F assault morning everyone so apologies I'm gonna be doing the same I'm gonna be doing a bit of pricing going backwards and forwards. I'm Beckybagstaff I'm the higher education senior consultant for GESC I support the building digital capability service in the discovery tool. I'm here today and I'm going to be introducing a wonderful colleague from University of Warwick Pんで as well who's going to talk about how they've been using our Discovery tool I'm not going to talk about our services search, but if you did want to catch up with us at all, please come up, you can't really miss me, myself or our head of data, data capability, a digital capability there for that make piece, you know, please come and have a chat with us after. If I'm being honest, the reason behind this session, I was recovering from surgery and I was watching the Big Bang Theory, big fan of that, and I was thinking my background, I come from 19 years working in digital education in HE, I recently joined just two years ago. And having been through the pandemic as a learning technologist and looking at that, that massive change, which we won't talk about too much today, there's always going to be a new Big Bang. There's always going to be a new technology and AI, you know, is definitely something that we are seeing everywhere. And I think it's really important to be able to understand the underpinning all of these new Big Bangs who remember Second Life, put your hands up, it was going to revolutionise teaching. I remember walking around Second Life, trying to figure out how to change my hair. That was the most exciting thing I did in Second Life. And at one point, we pulled out all the things that we're going to do in there in education and engineering, because every time we went in there, people put boxes on our students head. So, these things are always going to come in. And I think it's having that, again, that appropriate use of these technologies. And there's an underlying theme that kind of comes through all of these. So what I'm going to do in the session, I'm just going to talk a little bit about what's happening. So part of my role as a consultant, I'm really thrilled, I still get to speak to higher education people. So there's quite a few in the room today, so I won't single you out. But it's been really good because I now get to be on the other side of this. So I get to hear about how people are using our services, but also understanding the frustrations, the difficulties in creating that kind of digital workplace that are really kind of confident and agile students, but also the staff. Because I think sometimes the staff are getting forgotten a lot at the moment in terms of that. So I'm going to talk a little bit about how that landscape is changing, but more from what I'm seeing across the sector when I speak to our customers. Then I'm going to talk a little bit about that kind of need for how our students, and again, if you're in that session this morning with the students, it was really interesting to say, actually, they're really scared about things like AI because they're worried about being caught out or seem to be being caught out when they've done nothing wrong. So I think it's about really developing really strong, digitally confident students and staff and how we prepare them for the workplace, which let's face it. We're not going to know what's going to be changing. The workplace has changed phenomenally since I started my degree a long time ago. So I'm going to talk a little bit about that, and then I'm going to bring in the University of Warwick to talk about how they've been using the service, but more importantly, how digital skills is embedded as part of that student journey, and then a little bit about moving forward. And I'm going to try and do all that in less than half an hour. So that's going to be good. So I think I've gone past one. So a little bit about the scene. So I expect most people in this room will understand the landscape is changing really scaring boss. So that's on an FBE and an HE. Now looking at the student session this morning, we heard from a student that actually there was a big gap when they came to university and that there's still that expectation that students are the old digital native. I won't talk about that, but actually we're still in the same situation. It doesn't matter what they're exposed to early on. They're still not necessarily the confident students we think they are when they come to the university. And of course, as people obviously in the room today, their job is very much about supporting those students in that. And it's very difficult because it's preparing them that the landscape is changing. The budgets are tightened. Everything is changing a phenomenally fast rate and things like AI that that new adaptive technology is really changing that. And I think it's going to be something that we're going to have to adopt. It's there. It's already there. We have to learn to live with it. But I think it's identifying what we need to support those staff and students. And at the heart of all of these things, again, and I will keep going back to it, is those fundamental digital soft skills. And we are definitely hearing this not only from the sector, but also from the industry as well. So thinking about that digital workplace. So things like AI, you know, that industry 4.0 is really changing that workplace for our students. But I think it's opening some really exciting opportunities. And particularly as we move forward from that recovery from the pandemic. You know, interestingly, what we're seeing from the service is that some of the digital confidancies are actually declining. And we think we feel that that could be because suddenly, you know, that that that turn that we had, everyone had to go online. I think that the end that I was working in digital education at the time. That's what I came to just to recover. It's very much about supporting staff and students. But that recovery, I think staff, particularly staff, are finding that they've lost a bit of their confidancies because they've suddenly had to learn all these new digital technologies. They've had to adapt to that. Do they necessarily have the confidence to try those new things? Because it was kind of forced on them. And there's a little bit of expectation that staff are quite, they're up here and actually they might be down here. So how do we identify what those confidancies are? And how do we look at that from an institutional point of view? And I think the cost of living, you know, it's scary when we go and do our food shopping every week. You know, every time I go into the shop, I nearly pass out, but the same has been seen across the sector. So we are seeing a huge amount of our customers where, you know, the decision-makers will see these beautiful big buildings popping up all over the campuses. Last time I came to Warwick, they know there's more buildings popping up and it's beautiful. But actually when it comes to things like software and things that can actually help support staff and students, you ask for a few thousand pounds for X, Y, Z. And it's like, oh no, that's got to go to, you know, it's very, very different. And I think that cost of living is impacting a lot of things. It's not just about, you know, supporting students, that digital divide and that digital poverty as well. These things are all massively impacting the sector. So I googled a little bit and I thought, actually, looking at the AI, it's very negative. So as soon as you put in there, it's like, oh, it's doing my gloom, it's going to change. I mean, if I was back in my previous institution, I can imagine the conversations I'd be having with academics. They'd be scared, they'd be worried. But I remember we were talking about this the other day when we were like, all the teaching learning is going to go on Facebook. And these things change. And I think it's that nervousness and it's how do we support staff and how do we make them confident in that kind of that adaptability, that agility? It's like, it's OK, it's new technology. Let's take that step back. And as a consultant, that is what I'm seeing a huge amount of now. I'm seeing a lot of institutions where they're going, we need to take a step back. We need to go back to basics. We need to understand. We need to identify where our staff and students are in terms of their digital skills, because at the bottom of all of these things, all of these new technologies, it's those underlying soft skills. So I mentioned this investment in bricks, not clicks. I see that a huge amount and I see that in my previous role as well. I still see institutions that are struggling with being able to adopt that technology because there is always cost involved. I mean, if, you know, Elsie is a great conference because we have a lot of enthusiasm, but not necessarily the people that hold the budget. And that's quite difficult because I think you always have to kind of justify, you know, this is going to transform our students life. Is this going to be really good for our staff? But things cost money and it's quite difficult. There are lots and lots of different technologies that are really changing those different pedagogic models of teaching and learning. And it's exposing students that kind of authentic teaching and experience. And that's really interesting that it's changing that. But underlying all of these things and that student expectation when they come and choose their institution, it's all about digital skills. And that goes back to those kind of very basic skills like digital communication, digital collaboration. You know, how do students know about getting that right data? AI is going to massively complicate that because actually how can students need to know about differentiating between real data and data that might not have to be true and things like that. So all of these things that we are seeing across is all underpinned by digital skills. And that is where we are seeing a lot of institutions taking that step back and kind of reflecting like, right, we need to, very much from that top down approach. And I'll talk about that in a moment, but looking at it from that more holistic institutional level. So again, as I mentioned, one thing, and again, I won't pick on people in the room, but there are teams in here which I know it's always a very small part. Now, if I was to ask you if you're responsible for digital skills in your institution to put your hand up or just to shout or something. We see a lot of institutions where it's seen as a well that would be nice, but it's not a priority. My argument is actually digital should be embedded and ingrained in everything that we do so that we can expose our students and our staff to different teaching different digital aspects so that they have that kind of agility. Because if I was to say, right, our students need to have this technology, that technology is going to change in the next week. So we can't have that fixation on technology. And when they go into the workplace, and again, if we look at that skills gap that the industry is crying out for, it's really important that our students have those digital transferable skills. It used to be the whole, you know, the soft skills, the communication, the team. That's all online now because we have that hybrid approach to teaching and learning. We have that hybrid approach to working as well. So I think about my role as just I spend a lot of my time talking online. But actually there is a there is a digital skill behind that additional communication, digital wellbeing, knowing when to take a break. You know, those things are all things that we need to teach our staff and students. And I think having that understanding of where a person's digital skills lie is really fundamental to that. So we are seeing a lot across the sector about having students exposed to let's see where my digital skills are now. Let's reflect on that. Let's see how I can build that and make that grow with my course because every course has a different discipline outcome. We heard that this morning from the students. If you're in the keynote yesterday, which was fantastic, it was all about having that digital capability at the bottom of it. So just before I hand over to my lovely colleague from Warwick, what I would like to do is just talk a little bit. And again, please feel free to grab me outside of this. We have 238 subscribers now to our service across FE, HE, International, etc. We are seeing huge growth in the adoption of our service. But more importantly, I think what is fascinating is how people are using it. From the student point of view, we are seeing huge growth in this being used. And again, you'll hear a lovely example in a moment on how Warwick is starting to use this. And again, I know that there's a couple of other people in this room which have done some phenomenal work with their student rollout with this. But it's all about creating that agile digital graduate. And I use that word agile because they have to be adaptable. I actually spoke to a student last week from an institution and they were saying it was really important that they could understand what their digital skills were. And their confidances were so that they could then understand that when they go into the workplace, they know that this job would require this kind of transferable skill. And they found it really helpful that they could actually reflect on that. And they found that actually it was interesting that an area they thought they were really strong in was actually an area that they might want to build on. So we're seeing digital skills being looked at right at the heart of the student journey. Straight when they come in from induction, get them to have a look at their digital skills, then you can put those interventions in place. So, again, a lot of institutions are using that data to drive those localised intervention to further support their students. And you'll come to hear about that a little bit as well in part. But I think wherever we see really good success is where it's embedded. So exposing students again to many digital platforms that appropriateness. I don't think it should be particularly technology driven by any one particular one. It's about that bigger picture. So they have that agility when they go into the workplace to transfer that. And again, you heard that importance of peer learning. So we see a lot of student champion programmes being used where digital skills are exposed to students just sharing that knowledge. It could absolutely transform a student's journey to say, I don't know I could do that. So it's really interesting how we are seeing that. I think from the staff side, it's more interesting. So I think staff sometimes are feeling that they're being left behind a little bit. So I think where we're seeing a lot of nice work is where staff are being rewarded. Might be a word not many heard about, but here. But having that reward for, you know what, I've taken that time to develop myself. You know, I've looked at that and having that as part of the staff induction. Now I had a call not that long ago where actually an institution wanted to have it as part of their going for the employment side.  So what do we put about digital skills now that that's really interesting because we're seeing a lot of growth in that one institution has actually got someone in HR that's now dedicated to that. So I think wherever you can embed digital skills with processes like HR, PDR processes, that yearly cycle to be able to help staff given them that time as well. I think it's really important. I know it's that time thing, but if you spend three minutes a day watching a video, you know, those sorts of things, it soon builds up quite quickly. And again, it's that peer learning insurance. We're seeing lots of different really interesting use across the sector. I could talk here all day about what our customers are doing. And it's, you know, it's really exciting how it's growing. But again, I think because of things like that, it's really driving that and how that importance of having that digitally confident stakeholders within your institution. That top down approach is really important too. So I'm going to stop talking because I'm probably going to use my voice in it and hand over to you. I'll let you introduce yourself. If this works. Is that going to work? No, it isn't so we'll do it from here. Good morning everyone. So over the next, I don't know, eight or 10 minutes or so. I'm just going to tell you a little bit about what we've done in terms of making the just digital capability assessment available to our students at Warwick. So the capability assessment is made available to all of our undergraduate and master students. So that's a population of about 26,000 students. And this was the first year that we implemented it at Warwick, and we've had just over 500 students complete the assessment. So it's a very small percentage of the overall population, but a large enough sample size to provide useful information that we can then use to position our services and our responses to student needs. What I'm hoping to do is next year grow that to around about 20 to 25% so that we've got statistically reliable data. And we've got a lot of experience that you know that we've gathered this year from the implementation that we can build upon that should help us secure that greater level of engagement. The way that we've made the digital capability assessment available to our students is by recognising it through the Warwick Award. The Warwick Award is an institutional level award that we make available. It's optional, but we make it available to all of our students. It's an award that they can gain alongside their degree to evidence to employers that they've taken their development of their employability skills seriously, whilst they've been with us over the three or four years for an undergraduate and the year for the master students here at Warwick. And what it's based upon is the core skills framework. So you'll see there that in the middle circle we've got 12 core skills categories, the sort of skill sets that I think you know all of you would say, I would hope that all of you would say that regardless of your discipline and the future life that you're positioning yourself for after university, all of those skills are going to be useful to you in your future life. And you'll see that over here one of those 12 is digital literacy. And so the just digital capability assessment sits within the digital literacy group. And what we found is that through the Warwick Award, we've got about 8,500 of our students actively engaged in working on their core skills development of which so that's what about 33%, about a third of our students are actively engaged with this programme and working on that Warwick Award alongside their degree programme. And that involves 100 hours of investment by the student if you're a master student and 300 hours of investment in your skills development over the three or four years that you're here with us as an undergraduate so it's not inconsiderable. And part of that is making sure that you've got a good selection of digital skills that you can potentially offer to future employers and position yourself well in the future employment markets markets as well. Some of this is guided by the objective set out in our employer employability strategy at the university. And we also take guidance from other sources as well so a number of you will be aware that on the fourth of July the Russell group issued a set of new perspectives on AI to guide universities on how to appropriately position the use of AI tools, both for students, one to make them aware of the opportunities and two to make them aware of the pitfalls and you know where problems could arise and Mr Meaners could be could be committed to make sure that everybody is not worried about using it but I'm using it appropriately and we're full awareness of both potential and pitfalls as well. So, the award it's been incredibly useful in getting the message act to our students to encourage our students to complete the assessment and to make sure that it's completed by students from right across the disciplines that it's not one particular group of students within the university but right across from medicine, all the way to the business school engineering, social sciences and the humanities as well, humanities and arts. So one of the things that we found so in terms of some of the skill areas that students are particularly strong on. And it's probably not that surprising bearing in mind that the current cohort of students that we have are individuals who've lived with digital technologies all of their lives. In fact, many of them are living much of their current life online. They have communication digital identity management digital digital proficiency. You can see that many of our students have a reasonable amount of confidence in their capabilities. What's more concerning though is down the bottom here we've got in terms of the lower levels of confidence digital participation, digital creation problem solving digital learning activities. What's more concerned about those is that in the sort of post pandemic hybrid learning environments. Those are the very capabilities that the students need to be able to thrive on their courses. And so this is what we're highlighting to our colleagues in the IT services training team to say, hey guys, you know that there is some early indications here that there may be a whole group of skill sets, digital skill sets that might need information, particularly with the new incoming students as part of the onboarding activity, but also making sure that tutors have the information so that when they're setting up their courses perhaps, you know on Moodle, that they're very clear about how they want the students to engage with the course and how they want the students to participate and what are the appropriate behaviors that they want to see and what perhaps is inappropriate. Another aspect that's been incredibly useful is from the information entered by those 500 students, we can produce the heat map against the digital capability assessment areas that are listed on the left hand side there. For each of the disciplines, I'm very fortunate. I've got a team of skills developers who all face a portfolio of schools and departments across the university. And they work very closely with the academics within those schools and departments to embed employability skills into the curriculum, into the academic modules. So when we were talking to an individual academic team, or the directors of students employability and student experience, we're able to drill down into any area on this heat map. So you can see for example that some disciplines, for example the biological sciences, what have we got, we've got education, where the colours are quite deep, then we've got high levels of confidence. So typically anything that's sort of above seven indicates that a disciplinary area has a broad cohort of students who are fairly confident in their skills. But then you'll see that right at the other end of the spectrum, we've gotten a number that are scoring sort of 6.59, 6.4, 6.51, et cetera, where there's greater white space on there. And what we can do is we can click on in one of those tiles and drill into the students' responses from that discipline to the individual capability area questions that they're responding to. And we can see very specifically what were their responses that are indicative of their self-perception of their confidence with regard to that capability area. That's really useful, that's powerful, and that engages our academic colleagues because, like on many different issues, they're interested in their domain, aren't they? So any information that's specific to their domain is what they will particularly focus on. And then finally, I just wanted to share with you the comparison of Warwick results with the broader higher education sector. And so what you can see there is that Warwick students generally follow the same sort of trend in terms of their level of confidence as the national picture where nationally students are reporting themselves as having a high degree of confidence in their skills. You'll see that Warwick students are also reporting a high degree of confidence, perhaps a bit overconfident, perhaps in some cases, but then equally right down the bottom where students nationally are indicating that they would probably welcome some assistance in developing skills. That's also mimicked by the Warwick students as well. Some of the things that we want to do, and I've fed this back through Becky as well, is more generally on the Warwick award, we are skills profiling right across the student journey longitudinally over the three or four years that undergraduate graduates are with us. So what we're doing is we're profiling their skills as a self perception inventory as part of the onboarding process at the beginning when they first join us. And then we're repeating that each academic year. And then finally we repeat it two months prior to graduation as well. So we should get a pretty good picture of what the skills development journey has been over the time that they've been with us. I'd like to do the same with the just digital capability assessment tool as well. I think you know we might see some interesting patterns there, where for example, you can see there you know that the Warwick students are reporting themselves a little higher than the national picture. They might just be overconfidence in their own capabilities. And what they might find is that if we do, if we are able to segment this by academic year, you might find there's suddenly a dip in the second or third year, as they realise their true capability. And then perhaps as they start addressing those capabilities by attending the appropriate interventions and training that it picks up again. I don't know that at this moment. I suspect that's probably is the case, but who knows. I just like to commend the capability tool. I mean it's a tool that's in development. We are finding it incredibly useful. I'll be happier when I've got the participation rate up to about 20% or so, so that's statistically reliable data. But I'm very happy with the first year implementation of both the award and the capability assessment to have this data that I can share with colleagues. Thank you. Thank you. And I think that that's really interesting to see kind of at the start of that journey. And as Pamela mentioned, we are doing continuous work to grow the discovery tool in response to sector demands as well. I just wanted to quickly finish on this final side. So our whole service, our discovery tool is based on our digital capability framework, which has used and recognised both nationally and internationally. But we are seeing huge growth in that being used and adapted actually at localised level with institutions. I think digital skills should be everyone's responsibility. We still see it's always like one little team in institution and they're expected to throw it out. Normally as part of a tiny part, I remember in my last institution, it should be everyone. It's that top-down approach and we are seeing huge success when actually you get that by it. And once they understand that if you've got a really digitally agile and confident workforce, you're going to get the same for your students because they're going to all come up to that same level. But it needs to continually evolve and it needs to be continually assessed. My final one, again, it's that digital first. It's just exposing those different methods, those different technologies, those different models of assessment, et cetera. And thinking about what digital skills are needed and there will be some very similar themes and all of that. So I'm going to pause there because I think we're very close to the end to try and make sure there's time. So any questions at all? And thank you. So everyone wait for lunch. I have a question about the important tool available. So if your organisation is not using it, but you want to use it in a particular department, then you can make it a part like this. So we have department level reporting on the discovery tool. So we have some, we have some, we don't just have HEFB. We also have some commercial customers as well. And we see a lot of them, they will customise their departments. So like you said, we see a lot of institutions as well that will actually have pilots. So we're working with an institution at the moment. They're going to do a bigger rollout later, but they're focusing on one school. So the department level reporting at the moment is quite small, but then they've got their localised ones. So you can use it in obviously a smaller group as well. It's that the pricing for that is based on the branding as well. But please come and have a chat with us after, if that would be helpful. Any other questions? Well, I'm interested in that on the scoring, digital communication right at the top, and then participation right at the bottom. So what's the distinction in the kind of, in the tools, and do you have any insight on why people feel they can communicate relatively but not participate? That's a good question. So in our report, the users get a personalised report on the discovery tool. And each of the digital capabilities is broken down and contextualised. Mae'n ddweud yn ddweud o'r ddweud o ddweud o ddweud. Felly, mae'n gweithio'n ddweud o'r linkys i'ch gwaith o ddweud. Mae'n ddweud o'n ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud o ddweud. Dwi'n credu i'n ddweud wedi bod y cyfnod arall. Ond y cyfnodol ymddirionedd mor gyffredigolol, felly byddai'r ddweud o'r ddweud o'r ddweud o ddweud o'r ddweud. I don't think they might struggle with that, maybe because they're not exposed to that, particularly as students, say I've been out of the sector for a couple of years now, but actually when I was working in the sector, a lot of our academics struggled with that. Even just using the interactive whiteboards, I won't even talk about some of the more technical disciplines really struggle with annotations and things like that, so that digital participation I think is still an area that they struggle with. And I think the communication is right up there because it's something we've had to do quite quickly, you know, and we're all on WhatsApp and we're all on teams doing that all the time. So I think naturally that's always one that's got and if you look across the sector, it has got that very strong kind of competencies. Becky, can I just add a comment with regard to participation? So one of the things that we're finding is that particularly amongst the international students, you've got the factors that are brought in by cultural expectations and cultural norms as well. And cultural communication styles or expected communication styles. So, for example, some students are quite shocked that students can be so robust in perhaps, you know, when they have an academic argument on an online platform. That students can be so strident sometimes and they're not as polite as perhaps they would be in their own culture. That can be quite daunting for a student to dive back in again once they've experienced something like that. Also having the confidence to be able to post your opinions as well, you know, takes takes a bit of, you know, yes, absolutely. And so there's an awful lot that an academic colleague can do in trying to perhaps, you know, build the cohorts before you expose them to that sort of environment. Perhaps have a face to face session before you take them into the online world. Any other questions at all? Digiwets? Hi, I've been doing a team of management teams there. There we go, we've tolerated so much digital in all the collaboration. Once they took on more digital skills, it was at the expense of taking on a deal with loads of other. That's a really good question. So I do work across a lot of, so I look after all the higher education. I think it varies between each institution. You've got some institutions that are like hugely brought into it. I think where it's simplified and you have those different kind of stakeholders. So we will have people like from HR, student employability. I think what what the fear is sometimes I think sometimes maybe with the more senior management like and I speak from experience in my previous role. There was that or we, you know, maybe we shouldn't let them do this or we lockdown.  We locked down something so tightly so that no one can use it. And is it's I think there is a fear, but I do think that we are seeing a lot that actually they do understand that there is that student expectation. They want that digital. They want the variation and how they consume their learning. And I think that it doesn't really matter what platform you use. It doesn't matter. And again, what Zach was saying, it doesn't matter what really using it's how you use it. What's on there and how you engage and how you engage your stakeholders. I don't think we're seeing a fear of digital. But what I think is I think we're still seeing that it's a responsibility of a digital skills team. It's a responsibility of the land technologist. How can a land technologist, I speak from experience, support thousands and thousands of staff? It should be that top down approach to support that digital and having that that more holistic view and and short cover, getting different silos and institutions to talk to each other, which I know is really difficult because everyone has great knowledge, but actually there's common themes and the common theme again should be supporting digital skills and it should be everyone's responsibility, which I always heart back to, but it is really true. I'll stop there because I appreciate everyone's going to want lunch. I think it's lunch now. So, yeah, thank you so much.


So hey y'all I wanted to I noticed I haven't been putting a lot of cooking in my videos It's just been crazy busy here So I'm gonna go ahead and show y'all what I'm cooking today We have a lot going on a lot going on just to let you know I'm making headway or I don't know how to say it. I'm making some movements on my Documenting my cooking recipes and when I do I think I will share them I do have a blog a blog Excuse me, and I will share them on my blog whenever I get to that point It's just taking me a while to capture everything so tonight. I'm going to be making Hold on. Let me get the baby something So sorry y'all. Let's see Zoom zoom zoom. I'm gonna be making Jamaican jerk chicken pasta Which is very similar to Cajun chicken pasta or actually Rasta pasta So I have a lot going on here. Like I said, you don't have to do everything by the book I change up my recipes all the time, but I find that this works best for me Now I do have two chicken breasts in the fridge Just as a tip to avoid cross-contamination at least for me personally I do my veggies first cut up my all my veggies and everything first then I move on to the chicken I don't even take me out until this is cleared and out of the way It's sometimes you may see something there, but I'm very very picky about that I want to make sure we ain't running around with salamonella girl So Rasta pasta Jamaican jerk chicken pasta, whatever My point is is that it's gonna be spicy. It's gonna be good.  I'll go through everything and if you have any questions, let me know So with the chicken itself once I'm done with everything, I will be seasoning it up pretty well So yeah, I know I'm all over the place. Let's start over here. So I have some Court screw pasta. You can use any type of pasta. You like pinae You can use fettuccine. I think in my opinion if you're making a pasta with sauce You want to use a type of pasta that's gonna hold the sauce. So in my I try to stay away from things like angel hair pasta Thin spaghetti do do linguine. Do fettuccine. Do pinae do both type of pasta. I absolutely love Quark screw pasta. Okay. I have some heavy cream here some butter Onion powder garlic powder Crushed red pepper.  I do have salt over here on the back end But I'm just using it as needed. Okay, because some of the stuff I'm using has sodium in it I have some flour now these green beans or four-side dish. I'm making I'm gonna be doing green beans with some Great tomato Sarah. I have some parsley garlic Chicken bouillon some green onions or scallions I have all different type of peppers here that I'm will be julienne style slicing up very thinly So we have one large jalapeno one red bell pepper green Orange orange and yellow. Y'all I think most of you know by now This is the same thing the bell peppers the same thing. It's just when they pick it depends on the color, okay? So I know people think that they're all different my husband I don't like I said it's the same type of pepper you being tricked by the color So I'm gonna go ahead cut up all my veggies. I like to place them in these bowls I take my time cooking because I love to cook. Okay. It's just relaxing to me But I'll try to come in stages come back on stages and show y'all what I'm doing. Hey y'all This is my hold on who I almost got a sneeze This is my chicken well seasoned girl well seasoned now It seems like a lot, but I'm gonna mix this up some and probably add someone later on look I'm the type when I you but I look at a recipe. I typically double up the season. I'm see I'm cooking by taste Those recipes don't have enough seasoning for me, baby. So Season this chicken breast. I butterfly it butterfly mean that you split in the chicken breast and in half So with two chicken breasts, I now have four it's gonna cook quicker. It's gonna be nice and juicy Okay, so I'm gonna moosh this around a little bit I'm going to blend this properly I'm gonna place it in the refrigerator to marinate for at least 15 to 20 minutes All right. So this is my water for the pasta net on the chicken boy on added one tablespoon of bullion It's probably not enough water to my water here. Now. I always boil I would say 75% of the time I always put chicken boy on and my water And it just makes it so much flavor from when I'm boiling pasta. I should say just makes it so flavorful y'all So I'm gonna add a little bit more water in here because I'm going to cook the entire box of pasta And this is basically going to kind of be a one pot meal because pasta is going to go in there Grow the chicken on the side, but everything else is going to go in this heavy pot here once it's done. Okay I'm gonna turn this off. All right. So I've drained off most of the water from this pasta About one quarter of a cup is left in there because it's going to act as a thickening agent Not that I need it with the heavy cream Went ahead and added some more seasonings. Okay. Let me tell you how to make Succulent moist chicken breast typically for me. I would turn this off. Excuse me I will finish this in the oven, but we have a pot for my oven.  It's been cooking now for about eight minutes I'm gonna take the timer to eight more minutes Sorry Girl, yeah, it's the liquor. Hold on All right, eight minutes eight minutes. Hold on, baby It's off and it once it's done what once eight minutes is done I'm gonna take the lid off see if it's done. Hold on, baby See if it's done if it's not put it under under the broiler for like a minute or so it should be done I'm editing the supposed to be this week's video or I'm not even doing vlogs every week now I just don't have time to have to be every two weeks. So let me just clarify some things about Jay because I'm just speaking in code and not necessarily speaking in code. It doesn't make any damn sense what I'm saying. So Overall Summarize it and I'll put this at the beginning and then you'll see all the fullery coming up in bits and pieces as I'm going through Emotions over the past two weeks Which by the way, it's the very end of october. I will be uploading this particular vlog at the end of october, okay So jb is struggling with school on different levels We did have or I had a parent teacher conference with his teacher. It's been now a week and he Went down in every category when I said he was filling the first time that was the um report we got like That was the first one we got Now I've gotten another one since we've done this since I'm doing this vlog. We've gotten another one since then um And he has gone down In every category he has gone down and every subject He has gone down.  He's He's To only be six years old. He's so unmotivated And he's the one thing he says is he's bored And so with a child at this age or any age just to me is saying that they're bored That's to me. That means they're not challenged. Um It does not necessarily mean they don't like school And because he'll say that but and he loves to learn but he's just not challenged enough in this particular school In the classroom now upon speaking with his teacher at the parent teacher conference She did let me know they're changing the structure, which I will be some of this will be redone it Some of this would be repetitive. I'm just letting you know, um They're changing the layout of the classroom So what I had hoped to do was to find another school for my child and switch him maybe in Um march next year and my husband, you know, he's like, I don't know if that's a good idea You know, I'm like, but what do we what do we do then? It's just so it's so frustrating. I'm trying hard not to curse it. It's very frustrating JB takes everything literal literal So if the question says sammy had 10 cook no, this is going sammy had 10 computers Uh, three of them were destroyed. How many computers does he have left draw a picture? JB will spend 15 minutes drawing 10 computers 10 very detailed computers And I'm like JB just draw 10 circles just try and draw 10 sticks to figure out so because of that If I were to sit him there It will take him. This is not exaggerating. It would take him 30 to 45 minutes to do three math questions And to read a point He gets so off focus. He will take everything literal He doesn't want to do the questions going straight. He wants to do this one that one and this one or this one now And when I tell you I have no patience, I have no patience. This is why I wouldn't be able to homeschool I have zero patience. Y'all see me have patience with JB on cam because that's what you that's what I chose Choose to show you it's the time I'm being patient, but Down to two schools y'all. So if it works out, you know, and he could get into the Montessori school great If not, I will be speaking with his teacher more than likely after the after the holidays And I will not be approaching her with the notion that you know what my my son is bored What are you not doing because I don't want she they're already stressed out with work But it's going to be a um What would you suggest at this point? What else could we be doing at home? What could we be doing in addition at school? Um Can I sit in on a couple of classes? Oh, yeah, we we have to get you have to get into this stuff early and start this um This habit of being inclusive in your child's education. That's how I feel Good morning. Good morning. Good morning, you guys Girl, it's early in the morning Um Oh, yeah, it's been a whirlwind of a week. It is Saturday I um We have just one thing to do. We have an outdoor Festival that we're going to later on. I don't think I'm going to film that because it's going to be very crowded um Yeah, it's just gonna be too crowded and I need my hands free to help jay v So Yeah, it's going to put to the what to what I don't film Throughout the weave logging that much. I just don't have time and I just don't want to a lot of the times um I want to stay focused on the things I need to do my to-do lists getting longer and longer We are getting Typically around this time we're getting things start to slow down at work as far as client goes But now I'm on projects for internal stuff So I know I said I would do vlogmas That's gonna be hard to do um Yeah, I think I will I'll give you all this. I will vlog more often But my vlogmas won't be every day. It will probably be Three to four times a week even that stretch and I'm just it's getting busy for me at home life and work And that's a priority over this youtube stuff. This is a hobby. Okay um Yeah, that's what's going on today. I do have a hair video to do hence the background I'm not sure if I like this yellow background y'all because I have yellow undertones in my skin It's making me look different on cam. I have both actually but it's making me look different on cam. Um I may go back to the gray Yeah, I think I will Actually, I don't even think I Jamie just woke up I gotta do his hair today.  It's cooler weather everywhere but I thought that these glasses wouldn't work because I couldn't when I first was wearing them They were making me dizzy. Then I'm thinking girl. You're switching your glasses in the middle of the day Don't do that do it the next morning So y'all Let me explain something real quick because it's not going to make any sense I had to delete some footage in the middle of this vlog because oh, I didn't upload it I was booing and crying Um because it has to deal with jay b. He is not doing well in school. He is felling a couple of subtopics especially in um Subjects, I should say especially in English. Sorry y'all. He keeps interrupting me. Um And so he's he tells me like every day since he started school I was hoping he would adjust better and the reason why I'm concerned is because his boredness his I really not focused is affecting his work. Some of the other kids when I spoke into their parents are like, yeah Their mother specifically they're like, yeah, um, yeah, my child doesn't like school either, but he's doing good JB's not It's just heartbreaking because I can tell you know, my child is smart, you know, he's not above average He will sit back and watch things unravel before jumping in which which I really do admire. He gets that from his daddy his father so we are interviewing we're doing school tour starting next week actually and If not, then I need to really speak with the principal and or teacher. I already had a teacher come teacher parent conference I'm not at the position mentally where I could homeschool But we will be pulling him out before middle school to homeschool It's just that right now he is so high energy when I tell you this child is always up there It is exhausting and I do everything by myself still at this moment and y'all I do I know I get comments every now. Why cannot well can my husband do this? He's not here girl. He's not here to help Like I guess I have to repeat this over and over my husband even sees JB maybe twice a week And when he when he is here, he does help he take JB to places He helps him or tell him around well, basically tell him around his bathwater Helps him with his homework, you know stuff that that helps. Um, because he is off probably once Once every two weeks doing the day day time. Isn't that crazy every other time it's on the weekend. So Hey you guys, I know girl. It's all types of Stuff going on. Um here in East screamer yelling. I'm at JB school Um, yeah, I'm in a better mood today. I've just been just I've been on the emotional roller coaster Just a little bit stress, you know work is getting busy. It's always busy this time of the year, but It's really busy going on now. Yeah, sorry. The lightest off is a little bit better Let me lean back some. Yeah, that's better. Um Also was in a bit of a mood because um My neighbors and a bit a bit of a mood when I'm out of the story about cupcake I'm not trying to be funny the baby. Um, what is her name y'all? Sorry y'all Camille McKinney disappeared almost seven days ago while attending a birthday party She was there apparently either with her. I think it was her 11 year old cousin or brother. That's still whatever so When I tell you I broke down I knew that, you know after four or five days, they wouldn't find the baby alive But to discard her like she was trash Is absolutely heartbreaking She's only three years old Two people have been charged and her murder. This is out in alabama Two people have been charged out in alabama and what sickens me to my core besides the fact that they Discorded her body like she was nothing like she was trash that she wasn't a human being Um, there are y'all there are demonic spirits at play. I don't care what anyone says that a real human being Would not do something like that so, um What breaks my heart is the one guy had child pornography on his phone So there is no telling what she had to endure before She died and it just breaks my heart. I just don't understand why Why you have to pray on someone who is absolutely defenseless. It's just Do I we I know we would never understand that So, um, y'all moving on from that that really that was a real bit trigger. I mean, that's just horrible Just absolutely horrible. They should get the death. They they shouldn't even like try those people They know clearly one of them confessed to it. They need to go ahead and You know, they don't deserve to live in other words um On to some healthy healthier More positive news. It is the fall time. Y'all hold on. Let me fix this this light Very good. Now you can see me girl Um, it is the fall season. So that means fall festivals We had our first quote-unquote fall thing last week I didn't record it because it just wasn't in the mood to record and plus it was really crowded there um JB school is having their fall festival This there's actually two fall festivals going on friday night or friday But when we did that last year, I was tired. So i'm only going to do the School festival Then in two more weeks not don't really have anything going on saturday Try to i'm gonna try to go to church on sunday because JB had a fever this past sunday And I think it was due to the flu shot. I really do. Um, yeah, it was like 102 No other symptoms either. So anyway, um november 2nd I have a festival. It's an event excuse me millenon. What is it called millenon moms natural expo So i'm excited to go there. So yeah, yeah, this is the time when we do a lot of outdoor activities We do activities anyway, but we really want to focus on being outdoors because when I tell you it is nice It is so beautiful and so calming And just great weather out here in phoenix this time of the year This is where the snow birds coming actually the snow birds started coming in a long time ago child But this is when they really, you know hit the marker around this time So y'all let me get off this this camera and get home and get some work done because it's getting crazy It's for you for your mouth, baby Is that good JB Okay This is your classroom your classroom is closed as it should be But I wanted to Come back on to the end of october. We have a couple of things going on work.  You have like a little We have Skype and you can see what someone has been offline and it says been offline 14 days Then I check again 16 days today is 27 days So I texted her last week and I was like, hey sis. How you doing? I see that you've been offline for 14 days. This was like two weeks ago. Excuse me. She's like, yeah It was a bit much. I took a leaf And that was it. She's just very cold to the point cool. So I sent her message today. I'm my girl What is going on? I see, you know, I hope things are well. You want me to come over do your hair I Really did say that.  We'll have lunch pretty soon. I promise. I'm like, girl So I hope things are well with her. Yeah, I like to check up on people to make sure things are going okay She's one of the few people that I speak to out here and we work we work for the same company We don't work together, but we do work for the same company. Um speaking I don't want to talk about work because work be boring, huh? Let's talk about something else. Um Hair let's talk about our hair real quick when we probably going to end the blog on this hair Y'all I have I'm looking over here. Let's let's pan over here. I have one two three Let me show y'all. Hold on. All right. So this week. I need to review one of these Thank you so much to Helen for sending me these deep conditioner sys. I really appreciate you. She sent me Um saltanicals and camo rose and I will be reviewing both of them with discovering natural head left a comment saying that her I believe so she said that this one does really good on her daughter's hair and her daughter's her daughter has four c hair So i'm reviewing this Trying this today now when i'm trying a product in a week You probably won't see the video for another two or three weeks. Keep that in mind. Okay, keep it in mind. So Afrostatic curl elastic deep conditioning treat that's coming up And then for a style i'm going to be using y'all remember this stuff This shit was like, okay, this is this stuff was like what like 15 18 dollars the gold echo salad girl Please I got this for four dollars at target But it was really hard for me to try to find a leave-in conditioner or something that it will um Mix well with and guess what mixed well with it. You'll be surprised curl cocktail Jane quarter curls to go I did not like this product But miss or let told me that I need to use this with an oil and really work it in my strands and I'll work This is coming this week meaning i'm i'm trying it this week Then one of you was all up in my comments about this peer clean Fortifying in conditioner with aloe extract by gonia firtis. I will be reviewing that and I know y'all this is I don't want to reason why it's because I have to get into the shower. Okay. I have to get into the shower And I don't feel like my titties wet right now. So detox Okay, i'm so sorry v05 detox weightless conditioner and shampoo boom and I tell you this shampoo is the shiznitz A little bit goes a long way and I've already used this twice I absolutely matter of fact. I think i'm gonna go to cvs Is the cvs cvs and just get all of them because I don't see them anywhere else And then last but not least we have camille rose our No ood rich infusion Morister treatment the recipe for beauty Sorry, y'all. I know y'all really can't see this because it's focusing on my face now some stuff that I bought I didn't eat it, but I bought it anyway. Um, aunt jackie's curl la la defining curl custard I'm thinking of doing a comparison with hold on. Let me show you So I like to compare products that are very very similar. So I'm thinking of comparing this with Let me look at it and see I'm opening up two other Mmm. Yeah, I was thinking about teleo agit curl cream. However, it's not to be the meal The meal is more of a jelly like so I'm going to do a comparison. I think of these two Okay, and then I found Why I do this to myself I bought at the dollar tree softy styling gel organ oil I bought like a couple of these. Maybe I'm gonna do a wash in a litter on y'all. You never know. Don't judge me. Okay, so That's what's coming up. So I'm trying to push out like I said six reviews um Two style videos and yeah, y'all will they'll take us to the end of the year and we'll see what next year holds for us All right, y'all. That is it for this vlog. Y'all take care. Okay. Bye


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