assessing internships, clinical assessment, because there are so many different stakeholders, teachers, healthcare workers, social workers. So they all have their own language on this a little bit. Sometimes, as I say, it's clinical assessments. Sometimes it's assessing internships. Sometimes it's work-based assessment. And sometimes it seems like, you know, down to even smaller things like, you know, uskies and sort of even the tools that are being used, which is often ones that are used in medicine. So I think that is one of the challenges. There's a lot of commonality across all these groups, but given the historical nature of where these groups have come from, they're using different language. Yeah. Work-based assessment is the one that I started with. And actually, I've changed my own language on that even since. So I hope that answers that, Claire. That makes sense. And that would help us move away from the dichotomy of, you know, the placement type issue, but also then all the on-campus experiences, whether those are projects, work or whatever it is. Exactly. That would be a helpful step. There's an interesting comment coming through from Eleanor Roanen, who's the National Forum Student Associate, I think, in UCD, I think. Yeah. And he's highlighting the importance of assessment of for and as learning for the students who look to feedback as much if not more than they're looking for the feedback as much as if not more than to grades. Yeah. Any comments on additional comments on that? Absolutely. Interesting feedback came up a lot, both from the students and actually interesting from the staff. And a lot of the practitioners, again, calling that broad term, talked about challenges in giving constructive feedback when you're working so closely with somebody. And I think this was a real challenge. And practitioners need help with that. And students need help with getting constructive feedback. And it's quite different in that context than on campus because they're working so closely beside the students. So it's hard to give constructive feedback and walk away positively. So there's a lot of help needed from both students' role in this and practitioners' role in this when on placement. And students developing their skills of self-monitoring, they need support in how to do that. So yes, it's a huge area. Laura, was it? Yeah, it was a huge area for development. Yeah. And I came through a lot of the workshops that other students talked about. Yeah. So that's an area that needs huge support. And pass, fail or competent not competent grading helps in that regard because the stakes don't feel quite so high. If that makes sense. Yeah. Yeah. Geraldine, one last question if I may before we move on to the to the gasta session. And Tom, I hope you're getting your knife sharp on there. Coming through from Brian Gormley, Geraldine, wonder whether students face the same value on campus-based work-integrated learning as a work placement? And any thoughts on that particular? Well, it's interesting. Yeah, absolutely. That came through a lot. It's interesting the work placements that were assessed back in the ranch. So in other words, like the workplace, more internship stuff that maybe had to do a report. Some students talked about having quite a poor experience there, not necessarily having a quality work experience. Whereas actually what came through that sometimes the on campus really good project work where they maybe had to go out, meet industry, come back and was supported can actually be really, really authentic. So it wasn't like that work placement was always better than on campus. And this surprised me actually that it wasn't this kind of binary that the more authentic is being on placement and the least is on campus. It actually was those really rich, authentic project based types of experience with, you know, maybe links with industry that were really valuable and there were some work placements that were really poor. So I think we need to look it's not this kind of a binary or there's not this sort of a direct line or sort of a positive correlation, which I actually thought it might be. So if that answers the question, Brian, so there can be really valuable on campus experiences that students really found very valuable. Thanks, Geraldine. We're getting great value out of your early research findings. Looking forward to more in due course. Thank you. We're going to move on now to the next part of our scholarship hour today. Dr. Tom Farrelly from Monster Technological University is going to take over as our Gaster Master. Tom is a lecturer in social science in MTU and an educational developer. And I will pass over to Tom straight away. Lewis, thank you very, very much.  The week is but young and I just want to talk about MTU, just like to acknowledge that we had our flag raising ceremony today as our new university status. So I just wanted to to acknowledge that. Anyway, we have a number of victims of the presenters who after doing the presentation will move from that very, very important thing that we've talked with term and terminology. They will no longer be presenters. They will be Gaster Tears. They will have ran through the guns that that is Tom Farrelly there like that. I'm looking at Brian Garmley Chucks in the way. I'm going to get you on a Gaster one day, Brian Garmley, by the way. Tom, I can't see anything under your nose. That's what I was laughing about. But anyway, sorry. Yeah, now the child though, I feel like when it was 14 I used to get like sort of boot polish to try and make myself look older but that's another day's work. Anyway, unfortunately, as I said, so we have we have a couple of people today. So just while I'm prattling on our first presenter if they're if they're just going to get ready there now. And so for anybody who hasn't seen a Gaster Tears or Gaster before, we'll be doing online. Colin will be giving you all the license to speak up there. So we'll be counting. I don't want the presenter sort of jumping in and thinking you're going to squeeze out a few seconds because now I am very strict. And I have last year, you know, because of the pandemic, I was probably a little bit soft at times. Well, that's over. That's over. And in fairness, Terry McGuire told me, actually, if anything, maybe cut the rug from them and not give the five minutes. But I said, no, Terry, I'm not that evil. Nearly, but not. But joking aside, as I said, what will happen is when we show Gaster your clock will the time will start. I will time you here. When you have 10 seconds ago, I'll just put the camera back on and say 10 seconds. And when the five minutes is up, it's up. I mean, we're talking here about teaching and learning. The amount of people who are professional educators and can't stick to a time, they have to tell this big, long, long, for those stories. Well, that's gone. Those days are over. Five minutes means five minutes. Now, as I said, and genuinely, this is also a serious thing. It's the one and only thing I'd be serious about. The thing about Gaster is a chance to give a shout out. Based on the old premise, dear mommy, I'm sorry for writing such a long letter. I didn't have the time to write a short one. So it's about getting in there, getting your message. Please reach out and contact me. The chat room was full there. If someone says something that wants to excite you or interest you, please reach out to the Gaster tears. That's really, really important.  But now, we're now the fun and games begins. So who we got up for. So I should be all organized, but of course, I'm not the least bit organized. I'm just winging it as I often go along and just rely on my animal magnetism to try and overcome the debacle that is about to come across today. Just a quick shout here down. I see Ken McCarty down in Waterford there, my old nemesis, my old mate there like that. I'll be nice to him today, but you will see that the week goes on for the old Ken will get it in the neck, but you know, probably deserves that anyway. Anyway, I still looking up here for our forest Ulrich Hooker. Excellent. I hope I pronounce that okay, Ulrich. I see you there. Right. So are we all ready? Now, when we just start off and I'll be also doing the counting with the fingers as well. We show Gasta and then the clock begins. Are we all sitting comfortably? Then I'll begin. Are we all ready? Put your mics on. Denise Lyons, come on. Get it up there. Come on. Are we all ready? Yep. Thank you. Who jumped? There's only one Gasta master here. Okay, are we all ready? Now we're ready. Okay, here we go. Hey, man. Okay, thank you very much for allowing me to present our research here today. I carried out my research with Arno Leary, who is also a lecturer in culinary arts and a very good colleague of mine. We look at reflective practice in the context of culinary education and our research would suggest that it is worth our consideration for embedding it in the curriculum. It's going to be a very quick tour looking at reflection and its history. COVID as the catalyst to reevaluate our approach to reflection and culinary education, the pilot study and possible impacts and learnings we took from that study. Based on my research so far, you could categorize reflection into three different levels. Very basic reflection, then a little bit more advanced reflective practice, and then very formal critical reflection. And the people that are closely associated with those three levels are John Gewee, who first described the concept of reflection. Donald Schoen, who developed the idea of reflecting on experience to gain professional knowledge and reflective practice, and Stephen Brookfield, whom is one person associated with developing the process of critical reflection. However, when we look at reflection in a culinary context, research has lately started to question the pedagogical model of culinary education where students often learn to demonstration and replication with very little room for reflection. However, COVID was the catalyst to reevaluate the process of reflection in my approach to culinary education. The technologies clearly exist that allows us to disallows us the fusion of digital teaching and learning strategies with the more traditional on campus mode of delivery. And while COVID presented many challenges, it also offered an opportunity to review and assess the way of our delivery. There are many digital tools that enable us to create structures for new learning activities that support an online and blended mode of delivery. And the tool that one of the tools that showed a lot of potential in the promotion of reflective practice was Padlet, which is an intuitive and user-friendly digital notice board. And my fourth slide will show some examples. However, we realized that it is important to scaffold student learning through a rubric and a concise brief in addition to tuition and examples in order to give a clear structure to the students on how to engage with the process of reflective practice. And following on from our pilot, we are now in the process of sharing our experience with other culinary lecturers to raise awareness of the importance of reflective practice. Feedback from the students in relation to Padlet would suggest that it has great potential as a digital tool that supports blended learning and it has many benefits for being reflective and beyond. It supports visual learners. It enhances engagement with reflection. It is also a great collaborative tool which forces peer-assisted learning and in the process develops a type of team spirit. However, in the context of reflective practice in culinary education, we realized that a lot of work is needed and much can be learned from nursing education where both reflective practice and critical reflection are embedded in the curriculum. I think that reflective practice needs our consideration as it is a life skill that will help our students to achieve, maintain, and continuously improve professional competencies throughout their life. Lastly, we have some examples here of the Padlets generated by the students shown reflective practice in action and the pictures of their dishes that they created. I hope that everyone is going to have a nice lunch break after this and that the pictures made you somewhat hungry. I'd like to thank you very much for listening and hopefully I was able to provide some food for thought in relation to reflective practice in the culinary context. Thank you very much. You are perfectly timed. That takes away the whole form, but I have to say I'm sitting here looking absolutely starving and you have certainly provided us with food for thought. So round of applause from everybody, virtual round of applause, well done. Not easy to go forth to the fourth, which I do think it's, you know, here we are trying to start off a marathon and here you are showing food down as well. Luckily I've been on such a good diet for the last week, so well done. The presentations are absolutely fabulous and as I said earlier, please reach out to people there if they've done anything. I particularly like Padlet myself. I think it's a really, really good tool and it's interesting to see how you've done it there. Okay, our next one up is Denise Lyons. Denise, all ready to go. Now Denise, are you going to be doing a two-handed one here with the two of you or just yourself? It's the two of us. Hi Tom, Noel Riley as well. Well done. Well, I tell you, I'm always very impressed. Now you would think with two people you might get 10 minutes, sadly no. That doesn't work that well and then it's said like, you know, and just because I know is no, you're not going to get anything nicer here. This is a really nice one here. So and hopefully you'll run over time so we can have the phone of stopping you, but no. Okay, we already know this time I was very nice, so I want we're going to start off on the left on the toe on the right. I want everybody can get the hands up here. Come on. Are we all ready? Hey. Hi everybody. I hope you can hear us okay. Well, welcome to I.T. Carla where we're sitting today and thanks very much for the opportunity to talk to you about our skip model. We just want to start to say where the skip model came from. So and over the last two years, myself and a colleague from Munster University, Dr. Theresa Brown, we worked on a free resource for social care students because we're our profession is one of the 12 professions who are going towards statutory registration. And we as I'm just thinking of Geraldine O'Neill's comment there in your presentation, Geraldine, when you were saying about competencies and how many they are, and we should have less. Well, our students have to demonstrate their proficient in 80. So as you can imagine, that caused a huge issue for the profession ourselves to not alone go, oh my God, 80 such amount, but to interpret all of those 80 statements, what they meant within the five domains that they were categorized under. So what we did was we got a big collaborative project. We got we went into the field of practice and we said like myself and Noel are social care workers in education. So we said we'd love to talk to social care workers and practice team leaders, managers from all the different settings. And they came together 75 of us and we made five books. Each one of them is in the domain. So they're all available. We'd love for you to see them and we'll share the link as well into the research forum. So today we're just talking about one, which is one chapter of the 80 chapters that Noel and I worked on together, chapter 67. And in that proficiency, we were asked to talk about the evidence of social care. So that students should have an understanding of where does our evidence come from and to demonstrate the interrelatedness of what students learn. So the knowledge that they gain within the education setting, their formal education setting, and then the knowledge that they gain when they go out on placement to try and get students to understand the interrelatedness of that. Noel and I developed this model, which we called the SKIP model. So it's brand new, it's social care knowledge informing practice. So we're just going to talk to you briefly about that today. So the first area I suppose that we considered was that social care is an interrelated profession. So the piece of equipment people bring to work with in this is a personality. And that's the relationship is the tool. So we had to start off with looking at the service user, the service user world. That's the top of our model, which tells us, tells the students where to start in terms of looking at knowledge.  We have them, they go on placement and the situated knowledge reflects that relationship development with the service user and the mentoring they get from the practice educator, the social care worker in the field. And they learn how to do social care work there. But one of the key things that we need to learn about is the self. So as much as forgiving them education about the service users, their world, they're learning the skills of how to do it in the setting, which might include manual handling, but it could be a homeless needs assessment depending on where you work. But the first stage is learning about yourself before you engage in a relationship with another person. So when they develop that knowledge of themselves and obviously that's an ongoing process that happens throughout life, they then begin to develop an insight into what exactly social care is. In the chapters in the book, there are 80 different definitions of what social care is defined by each of the chapter writers. So there's so many different perspectives because we include everything from intellectual disabilities, homeless services, addiction, residential, right across the whole gamut of human life, I suppose. And when we talk about what social care is, we recognize that professional education and knowledge from a social care perspective is something that goes on for an entire life. It's looking at, you know, the practice with some people accumulate over time. And currently in a lot of the published research for our social care world, a lot of that is not captured yet, that practice wisdom piece is not recorded because it's stuff that happens on the ground and we're a new profession. And so that's captured in the third element of our model. And then finally, in the heart is just to remind everybody that the relationship is the center of everything that we do, the relationship with our service users. So I'm hoping that you get from this that we feel this model, the skip model is vital for the students to be able to understand the interrelatedness of education. And if you're interested in it to check out chapter 67 in the e-books that are free. So then we see this model also been useful across all the life cycle of a social care worker right up to the end of the life span. Okay, that's it. That was absolutely five minutes on the button. Well done Noel. I was about to push the button there, but once again, you ruin the phone. As someone who's taught social care for 20 years, I'm delighted to see this coming out. And as I said with the profession, getting the official recognition it deserves. And it's nice to see something which which can actually articulate it because I suppose, you know, sometimes people, what exactly do we mean by social care? So I think that's a great piece of work. Well done. Even if you did ruin my time, I actually thought I was going to go to Okay, Mark noon. Mark, are you going to ruin my phone? Are you going to be well on time as well? Let's find out. I like a challenge. Yeah, so that's definitely at the interest of me there. Okay, as I said, we started off going to the left, we started off going to the right this time. Now Denise and Noel, there's two years there, so I have to see plenty of movement here. Everybody else lower it down there and you see say, Lewis, are we ready? We're going to start off on the right. Are we ready? Hey. Hey. All right. Hi, everyone. So my name is Mark. I'm from Manooth University. I'm going to talk to you a little bit about the computer science center in Manooth University, which is a support service we offer and a redevelopment plan that we took, that we've been undertaking over the last few years as part of the HEA Innovation and Transformation project. So just on the left there, you'll see just a picture of kind of the room that we use currently. So the reason this kind of redevelopment plan came to be is that we've had this support service for years. It used to be called the Programming Support Center. You may or may not have heard of that. We've had, I think about 10 years, we were one of the first universities to kind of open one of these for computer science, particularly. But it wasn't performing as well as it could have. So as part of this project, we looked at creating a redevelopment plan, rebranding, and kind of getting it back to where it should be. For those who aren't that familiar with support centers, they are very common in kind of the mathematics and computer science worlds here in Ireland. Not that common internationally, which is something that we're hoping to kind of push and change as we're learning as well. So anyway, the renaming was kind of the first thing that we did. So we went from the Programming Support Center to the Computer Science Center. One of the reasons for that is that just a lot of students felt like the word support, being in the title, was a stigma. They just weren't showing up because they didn't want to admit that they needed support. So even though we functionally still work the same way and we're still providing support, just the name is a little bit more inviting for some. For others, obviously they didn't mind, but some did. So that was the idea behind the name. The picture on the left there is the current room that we use and a couple of kind of students getting taught by one of our undergraduate tutors who are volunteers. The room was another major thing that we wanted as part of the redevelopment. In the past, we had space that we used, but it wasn't permanent space. So now we have a permanent room that we make use of and that is such an important element of what's needed to have that familiarity, open, welcoming space. So these are just a few of the other aspects then of the redevelopment, and I'm not going to go into all of them. So these are just a handful of the things that we've done over the last couple of years. So increasing the opening hours top left, we used to only run about eight hours a week. We now run 15. Concurrent tutorials is something that we started last year. So basically alongside the lectures for our introduction to programming module, the tutors who run the center deliver a tutorial that talks about the same topic that the students are working on that week, which they find bridges the gap between the lectures and then the labs where they have to put everything into practice. And we developed a lot of cheat sheets. So just additional material to have in the room and other additional questions that the students can kind of practice with. And we put a major, major focus on on bettering our tutor training. So in the past, tutors were trained, but a lot of work has gone into telling these undergraduate students how to best approach teaching students. So most of them are second year. So they've literally just finished the module themselves. So it's a peer learning approach, but obviously they need a little bit of guidance to get to get going. And similarly, then we run a student induction session, which is literally the first years get shown. This is the room. This is what where it is. This is what we do. So instead of just saying, Hey, there's this thing you should use it. We actually bring them show them, show them the room, talk to them about it, get some of the undergraduates to introduce themselves. And again, it just it's another way of kind of calming people down and welcoming them at the start of the year. And then finally, on the top right, we run a few coding competitions and different things. So let's just have a brief handful of some of the additions we made. So before I talk about this graph briefly, let me just mention some of the numbers that these stats are going to be from 2019 because obviously 2020 didn't go as planned for anyone. And this year we're only kind of getting used to everything again. So in 2019, we had 40 undergraduate tutors apply and most of them got errors to work at the center. We had 180 unique students visit the center over 977 visits amongst them. 702 of those were in the first semester. So this was pre the lockdown in March of that year. So we had a very, very heavy kind of participation in the first semester in previous years. The numbers were nowhere near that they were closer to 100 or 200. So briefly a couple of stats on the top figure one there is just some anecdotal evidence from the students as to how they felt about the center that year. So the first point, the CSC is an inviting learning space, mostly strongly agree or agree. The tutors are always friendly and supportive, same again, and that they felt the CSC has helped them advance their knowledge in computer science. And then finally on the bottom, figure two, those students who do attend the CSC at least twice in a semester perform statistically better than those who don't. So the numbers are about 58% versus I think 50%. So it's quite it's a statistically significant increase in their grade. I'm just going to leave this slide up then to finish for for the recording. So if you want to get in touch with me, top there is my email and then there is our social media handle. And there's the paper that this is based on and our poster will also be in the showcase during the week. That's all. Once again, brilliant. I mean, this is, I don't know. I mean, it's the gas to work because people are terrified about the five minutes, but it's certainly working because everybody, but once again, well done, my great, great project. And once again, as I said, if you have those contact details, you want to throw them in the chat as well, there like that. I keep going on about it, but it is, as I said, we like to have a bit of crack, but there is a serious intention to the whole thing, there like that. So it is, it's a great set of slides, a great project there. And a very good point about the sort of almost stigmatization of the word support, I think that was a really good point. You know, so it's certainly something there to do. And our final gas to tear for today is Lucia Walsh from to Dublin. Yeah, I'm here. Yeah, yeah. Excellent. Is it Lucia or Lucia? It's Lucia. It is Lucia. Okie doke. So very, very good. I just have to get my timer already again. So, okay, if you want to get yourself sorted out. And this is our last one for today, and I've been leaving you sitting down, haven't I? So I think like, well Lucia.  Yes. Excellent.   Okay. So we're going to go up on the hay and down on the dough. Okay, we are ready. I'm going to go over time just so people can count again at the end. That's what I want to hear. And as I said, I called it 10 seconds. Once the five minutes, we'll do hey, no tree, karku, it's just for me to shout stod. Okay, but I'm, Lucia, I'm sure you'll be perfect. So we're all ready. We're going to go up on the hay. You ready? Hey. Okay. So this has been a very interesting journey that happened thanks to the National Forum Impact Projects funding. Like a snowball, it started small and it gained momentum, not just within our own school, but also across the whole of university. And in the end, in the last academic year, we had over 3,000 students taking part in this in some way. I am Lucia Walsh and today I will be showing you some of the examples of our approach to enhance sustainability literacy through authentic assessment in our practice-based research. I worked with my two W. colleagues, Dr. Olivia Freeman, Aleko McAlpine, Dr. D. Duffy, Dr. Kira Nolan and Dr. Kormak McMahan. So we see that the move towards attending assessment is key to empowering graduates to achieving meaningful impact in the real world. The initiative that I am focusing on today was designed with the aim of enhancing sustainability literacy among business students using innovative digital tools as part of an authentic assessment strategy. The project has been developed by a group of my colleagues that I mentioned who share interests in sustainability education in our school. We piloted SURI test, which is a sustainability literacy test across 16 different modules in college of business with around 1000 students taking this sustainability literacy test in the last academic year. And it was then extended to auto disciplines too. The students varied from undergraduate to postgraduate and executive students in modules such as retail, professional development, international management, supply chain management and strategic marketing. Our approach used three steps. Step one was SURI test. It is a UN supported platform and the students were able to take an MCQ style test that evaluates their knowledge around United Nations sustainable development goals. It also provides students with follow-up resources. For example, when there was a question around forced labor, there was a link to UNICEF report on child labor. This component was not great. Step two was we used a common reflecting framework by both. It was common across all of the modules because it gave us something similar when it came to data analysis and writing up our research. Step three was then the authentic assessment. The students were engaged in making short videos and decision makers, digital posters and even engaged in activism actions. Some of these also involved peer-to-peer learning. I'm going to give you a couple of examples. I'm not going to read the quotes because you can read faster than I can talk. But the reflections show that's great insight into students' knowledge and perceptions and what impact their new awareness of sustainability issues had on their college, personal and future professional lives. The most commonly picked topic were around plastic pollution, oceans pollution and rain life, forced labor, renewable energies and circular economy. There was also a lot of emotions and feelings that came through these reflections from shock, anger, disbelief, but we also saw feelings of hope, optimism and recognition of own privilege. This is an example of a video that focused on SDG4 which is quality of education and the technology enabled for the digital workforce of the future. This student related the topic to the relevant concept and also chose to interview primary school children. I have lots of time so I'm going to show you but it's probably not going to play. So you can see the captions there. The sound isn't working but it doesn't matter, I just keep talking. The feedback from students were really positive and as you can see this student got over 1400 views on LinkedIn and lots of comments. The feedback was really positive. The students fulfilled their learning objectives in terms of mastering discipline specific learning outcomes but it also boosted their sustainability literacy knowledge, their digital skills, their reflection practice, their creativity but also the use of professional networking sites and their confidence. This is an example of a digital poster around the fast fashion industry and this is an example of an activism piece in supply chain management. A student in supply chain management contacted their local TV and their question was then put forward and answered by the department for enterprise trade and employment and as you can see this was hugely empowering for the students. So that's it from me. Check out our community of practice called SDG Literacy that we established. We are on social media and if you would like to implement Suri tests within your own modules or programs I'd be happy to talk to you and meet you for a virtual coffee. Thank you. Yeah again round of applause again. Absolutely as I said wonderful wonderful although she nearly made the card and I was saying at one stage you did say plenty of time and I was going challenge accepted. I'm very very mindful that we're five minutes over which I think considering all things considered we've done really well. Just to say don't forget every day this week with the scholarship hour and the gasta there's loads of events around vital week and just to move things on I'm going to quickly hand back to Lewis and I'll see you all tomorrow. Brilliant thank you Tom and thank you everybody all the presenters for their wonderful talks. Thank you and you may have been wondering congratulations to all 65 of us participating. We've just completed the first ever gasta marathon under Tom's. Well done everyone. I think it's a marathon because it's 26 minutes of it so that was that was pretty cool and there'll be more later in the week so well done. I'm going to bring in Laura Keneely now who's a student a student associate with the national forum from UCC. Laura are you ready to come in? I am indeed Lewis. Thanks everybody. Thank you over to you. I won't be as jazzy as Tom I can promise you that and I'll try to keep it as brief as I possibly can but just overall I just want to say thanks for the opportunity to be able to speak today. I'm incredibly honoured to give the student voice on this wonderful gasta marathon and to be the part of the first one. So just to acknowledge Frank's presentation at the start and to say that I found it really interesting to reflect on the economic value of teaching and learning and I think as we all sit here today we are all key stakeholders for policy makers and it's so nice to let that sit with us for the rest of the week. I think that's something that's definitely going to resonate with me and I hope that it resonates with other people about our value you know especially for in terms of policy makers and with the decisions that they make which are Leen's presentation I have a little bit more notes to to to incorporate but I'll try to be as quick as I can. I really love the presentation I think it's great this research is solution based and it's you know it looks at current assessment challenges and it also does that fantastic things that also students are still trying to master which is looking at literature versus practice and amalgamating those two concepts and the balance obviously there being between authenticity and consistency and I love the fact that we've discussed you know the inter-stakeholder dialogue and the fact that you know this is a bidirectional relationship that we need to be having and I love that the methodology for the research was participatory research and action so in terms of the different aspects of the research and the seven key insights for the policy and practices I just want to say in relation to the central point which is the stakeholder dialogue and clarity that I'm really you know I suppose I'm really delighted to see that students and educators and practitioners all have a collaborative role and because that speaks to students usually like when we're involved in everything and when we're included in our own education and the purpose of our own education so I feel you know delighted that that was a key central insight and students want to be employable ultimately you know we want practical skills and we want to be supported and I think when promotional efforts are made towards this it can only benefit everybody and my main reflective point from Geraldine's talk was just to look at them was just to look at those that maybe that what we do to support those who can't engage in placement or work integrated learning components within the remit of their course for example myself and who may not get to experience you know that work integrated learning and I just wonder how that we how do we then go about bridging the gap of knowledge for the students who may feel that they're a little bit disconnected from their final roles within the university and kind of encouraging that institutional bridging between the importance of on and off campus learning I think Brian touched on this earlier as well like how what do we value more do we value it more when we are more competent as students on campus or do we value it more when we're integrated into you know the work practice and how we work with emplacement so for me personally in my own institution I know there is the UCC works award there's also the mentorship program which is launched this year and they also do a work placement module that you can take and I think this is something that's crucial and needs to be highlighted to students going forward and as a means of bolstering that kind of relationship between on and off campus learning in terms of the gas to presentations that will be super super quick and Ulrich's presentation amazing love the concept of reflective practice and I love that there's the the tree levels of reflection I would think that like defining these for students will be incredibly helpful Paddle is a great tool because it's pure assisted learning but it does now also need to be monitored and I do think that looking at COVID as a positive catalyst is something that's really refreshing versus the way we've all sat and looked at it for the last 20 or months and to Denise and Noel again fantastic the emphasis being on the interstakeholder dialogue importance the supporting students to achieve the competence that they need for work like this is such a key message through all of the presentations today and you can see that obviously as educators I mean it gives me hope as a student that this is such a central team running through to everybody's talks and the frameworks and models can be really beneficial in steering as well self reflection which touches on Ulrich's earlier presentation and again it's just the need for the assessment this is literacy clarity so what's expected of students being really clear with the language that we use with them and Mark's presentation interesting point as students seeking support can feel like it's a weakness I know that for me myself when I have to reach out or if I have to sort of seek a learning opportunity it can feel like weakness you know I can feel like oh my god I have to lean on another but it's it's definitely worth involving students in conversations around this and how to frame it and I think Tom you touched us on this as well and to not see support as such a negative word we all we all need support at some point or another and I think you know highlighting that to students as a positive rather as a negative would be great and finally you see our first sustainability again meaningful impact in the real world like this really sits with me and it's the key message for most students we just want to be able to you know do that transition out you know we've transitioned in we transitioned through and we want to be able to transition out as well and how we do that is super important so it incorporates the themes I think from the other talks today that bridge the gap between what assessment is for who does it serve what types of assessment are needed to really benefit students and the importance of assessment literacy so I hope I've covered everything I know I've been really really quick but I was aware that we were running over time and I wanted to hit it all so thank you so so much and again for the opportunity to speak to you all brilliant thank you Laura that's great to get your your concluding remarks as well and and your summary of the main points it's it's very important you know the national forum values the student the student voice and and that's a great exhibition of that thank you so much Eleanor Ronan in UCD has also been making a few comments in the chat and underlined the importance of sustainability and higher education and the importance of building that concept into assessment and into learning and teaching more generally thank thank you Eleanor and I it's my duty now to bring this session to a close thank you everybody and congratulations for participating today and there will be just a reminder more sessions every day this week and a scholarship hour every lunchtime from 12 30 as well as tons and tons and tons of campus based and and virtual activities so please look at hashtag hashtag is it hashtag vital as hashtag he vital and and you'll you'll find everything there and my own two takeaways and I think I echo a little bit what Laura was saying here hashtag nash nf vital thank you there you are you have the the correct link and apologies for giving you the wrong hashtag and two two takeaways for me the importance of of using covid as a positive catalyst and Laura highlighted this too and we were on a point of no return we knew we had to do things differently and covid has really helped us identify ways of doing that and sustainably as well so let's try and do that and the second one underlined yet again today by the brilliant talks that we've we've all participated in and enjoyed the importance of research underpinning developments learning and teaching in Irish higher education and internationally so thank you to everybody for for those and I'm going to ask you to check out the vital calendar reminder remind you again of the scholarship hours every day this week look at the website the links are all there in the chat follow the hashtag nf vital and over we go thank you


What's good Josh Boros back out again with another video. So we're gonna check out when WWE wrestlers fight each other outside of WWE Sometimes there's a situation where wrestler Contract or gets released from WWE and they meet up with other wrestlers They used to work in WWE and have matches outside in different independent companies and sometimes those matches You end up being some of the best matches of that said wrestler's career So we're gonna check out some of these moments where people you know met each other outside of WWE and You know had some pretty good matches potentially So appreciate all the love and support you guys shown on channel Make sure y'all check out Viper Incarnate show link to the original video will be down below In the description, so let's see some of these instances, man. Oh Was that gold?  Oh god. Whoa. I just don't think you want to get into the shoving match right now with a big guy No, just cabanas. Oh my god Where's the boss? That's very interesting. It's very interesting cuz seeing punk doesn't like both of those guys now So that's crazy Whoa Damn You talked about crossing the line. I mean this is messing with family Oh, he gave him the beat Seth Rollins What He didn't go by Seth Rollins Next on your list of Rollback to his feet landing on his feet Solar tackle the camel toeplex can't even count the time. That's the boot super kick from genetic Wow And do something about it, I don't think you're gonna do Which I will soundly defeat you if I touch you now, I'm afraid you're just gonna bleed all over me How things have changed hopefully we can get seeing punk back on AEW television The hype for it was real Oh What One thing I said about Kurt Angle's ankle lock eight the way he moves it in way He looks like he has it torched it look like it hurt You don't see too many good ankle locks that look like the person's in pain because it's the way they're positioned in it It just doesn't look right Kurt Angle's ankle lock always is look like it.  That's pretty cool. They teamed up Banks and gun pathetically and so coffee completely fresh and with one of the absolute best draws That's pretty this is all new to me Outside the AEW stuff It's like these guys are on cruise control. Uh-oh. What was that? What was that? Oh wait. Oh, really? Oh, I forgot about Go easy three. Oh look at this thing.  Oh my god. She didn't even she caught the end of the table. She Hager He had the eye patch. I remember this moxley.  Hold on. I would have got a uh a bat And then had some lighter fluid and then set said bat on fire All right, now I'm ready and then have them run away Everything they can to restrain the number one contender by himself.  You you heard that reaction You don't really get that as much when it comes to that. I was the black man. Um, Listen to that reaction This was cool Oh, I thought uh, it's uh, it's the way they they played it It reminded me of when edge attacked john sena When he had the match, um against rvd and he had the the motorcycle helmet on and stuff like that. It was edge. Like, yeah Wow, they're throwing trash out of Oh, that's pretty cool and they had the degeneration x dean going Who's under the mask?  I was hoping to say that I like to contrast the suits black and white People were really into this view too Listen to just how Oh shit It had gold right here, bro It had gold right there He got the beer gut now He said powering up this match here So good So good goosebumps Just talking about this man. Oh, this is so good, bro This was such a really great man He was That that that brother versus brother match was just so it's just like I said goose bump inducing if you haven't seen that match Go check it out, bro. It's so so good so so good But yeah, man This was an interesting video. I pretty much most of all most of these clips. I saw the aw ones I didn't even know was a thing So it's cool to see these wrestlers interact with each other and other companies and and get the fans get to see that You know I'm saying the fans get that you have that that special moment That's not really, you know, it may have been recorded But not many people know about it and the fans get to be up close and personal It's not in the big arena. It's more of a personalized event and they get to see that up close I think that's dope and amazing. So come on down below Let me know some of your favorite like matches that happen outside of wwe doesn't matter what company That were you know former wwe superstars wrestlers and you know, you was able to see it or you was able to watch it Let me know some of your favorite matches That involve former wwe superstars outside of wwe But I appreciate all love and support road to 150k and i'm still young speedy youtube best in the world Appreciate y'all kicking me. See y'all next one. Peace


Thank you very much. I think this is working. Yes, you can hear me.  I was very happy with the last presentation Because that is somehow turned us to Cities that are doing what they're not supposed to do Exactly as Edgar was saying that he was supposed to do a lot health-wise. He's not doing it and he's feeling quite good and The last presentation It appears to have at least the last presentation was somehow living up to that people are doing something that they're not supposed to do and I Have worked now for almost 30 years in Africa. I live 10 years in Mozambique. I still live there and I have done research and have done Activism and have been worked in in been working in the in the formal system and I've been working with the city of Maputo, which has somehow 2.5 million inhabitants Maputo is in the background and this is the Maputo that you if you visit Maputo This is where you come people like you you never go here but here 2 million people are living so for me. This is the city. This is my puto This is my puto. This is this is just downtown now and most living in formal settlements and What is very surprisingly and which is quite different to other development countries is that in the case of Mozambique people have a very high sense of security of tenure and That means that they invest in their homes. This is not the case in in the neighboring countries This is not the case in South Africa where Edgar was speaking about this is not the case in Ghana while I'll be working Here people they feel secure. They invest in their homes What does that mean that that means that these are not shacks These are homes People do not consider this as slums Another thing is that these people are urban people Some of them may have come from the rural areas, but they are urban people and they are there to stay But still certainly many problems certainly sanitation a huge problem water provision a huge problem in the case of Mozambique many many households are female headed as Many men are migrants working in when Zimbabwe was doing good in Zimbabwe now in South Africa now this is an unplanned settlement an Informal settlement It is not in my perception. It is not a slum in 2003 The UN habitat issued the challenge of slums Introducing five indicators Due to those indicators, this is a slum. I think this is stick. This is a stick number Stigmatizing these inhabitants. These are not slum dwellers. These are city builders These are homemakers these people are building their homes each and every day all in permanent materials I repeat it is not shacks water provision as Standpipes or individual some few individual connections But and this is a huge problem. There's no sewer So these people all have pit latrines Pit latrine as you may know Basically is a hole in the ground as simple as that It does create Health problems, but basically it works some also have septic tanks All have electricity But trainees is very poor. There are very few schools There are very few health institutions, but as you see on the plots People have trees people are nursing their homes. They're nursing their plots But when you go down and you go into this is what it looks like when I come there I Live in this kind of Settlements when I do my research in Maputo This is this is this is my access to my to my place Very few roads you cannot you cannot reach it by car some you can't reach by car some you cannot Public spaces are few and some houses you have to cross the neighbor's plot meaning that there must be some social Negotiations otherwise it can't work Surprisingly enough maybe to some of you it works. It was not supposed to work, but it works Water proficient many people are making small businesses selling water this Young man here. He has a water connection with the with the With the city supplier and he is then selling water as a small business and It's much cheaper to wash your car in the rich area than to buy the water here for cooking The unit prices in the informal settlements are much higher Because many people resale so they make a small profit So this is the pitless rain this is the so-called improved pitless rain and That is actually a success story. It was introduced in the early ages by the UN and They are now hundreds of thousands of these improved pitless wins in the entire country in Mozambique It's simply a slap. It's a bit of a simple technology without Pharaoh in Portuguese Pharaoh was there iron. It's not reinforced. It's not reinforced It's it's it's pitch like this. So it can just sustain the weight of people so if you again go down how do people survive we heard that this morning also and I I think this is very important to say this is this this is these are Housing areas for ordinary people for civil servants in ties. They come they're clean They have nice shoes. They come to work. They sit on the computers, but they live here Because two million people are living like that and The five hundred five hundred thousand in the city could not survive without these two million people But still many of course they work in the informal sector many engaged in petty trade and As we also heard the food preparation is very normal Executed by women and many do survive simply by reselling food and of course as you can imagine This was not grown by this Woman here. She bought it and then she is reselling. So the profit is absolutely minimal Absolutely minimal and the same here these are Secondhand from Europe. This is probably from Denmark or from England. So they're just reselling So it doesn't create places of employment and places of employment is a huge problem. I think Estimates are not very reliable, but something like 60% are unemployed in this kind of unplanned settlements Then when you go into the courtyards This is a private domain, which is very important for people because this is this is here where you have your bathroom your toilet and in some few cases you may even have have chickens and This is this is where you you wash your dishes. This is a private very very important domain very much controlled by the women and To some extent certainly the children that are there during the daytime if you go into the houses, of course They vary a lot Crowding is not overcrowding is not an issue We have made some surveys saying that there's somehow like six people at an average living in in houses like this, but of course These spaces are very multifunctional So they use it for cooking for storage and at times for sleeping And this is something that we quite often forget about That women and children they are exposed to to to smoke which is this very very serious problem very serious problem And charcoal is used throughout It is also an environmental problem Somebody has calculated the number of trucks coming in With charcoal each and every day huge trucks with charcoal. You can imagine that many people cooking every day Okay, I have to speed up an Environmental serious environmental problem and they have to go further and further and further to get that charcoal Forests are being cut down And we have problems with the location of these ones on close to landfills. I have to speed up now Now on to some few minutes on what we did in the age. This is how it is Now when I came in in the early ages to Muslim peak and It was very Muslim peak was very much the kind of the Darling in the developing world. We can do it. We can yes We can as Obama said we said that in the early ages in in in Muslim peak The president said a looter continua. He did not say yes, we can he said a looter continua Which means the fight continues the fight for a better life. I Was young. I thought I can make it and we started to saying we are not touching the informal settlements This is too complicated. So we go out ahead To be ahead of urbanization. What is happening out there at the outskirts in order to avoid The creation of informal settlements with is a this is a future informal settlement being created here so we started to lay out here small plots and Very very simple diagram of what we did 50 by 50 meters blocks with eight plots all 12 by 50 by 25 meters and then we were leaving out a block in the middle Which was supposed to be for water provision. I'm speeding up now. Now. This is 25 years later It looks like this most All buildings have been built All in and and what what we lost With some of the land reserves. I mean land grabbing is there all over even in my own country But in this part of the world land grabbing is a serious problem So some of the in the layout you saw the layouts with the blocks now when you see these blocks Most of them are not there.  No sewer continues. No sewer, but you have the possibility Later on to make to provide the sewer no drainage, but the roads are there mini buses Some schools have been built very few tertiary Institution and Still serious problem employment Now that was a head of urbanization now Over the last two years. I have been going back into the informant settlements trying to see what can we do in In an area like this we did this based on That the existing residents should be able to stay on we were not we will not bulldoze out these existing residents It we would provide access. We would widen a little bit the streets in order to also later on be able to to improve the the drainage and the and eventually put in sewer and Some few public open spaces, but here you see this this There are plots here and this one has access there, but there are plots somewhere this yeah, this one actually Now I can't find but there are plots here where you have to cross another plot in order to access it now What what did we do we kind of Did you get that we actually acknowledged in this we are widening a little bit the streets and Then the design itself is not a road all road engineers I know when they when they design a road it should be like this We did the opposite It was very very difficult to convince the engineers that it could work at the end. We succeeded Now we lost We lost it was politically put down This is a proposal as it is now It will all all which is like this in here it shall all be demolished and The private sector shall come in and do the dirty work But that's a good story Political local resisting is building up a little bit supported by me and It's on hold now I'm over time We have to be ahead in a country like Muslim big in any developing country I assume We had to be ahead on the informal urbanization process Otherwise, we need to go back and do repair work. This is very expensive. So we have to do it before otherwise, you must be surgeons and It must be based on very simple layouts not fancy smart ideas simple layouts that can see can be simply Implemented and it must be based on local involvement if you don't have local involvement if you have resistance locally forget about it Now the upgrading Exercises is very much a political issue. It's all depending on where the land is located in the case Where we presently may succeed may not succeed Have difficulties is well located and this is the reason that it has become a very hot political issue But what is most often the problem with operating? Activities is that what do we do with this the excess population where to put them? Normally you see in documents you say in appropriate sites that the residents agree upon But you can never ever find appropriate sites. You can never find them They're always 10 or 15 or 20 kilometers out there 2025 no transport. No nothing. So this is a really really problem We have been fighting with the World Bank in order to get funds to buy land to relocate this population The keep on saying no, this is not part. This is a national issue. It must be so brother for the national government Thank you very much


Comments might be strong, but it's how I genuinely feel.  I don't care what the Bible says. Like I feel like it's a clown show, like sitting here trying to decipher what your little mythical book has to say about these very real political issues, right? I don't care if you're Christian. In fact, I will fight for you to have your religious liberty and practice your Christianity. I believe in that. I don't believe in Christianity, which means that you do not get to dictate the way I live my life based on your religion. I don't care what the Bible says. You have every right in the world, all those women who identify with your religion have every right in the world to not get an abortion, to not take birth control. But they do not have the right to dictate my life.  I'm so tired of having nonstop conversations about what the Bible says. You live your life in the way that you interpret the Bible. Again, I don't care. But you don't get to take the Bible and tell me, well, the Bible says this in this chapter in this verse, I don't care. I don't care. I don't believe in it. And I have the right based on our Constitution to not believe in it. OK, so you don't believe in the Bible. Where do you get your understanding of rights? You're making a lot of moral judgments, and yet you have no foundation to back up the validity of those moral judgments. You say, my body, my choice, but we know the child and the womb is not just your body. It's not just another organ. It's different. Different feet and fingers, organs and DNA. This is not your body. You believe that life in the womb isn't valuable or worthy of protection. But according to your worldview, why would life outside of the womb be valuable and worthy of protection? After all, we're just stardust bumping into stardust. It's just survival of the fittest anyway. But you know that's not true. You know life is valuable. And yet you refuse to acknowledge it in the context of the womb to absolve yourself of responsibility. You reject objective morality when you dispose of the Bible and you're just left with what you personally believe. But that foundation will not last. And when you're consistent, it leads you to a very, very dark place. And by the way, the Bible isn't just some mythical made-up book. We have numerous, numerous manuscripts from the original text. Eyewitness accounts, fulfilled prophecies. It doesn't get any more substantiated than that. Even secular scholars will marvel at the Bible and how robust it is in how it all connects. This isn't just random things that people came up with. This is God's revealed word to us and it lightens us to the truth.  And we need to cling to him for salvation, for truth, for understanding. There's obviously a lot of hostility towards Christians about the issue of pro-life. But it's very clear in the word of God why this is the world loves death because it is the opposite of Christ.  So the world will love the darkness and they rejected the light. It's only God that can change our hearts and draw us close to him. And that's what we should all be praying for. Not just fighting with arguments and, you know, oh, this is why, this is, you know, just apologetics, but rather that we should engage people with the gospel as well because it is the gospel that is the power of God to salvation for everyone who believes. So don't get too caught up in the arguments and trying to just convince people that abortion is wrong even though it is. But remember the gospel, that's what we're trying to lead people to to find redemption, to find transformation. That's what keeps me going.


shopping. I've been on a spree bro, it ain't healthy.  A week after the competition, I'm alive. I actually feel kind of good. First week of bodybuilding, I skipped two days, but we're making up for it. So we're gonna get a little leg day-to-day and like everything else, you know, lack of a better term, we're power building. So I got a strength move, a couple of hypertrophy moves. Body weight was 212 last night. I forgot the weight this morning. So we're probably down minimum eight pounds because we're 220 when we started. But minimum eight pounds. So we'll give you an update on that. Food update coming to me and see if I can get some food next week. We'll do a full day of eating. Stay tuned man, the shreds are coming.  Check it out 3sb.co. We got the new collab with Game Day Barbell. Six fire teas. Check them, get them while they're hot. We also got a secret release. Just three dope one-off teas on our part. I think y'all really like them and we're diving in deeper. So I want to help y'all, I want to get to know y'all. So ask me anything in the comments. We're gonna be continuing through the cut series and I'm gonna answer all your questions along the way. So whether it's fitness, business, personal, any advice you got man, comment below and we'll tackle those in the upcoming vlog. We got a couple like light strength goals within this. So I think I'm gonna try to get the 500 maybe my best ever is 500 pause high bar. So we'll try to work up to something like that. Pause or regular and bang it out for some reps. I've probably done it for two or three high bar. Low bar I've done it for six or 515 for six. So I think we slowly get to that at a lower body weight. I'm already below like my competing weight. I was about 210 to 12 when I was my strongest and right now I'm like 208. So that'll feel good. Same with the bench. We got the 315 incline for three to five. Deadlift whatever because we just kind of chased that.  I'm gonna go for a walk.  Second Saturday at 3sb.co it's gonna be bumping. I got a little back and by steps. I'm gonna go catch some sleep, get some sleep, catch you in the morning. Second Saturday. It's getting a little loud. 10 a.m. Every second Saturday of the month we go 8 a.m. to noon free open house. Number one goal is just kind of build the community. I know some people maybe can't afford like a higher end gym. Maybe they live further away and they have to train in different circumstances. So you know trying to live up to what we preach and actually do it. I want people to get to know each other. I want people to learn about lifting, being a better environment, push themselves a little bit. So once a month we get new face all the time. So it's really cool.  So I did incline 225 for two sets of 10 and then now we're just doing a little back and by just a little pump because this week was a little weird with the meat but people having a good time lifting big lifts. The whole crew is here kicking it. So welcome. Second Saturday. We're going to go like a minor 10. Yeah. We start right on the patella and then we're just going to go half wrap up all the way and we're going to work our way back down. You want to take the tension out the whole time so you don't rip the knees and then wrap her up. Then we just cut this in half each time. We work our way to the bottom of the quad. Work our way back down. Probably double layered up here. Then you cut to the seam in half and we're back down. Would you say second? You can't go to the grocery store and not get something for the car. You gotta have something. Like a drink or a water. Yeah I typically do a drink and like a beef jerky but I didn't think about it and they're a protein bar. The protein bars are kind of. Yeah I did yeah it depends. Oh you're recording. You're recording. How's your stump town? It's not bad. It smells good. It's good right? It's like almost creamy. Yeah that's the nitro. Yeah. You have gum in? Yeah. That's pretty good too. You want to try it? It's just black. It is good though. I'm sure I could do it. You like this one better.  Yeah. Yeah. Maybe your pal little girl. I didn't even drink coffee until I was like 22. I don't like coffee. I didn't drink any coffee till I was your age.  Yeah I didn't. I didn't drink coffee or energy drinks until I was like I did a little pre-workout maybe. Energy drinks were one of the things. Red Bull like came out when I was in high school. You know what I mean?  You know what I mean though? Yeah. I got to drink these like a Thai energy drinks that tasted like Red Bull and they're in glass bottles. Oh that's not the time. What's it called? Balls? No. Have you had that? No. There's an energy drink called balls. But okay. He would share it with us and we'd drink it and he said really good and then it was until I had a Red Bull when I grew up and when I realized it was energy drinks.  And then coffee I started to do when I first time I ever did keto. Oh. And you throw some cream in there or butter. Here you go. I did keto for a long time. Yeah I did keto for a long time. Then because you didn't there's no like info out there on diets. Yeah. What did you do keto? Probably like 09 to 13. I I I blunted all my gains. Imagine how strong I'd be if I knew what I was doing. Yeah I tried the trail for you guys. I was a little like what do I call it? Like a test dummy. Well I never did keto. You wouldn't have known. You would have. I'm telling you if you were in 09. Well yeah but like we're just that's just the difference you know. Yeah but you wouldn't you would have though because there was nothing else. No I wouldn't. You would have. I can't give up carbs even if I wanted to. No you wouldn't have known. I would be like no I'm eating. You wouldn't have known. I look. If you thought eating no carbs you'd have 500 pound pull and you'd be like oh all right yeah. Is that what they said? No but like it was like people thought it was a performance thing like this is how you best stay in weight classes and this is how you do all that I'm like all right I'll do that. I barely do that now. I just realized during this meat cut like her meat cut that I need to watch what I eat now. Yeah off season could be long. Yeah like off season all right that's what um you know at woods and frozen like rutino they all have like dietitians that they watch what they eat and they plan when they have their meals and I'm like that's crazy.  You know what I mean? That's what was happening to me and so to stay in the 198 class I ate keto but then I was weak from revenge 315 for like five years. You know what I mean? I was just stuck and I was in my early 20s I was y'all's age so just like all my years that I could have been smashing weights like you and C-vass are both crushing PRs right now.  Kind of. Yeah kind of. A little bit of programming stuff for sure because that wasn't known either and keto. Yeah I was just fucked. And then now I just live off of black coffee so it could be sure it's alive. So Mikey. All right quick uh food run. Just some diet ideas for y'all. Your grocery store might not have the exact same but it's similar.  I do do a lot of frozen so it doesn't expire because I travel and so it just allows me to um not waste money and waste food. But to get other veggies in like a broccoli slaw and then I'll just make it with like my own like craziness. So I'll just throw this like diet um salad dressing on there mix it all up slam it back. This is like five carbs with nothing and this is literally nothing. Six carbs for the whole thing it's 18 carbs. No fat no protein or not no protein but a little bit of protein. Mikey trying to shred this. Yeah we're on the shreds man. Same idea here just a slaw so maybe I'll go half and half a little bit of salad. I don't do a lot of potatoes um but I thought I'm getting a little sick of rice and so I might even do that right now and uh clean these up and we'll throw them in the air fryer maybe just slice them in half um a little oil or spray to make them crispy salt and that's all you need.  Potatoes fill me up a little different um and so that's on the individual. Now I heard there's some slander on the A1 sauce. You like A1 sauce? I don't know why there's A1 sauce slander going on there.  Oh okay.  What are you looking at? I didn't like go through it. Oh I was gonna send it once.


Guys, that video got a ton of views. It got 100 something thumbs up and it only got three thumbs down. And those three thumbs down were from my dad, my mom, and my brother, so they don't count. Oh yeah, what's up guys, it's Chris Byte. My friends call me Banksy. I'm back again guys. Today I got some more free stuff for you. Yes, in one of my latest videos I created a freedom intro for all freedom partners that you can download and use for free. A lot of channels out there don't have intros or openers or local stains as they call them. And I thought, hey, why not create one for you that's not too bad and charge you the low, low price of nothing. Well, here's the thing guys, that video got a ton of views. It got 100 something thumbs up and it only got three thumbs down. And those three thumbs down were from my dad, my mom, and my brother, so they don't count. So anyways guys, because that video went so well and it seems like you guys liked that, I've created two new style of openers for you too. Also free to all freedom partners. No charge, it's a pretty good deal. Guys, these are based on the glitch style. So this is like a glitchy intro. It's kind of sci-fi-ish. I don't really need to explain it cause it's running in the background and you saw it when the video loaded. But guys, that is now available for you as well, free of charge. I will make, I will note a couple of comments in the previous video is that the intro is a little bit long and it is. And I agree with you and here's the reason why. Well, there's two reasons. One, cause it's easier to cut a piece off the end than to extend it out because you can't really do that without the longer file. So that makes sense. And two, there's a place at the end where it kind of has like some quiet time as you call it or it's just like blank. You can put your own logo in there, you can put your own text in there, whatever you want to put in there to sort of brand your channel.  So both of those reasons why. So guys, anyways without any further ado, please take a look at these two intros. If you want them, they're free. You just have to click on the link in the description below and take them. They're yours guys. This is Big C. I'll be back later with some featured on freedom and some freedom online stuff. So stay tuned and enjoy.


Novak Djokovic vs Lorenzo Mussetti is a blockbuster third round match at the Monte Carlo Masters. Both guys have been very impressive together this stage. Mussetti entered the tournament as the number 24 in the world and has gotten to the third round despite having a pretty poor win-loss record. For 2024, he's seven wins, nine losses, which is far below what he can really do, with his best result being a quarterfinal adelaide at the start of the year. He's only quarterfinal for the season. He eventually lost to Bublik in that match in a close three setter, but it's the furthest he's got at any tournament so far this year. His best win against Ben Shelton, that was actually at the Miami Open, where he played phenomenal tennis and his worst loss against Kazoo back in Dubai with Kazoo being number 86 in the world at the time. His form though has been pretty good, winning three of his last five matches and that's not including the couple of wins he's already had this week against Fritz and Fies. Djokovic has entered the tournament as the number one in the world and despite a positive win-loss record hasn't been great this season. His record at eight win three losses, which is great for most players, but his best result is only a semi-final. That was at the Australian Open where he lost to Sinner in four sets. And I say only a semi-final at the Grand Slam because usually by this time he's at least won a title or two. So coming into the play season without a title is kind of strange. His best win was at that Australian Open. It was against Fritz. He was number 12 in the world at the time, a very close four setter, but his worst loss was actually his last tournament in Indian Wells. He lost to Nardi, a lucky loser, 123 in the world. One of his worst losses of his career, his form has been good. I mean, he's won a lot of matches, but again, surprising losses and he has lost two of his last three matches, including that last loss against Nardi. However, he did win against the Fulin in the first round of this tournament, looking really, really strong. So if he's able to replicate that, this should be interesting. These were played four times before with Djokovic leading the Headdead 3-1. However, they did play 12 months ago at this event with Mouseti getting a three-set win. However, remember, Djokovic was injured going into that match. He did have an elbow problem. So it's hard to say whether or not Mouseti would have won had Djokovic been 100% because the two matches prior to that one, Djokovic wiped the floor with Mouseti on the hard courts. If Mouseti is going to win this one, he's got to bring that aggression that he bought in the first two rounds. He played so well against Fritz and he looks so confident as well. It's like when jumping on the clay, it's a different guy and also use the confidence of winning last year against Djokovic. I know that I said that it wasn't really relevant for maybe Djokovic, but it is relevant for Mouseti because the two matches they played on clay, he has pushed no way. Djokovic is going to win this one. He needs to play like he did in the first round aggressive, like he has something to prove because he kind of does have something to prove this year because he hasn't been his best. He hasn't played well so far this year and guys like Cinder and Elkaraz have got titles where Djokovic is not. So this is a great opportunity for him to really prove himself and also prove that last year's loss was a fluke to Mouseti. Great matchup. Hopefully we get the best of both guys because that will make a blockbuster matchup. But I've got to go with Djokovic in this one. I think he wins in three sets. I'm going to give Mouseti a set. Let me know down in the comments below who's going to win this blockbuster.