Good morning. My name is Beate Lichtwald and together with my colleague James Rainer, I will be presenting the webinar on data and the spotlight longitudinal data. We have transformed it into a workshop. There's also a practical part. You will see that in our roadmap. So first we start with a little bit of a mentor time. Then we will provide an introduction to the UK data service. So who is the UK data service? What do we do? What sort of longitudinal data are available via the UK data service? Where would you go to find these data? And how can you access longitudinal data via the UK data service? Where do you find resources and help? And finally we have a hands-on session and some practical work. So you can actually stay on for that, but you can also leave after the presentation bit if you want. We have a question and answer bit after the first part. But first let's start with a little bit of mentor time. And I'm handing over to my colleague James here. Yes. So as Beate said, start with some mentor time. So if you go to mentor.com, should say at the top there, in a browser or on your mobile phone, and typing the code 616074, you should be able to interact with our presentation. We've got four questions, just to start off with and just give a few seconds for everyone to join before we begin. But our first question will be, what do you associate with longitudinal data? So it's just an open-ended question, just generally what comes to mind first when you think of longitudinal data, just to get everyone thinking, I guess, on a Thursday morning. So we've got quite a few answers already, which is good. Yeah, we've got change in there, causality, panels, long-term. We've got some interesting answers in there as well. Useful, complicated, definitely can be. We'll get some a lot of good answers. Yeah, word clouds formed very quick. Yeah, so time and change. So yeah, I think for me, when I think of longitudinal, looking at changes over a long period of time, that's one of the good qualities of longitudinal data allows you to do that. You can follow up over multiple time points and yeah, repeated observations. So yeah, that's quite a good one to start with. Going to move on to the next question now, which is, what research topic are you interested in? So what is your research background? Why are you sort of looking into longitudinal data and how would you like to use that? And what sort of research topic are you looking to use it for? So yeah, we've got some good ones in here. We've got healthcare, politics, innovation, economic change, behavior, cultures, health. Yeah, quite a few. I think that's one of the good things about longitudinal data is that it's quite broad and there's so many different topics you can use. So it's good that we've got a very wide range of different research backgrounds here today. Mental health is a big one. Yeah, some very, very interesting ones today. Psychology, social science, building sciences. Okay, moving on to the third question, we ask, so it's a multiple choice question. You pose, so we have three sort of research questions here. We ask which of these questions can be answered using, sort of, can be investigated using longitudinal data. So we have our people's chosen career path influenced by their parents' occupations. How do an individual's economic circumstances affect their mental health story and then is CBT an effective treatment for depression? So I guess you could argue that sort of any of these can be answered using longitudinal data. Yes, interesting to see what you guys think. So which of these cannot be answered using longitudinal data? I might have said can be, which might confuse a few of you, but yeah, I think in this occasion, we're saying what can't be answered using longitudinal data will confer CBT and effective treatment for depression. The first one are people's chosen career path influenced by parents' occupation. Some longitudinal data sets would capture that information about parents, what they do for a living as well, and then looking at sort of the child's career path and how that sort of relates to each other. How do plus economic circumstances affect their mental health? Yeah, that can be asked using longitudinal data because there's good quality data looking at that. The third one is CBT an effective treatment for depression. So design of longitudinal data wouldn't sort of allow you to do this sort of very effectively because there's no sort of control groups or experimental conditions or something which you probably would need to do to look at the CBT and other different forms of treatment for depression. So thank you all for answering that one. Apologies if I missed reading the question out there. So yeah, that comes to an end of our Mentimeter session. I'm glad we've got very good engagement with that and you had some fun to start off with. So I'll pass you back to my colleague Beate who will continue with the PowerPoint. Thank you very much, James. That was very interesting indeed to see that you said it's too much time for a PhD. So actually, I think you're right. If you had to collect the data yourself, but given that we have plenty of data ready to be analyzed, it's actually not too much time needed for a PhD. So you can actually, and I would recommend to use longitudinal data for your PhD. That was an interesting comment and also complicated waves. It's right. It's a different way of analyzing data than cross-sectional data. So it is a little bit more data preparation. So to create your analysis, the file will take a little bit more time, but it's not too complicated. It can be done and it's really definitely worthwhile. So let's get started. What is the UK data service? The UK data service is a comprehensive resource funded by the ESRC. It's a single point of access to a wide range of secondary social science data. And we do not only provide data, so a whole host of data sets. I will come to that in a minute, but we also provide support training and guidance. And here I have provided the URL and also part of our website. So the whole screenshot didn't fit onto this slide. But please go to our website and discover it yourself. The slides and recording Gail already said that they will be available afterwards. It will be quite easy to find it. I mean, obviously, this screenshot was from previous days. And it says here upcoming events. So when you go to training and events on our website, you can see the tag highlighted in white here. Then it would be past events because it would be available no earlier than tomorrow, maybe a couple of days later. So you would go to past events and then you would find our workshop data in the spotlight longitudinal data. And you would also find the slides and the recording link there so you can access it. Now, who's the UK data service for? It is for academic researchers and students. It's for government analysts, for charities and foundations, for business consultants, for independent research centers and for think tanks. Our data sources come from official agencies and here mainly central governments, for example, the Office for National Statistics. We also have international statistical time series data. We have data from individual academics. So when you hold an ESRC research grant, one of the conditions for that research grant is that you have to deposit the data three months after you have finished with your project with the UK data service to make it available for secondary research to others. We have also data from market research agencies. We hold public record data and data from historical sources. And we have access to international data via links with other data archives worldwide and via our networks. I will come to that a little bit later. The types of data collections that we hold are first survey microdata and here cross-sectional data and panel-only tuner data, which we will be talking about today. And international microdata. Second, aggregate statistics, international microdata. Third, census data and here aggregate data, flow data, microdata and boundary data. And fourth, we also have qualitative and mixed methods data. What do I mean by that? I mean, in-depth interview transcripts, for example, diaries, anthropological field notes, answers to open-ended questions, but also audio-visual recordings, which you might not have expected. So we also hold those. Now, a different way of looking at the types of data that we provide are the categories, UK service, lonely tuner data, international qualitative census business administrative, and also I would like to highlight controlled international microdata. But before I come to that, on the right hand side, you basically find a short description of what that category entails. So UK service would be large-scale government funded service, lonely tuner, major UK service, following individuals of a time, et cetera, et cetera. I just would like to say a little bit more about the controlled international microdata. These are what we would call control data in our categorization of access type data. And I'm very happy to say that in our safe home at the University of Essex, we make control data available from the IAB. That's an Institute for Employment Research in Nuremberg, Germany. So we have control data from them. And you can access them via an access point in our safe home. We also have French control data in our safe home and also now GEEZES data just to mention these three. And this is possible via our involvement in the international data access network. I am representing the UK data service in EIDEN. And this is basically a collaboration between six research data centers from France, Germany, the Netherlands and the UK. And its aim is to facilitate research use of controlled access data between these RDCs and countries, which is quite a complicated undertaking. And I'm very, very happy to say that in February of this year, we have made our first control data sets available abroad at the IAB. Nuremberg, more than 40 lonely tuner data sets, controlled lonely tuner data sets. And so this is now possible. And we will work on further studies being made available to researchers outside and other data sets being made available to UK researchers via our safe home. Now, just to give you a flavor of the scope of data that are available for you to to analyze. So the data catalog of the UK data service holds 9,018 studies at the moment. And you can see the majority are safeguarded data. What that means is after an initial process of a short online registration, where you also specify the project you intend to use the data for, you can download the data to your computer and you can analyze it. Then we have also control data, which I referred to before. These are our secure lab data. And here we have two sub categories for that. So we have secure lab data that you can access remotely. And then we have secure lab data, which are safe home only access. And then finally, we have open access data. And these are at the moment 1137. Now, you see here that data access conditions attach to the different access levels. And you can see for safeguarded, for example, we have three different types. So end user license, special conditions, special license. That shouldn't actually vary you too much at this point of the presentation. I think James will talk a little bit more about accessing data later. Just keep in mind, we have these three different access levels. You will be prompted what you need to do when you follow the online application procedure. And James will let you know more about that later. Just here, a first idea of there are different access conditions attached. So for example, the highest level of security is the secure lab data. You need to be an accredited researcher. And you need to undergo training in the test, for example. Now, let's start with our topic longitudinal data. There was just an overview of the UK data service, what we hold in general, and what you can expect in a nutshell, because I mean, obviously, there's not so much time to do that. We have more webinars about just an overview of the UK data service, but just to give you a short intro. Now, coming to longitudinal data, longitudinal service involves repeated service of the same individuals at different points in time. And these are very large samples and they are nationally representative. You can imagine that there is a problem with attrition. So you can also imagine when respondents are frequently contacted to ask, to answer questionnaires, that after a while, some might get a little tired and might drop out. Others might not be contactable because they are very busy. And there are other reasons why there's attrition. However, usually, the server teams are quite good in adding new respondents regularly to keep up numbers. And that works actually quite well. But there is this problem and you need to be aware of that. So you also, also for your analysis, actually, longitudinal data allows a researcher to analyze change at an individual level and also to look into causation. And I have seen that what you associate with longitudinal data, and I was very happy to see that one of you said actually causation. And so you can study the effect of different life events on, for example, health, meanwhile, and we will come to that later. Or, for example, the outcome of certain illnesses on other aspects of life, for example, employment history, education, trajectory, et cetera, et cetera. So that's actually very interesting. It's a little bit more work initially, but the outcome is really worth it. Now, it's a bit more complex to mention, analyze, but it's doable and there is enough training material out there. There are courses, usually data depositors also offer training courses and materials. So help us out there, please, please dare to deal with the data. Now, some examples of the longitudinal data sets that we hold, I would like to start with the birth cohort data. And these are the first three mentioned here. So the 1958 National Child Development Study, NCDS, the 1970s British cohort study, BCS 70, and the Millennium Core Study, MCS. And then I make a huge jump down there to next steps, longitudinal study of young people in England, 1989 to 90. And this is quite nice. These four studies are managed by the UCL Center for Longitudinal Studies in London. And what is quite nice is that they are also now managing next steps because there's quite a big gap you can see between the 1970s British cohort study and the Millennium Core Study of almost 30 years. And the next step study of 1989 and 90 actually fits in quite nicely and bridges that gap a little bit or closes it if you wish. Okay, then I would also like to highlight the British Household Penal Survey, BHPS, and its successor, Understanding Society, or also called UK Household Longitudinal Study. It has two names. It doesn't matter which one you use, it's the same. And I will count to its enormous scope in a while. It's absolutely amazing. This is the largest longitudinal study. Now we also have the Families and Children Study. We have the English Longitudinal Study of Aging. And I also saw in what you associate with or what topics you are interested in that there were several times that there was aging mentioned. So we will definitely talk about that later as well. I will introduce Elsa a little bit more. And also growing up in Scotland, for example, the goose. And finally closer, the cohort and longitudinal studies enhancement resources. I will also say a little bit more about that. Now let's get started with the British Birth Cohort Studies. So basically they are designed to look into the impact of childhood conditions on education, later life, health, and economic circumstances, and understanding children and families in the UK. And you can see they are quite large sample sizes. They have quite large sample sizes. So NCDS 17,000, BCS 70, also 17,000, and the MCS 19,000. And I have also listed here the different ages that these respondents were surveyed. I don't want to read them all out. You can see that yourself. But basically they have the main service, but they also have some special service then added. We will come to that in a minute. They all cover wide ranges of social, economic, health, medical, and psychological issues. And the NCDS actually has become quite a unique resource for investigating social mobility and the impact of childhood conditions on later life. And some of the data collections have a special focus. So for example, a focus on partnership history, employment history, social participation and identity, but also actually behavioral studies. And they are also essays. So they are also qualitative data as part of the collection for NCDS. Then we have the British cohort study 1970. And as one would hope that the design and the coverage is quite similar to NCDS, which actually then allows inter-coherent comparison, which is one of the aims of having all of them in succession. And then basically the recent sweeps use common questions, which is very, very important. And again, you have some collections with a specific focus, as in the NCDS, for example. And then we have the MCS, which provides opportunities for inter-coherent comparison after these 30 years, obviously. And here, some have the special focus on, for example, mothers who have received fertility treatment or physical activity and there's also a teacher survey, etc., etc. So please have a look. I would like to highlight this particular feature of MCS H14. They have used a time-use diary app and an activity monitor. So you can imagine that 14-year-olds wouldn't be very happy to be presented with a pen and paper questionnaire task to sit down and fill it out. But they are much more likely to actually complete a time-use diary app on their smartphone. And also, which is quite a new thing to have an accelerator. So to basically measure physical activity in a more objective manner. So this MCS H14 survey was actually the first large-scale population study in the world to incorporate objective measurement of physical activity using this accelerator, alongside a self-reported time-use for the same period in a social survey. And so what it also actually highlights is that it's very important to go with time, so that you need to have continuity over time and ask certain questions and measure certain things. But also you have to adapt new measures and ways of doing that in order to basically attract the people you want to attract as your respondents and get the replies that you need. So these are the four national longitudinal cohort studies that are managed by the CLS. But there's also the COVID-19 survey, which is really fantastic. And we have seen that for many longitudinal studies that they reacted very quickly to the COVID-19 pandemic and actually surveyed their respondents with specific questions related to this pandemic. There's also a CLOSER block and I have provided the URL where you can also find the block that basically how the UK's longitudinal studies are helping society to navigate the COVID-19 pandemic. And so there are a series of surveys to find out about the experience of the participants in these five national longitudinal cohort studies. So that's basically all the four cohort studies we have been talking about now, plus participants of the MRC National Survey of Health and Development study. Now it's a bit funny. I apologize for coughing, but actually I have just come out of having had COVID and I'm still recovering from it. So that has a specific importance for me to talk about the COVID-19 data, joking aside. So there are three waves that have been completed for the COVID-19 survey in the five national longitudinal studies. That's the name of it. And then also additional to that, there was a blood sample taken to be analyzed for COVID-19 antibodies. So the three waves and you can see here the first wave was done in May 2020. Now the first lockdown started in April 2020. How quickly that was, how quickly the response was to what was going on. And of course, I mean, the aim of the first survey was to collect insights into the lives of study participants, including their physical and mental health and well-being, family and relationships, education, work, finances, etc during the first national lockdown. And so basically the question was mainly on how the lives of the participants had changed from just before the outbreak of the pandemic in March 2020 up until their response time. Then there was a second wave and you can see that was just six months later. And we have here already 26,000 participants. I mean, the beauty of this is you have already the survey infrastructure if you wish. And you can then just quickly get to your respondents and ask additional questions and have basically an additional survey. So you don't need to build that all up and to basically put your sample together, etc, etc. So that's really one of the fantastic opportunities LOMI Junior Studies had and they all used, which is great. Now the second wave, just six months later, was to capture how participants' lives had changed from wave one. And then basically the topics were basically mirrored, but there were also additional ones, for example, on healthcare, financial transfers, life events and children's schooling in summer and autumn term, because it was a huge topic then obviously with children being out of school and their impact, etc. Then the third wave in March 2021. And again, we have 2000 more participants by then, which is again focusing on questions included in the first and second waves, but also new additions. So for example, now we see questions here about the vaccination program and long COVID. And obviously other topics like work and finances because they became really, really important topics as well. So that's actually quite interesting how that was picked up very quickly by these LOMI Junior cohort studies. We have a particular web page on our website. It's a UK data service and you can see it on top. So basically UK data service, find data, browse and then you go to COVID-19, it's a topic or theme. And you find here what I just talked about, the COVID-19 survey in five national LOMI Junior cohort studies, millennium cohort study, etc. But we also here see underneath understanding society is a COVID-19 study and we will come to that in a minute. But first, I would like to give you a very quick outlook of new CLS studies. So here we have the children of the 2020 study, which is a nationally representative birth cohort study of babies in England. That was commissioned by the Department for Education, excuse me. And the study will answer important scientific and policy questions regarding the family early education and childcare determinants of early school success. These babies were born in September, November 21 and 8,500 families are invited to take part. What is planned here are five waves of a LOMI Junior Nature, obviously, for children from nine months to five years, excuse me, from nine months to five years and a combination of questionnaires and video audio recordings. So that's very new. We will not just have questionnaires and certain topics and biomarkers, but also video audio recordings. That is actually quite innovative. There will be a smartphone app called Baby Steps and also a teacher app. So again, some more technical innovations will be included here. There's also the early life cohort feasibility study. And there is a COVID social mobility and opportunity study. And I would like to say and highlight that we have now made the first wave of that available. So COVID social mobility and opportunity study wave one 2021 to 2022 is now available via the UK data service. And that's a national cohort study of more than 12,000 young people from England who were in year 11 in academic year 2021. So it's the height of the national lockdown. And this looks into the short, medium and long term impact of the COVID-19 pandemic on educational inequality and social mobility. So very, very topical. Please look out for that.  And here, I mean, this is massive, this is immense. I find it fantastic what's actually captured here. Let's start with the HPS, was a British household pen and survey which ran from 1991 to 2009. And it surveyed 5,500 households. Now understanding society started in 2009 and the first data became available in 2010. And this studies the socioeconomic circumstances and attitudes of 100,000 individuals in 40,000 British households. So basically it almost quadruples. So basically the size of the BHPS. And what is nice, it doesn't only replace, but it incorporates the BHPS and retains the latter's longevity whilst adding to the sample size and to the scope of the study. So there are new components, for example, qualitative and biomedical data collections. So the coverage includes employment and earnings, employment status, parenting and child care arrangements, family networks, benefit payments, political party identification, household finances, environmental behaviors, but also they have asked for consent to link with administrative data regarding health and education. There are health assessment data available for understanding society, for example, study number 7251, the nurse health assessment. And here Agile participants received a follow-up health assessment visit from nurses who collected a range of biomedical measures from around 20,000 Agiles. And these include blood pressure, weight, height, waist, body fat, grip strength, lung function and blood samples. And to make it a little bit easier and give you an overview of survey data on biomarkers, we have a webinar available and I provided the URL here, you can find it in YouTube, in our YouTube channel as well, that's quite useful to look at. Also social scientists usually are not so familiar with biomarkers or at least the more complicated ones. And it's quite nice that the data and the Institute for Social Economic Research on their website, on the Understanding Society website actually made available a table giving an overview of the biomarkers available in Understanding Society, but also the application. So basically a little explanation, which is quite useful. And also I provided here the link to some more information on biomarkers, genetics and epigenetics, which they provide. I think it's actually quite fascinating that they bring together biology and social sciences and that you can, this way now study more the link between help and other life events and outcomes. Now, data linkage is a huge topic. And what is also quite nice to see is that the data depositors provide more and more ready linked data sets. So users and researchers do not need to actually link themselves, all the data. And we see usually three types of data linkage, linkage with geographical identifiers, with administrative data and with organizational data. So understanding society and harmonized DHPS. Again, it's already harmonized ready for the researcher to analyze is the main data set of understanding society is 6614. So the waves one to 12. So we have 12 waves of understanding society already. And we have the 18 waves of DHPS, all of them amalgam together and ready to be analyzed. I mean, obviously it's not one big data set because they're coming in waves and according to different topics, but it's all in one big data set zipped together. So and then we have the secure access version 6676 of that as well. So all these contain the latest wave updated files from previous waves and all 18 waves from DHPS, as I said. Now, the COVID-19 study for understanding society. And again, you will see that here as well. The survey started in April 2020 in April. I mean, this is, you can't be quicker. And they, they actually surveyed monthly until July 2020. And from September 2020, then it took place every other month until March 2020. And the last and final wave was fielded in September 2021. So these compliments annual interviews of the understanding society study, it's important to say that you can actually link it together with the individuals from previous waves of the annual interviews. However, in this particular one, 8644, you have already the most recent pre-pandemic annual interviews for all respondents who have taken part in the COVID-19 study. Again, very, very convenient. And as you would expect, the main topic is here that the survey contains information about mental and physical health, health behaviors, caring, housing, employment, employment, job search, income, education, return to school and children's strength and difficulties questionnaire. That's a very interesting one. And then also young adults future intentions. So similar to what we have seen for the birth cohort data, you also see that it includes data on COVID-19 antibodies analyzed from lab samples. Now, moving on to ELSA. And as I said, I have seen that that you're interested in ELSA as well. So we have ELSA data available and here data are collected from about 10,000 of the population aged 50 plus in England. And they look into a couple of indicators regarding health, economics, circumstances, well-being and social participation. 10 waves have been collected so far. And ELSA is a longitudinal survey of aging and quality of life among older people that explores the dynamic relationships between health and functioning social networks and participation and economic position as people plan for move into end progress beyond retirement. Well, why would that be of so much interest? One in three people in England is now over 50, which means it is really important to understand what life is like for England's aging population. ELSA also helps the government to plan healthcare services and pension systems to best meet the needs of this growing population. So basically, you need data to make the right decisions. Now, the main objectives of ELSA are to construct waves of accessible and well-documented PENA data, provides the data in a convenient and timely fashion for policy research, as we just also said. It's important to describe the health trajectories, disability and healthy life expectancy in a representative sample of the English population, et cetera, et cetera. But also actually, what's quite interesting to describe the timing of retirement and post-retirement labor market activity. And here was a finding that more and more people work beyond retirement age. Now, you could think, well, that's fantastic. Obviously, they are healthy enough and they want to participate in normal life as long as possible and they enjoy their work. But there might be also a bit of a different connotation which might be that it's necessary to make ends meet in order to make ends meet to actually work longer and beyond retirement age. And again, you can use the data to find that out whether that's the case or not and why that is and how they feel about it. And finally, the objective is also to understand the relationships between social support, household structure and the transfer of assets. Now, there is in Wave 3, a life history essay bit involved. So here you find 558 transcripts of short essays collected from respondents in Wave 3. And actually, these essays are written in response to the following question. Thinking back over your life with its wide variety of enjoyable as well as difficult experiences, please write about three aspects of your life that have been especially important to you and how they affected you. So that was a task. And then you find all the transcripts in response to that. Now, again, Elsa has a COVID-19 study. And here you have what you would expect, all these different aspects included. What I would like to highlight is the social connection isolation and technological inclusion aspect of it. So that's something which is particular for this Elsa study. I would like to mention a platform which intends to harmonize aging data internationally. And that's a gateway to global aging data. There's also a webinar on that. And I provided the YouTube link here as well. Why I'm highlighting this straight after Elsa is because Elsa feeds into it, as you can see. So Elsa is one of the studies feeding into that platform, which makes with a lot of effort data comparable across countries. Now, that's the last one I would like to comment on. And that's closer. So basically, that's a COVID and loneliness studies enhancement resource. And there are different areas of work. One very important area of work is data harmonization, which is very, very important. And it takes away all the very tricky and time consuming tasks of needing to harmonize the data before you can even start for the researcher. So what I would like to highlight here is what we hold as an outcome of closer. So at the UK Data Service, we make available their products, for example, from work package one, which is harmonized height, weight and BMI and five longitude records that is data. So they have different work packages, and they are focusing on different aspects. So for example, work package to then focused on harmonizing socioeconomic measures, work package nine in harmonizing childhood environment and agile well being measures, and work package 20 and harmonizing mental health measures at age 10 or 11 in selected British court studies. And these we make available by the UK Data Service. Oh, it was not the last one. So I would also like to talk about growing up in Scotland. And that follows several cohorts, so basically two, three, four, five and 10, 11 of Scottish children from the early years to childhood and beyond, again, looking into health, neighborhood development, education, leisure and friendships, and as well, and that's very important now, and linking the data to administrative data helped by health and educational authorities. And they got quite good responses to that. Now, the main aim, like for most of the studies presented is to provide information to support policymaking. And it is also intended to be a broader resource that can be drawn on by academics, the voluntary sector, and other interested parties. So what they look into is cognitive, social, emotional and behavioral development, physical and mental health and well being childcare, education and employment, home parenting, family community and social networks, and involvement in offending and risky behavior. And this is just to give you a quick idea of the sources of information for good. So for example, here you have the main carer interview, you then have the teacher and the partner, the child interviews, but you also have cognitive assessments and your health records in purple. And then in blue, at the bottom row, school records and preschool details. So you can see how the composition, if you wish, of the goose data looks like. Now coming to impact, which is very, very important. So what is the impact of all of this? All of these studies and analysis can be done with it. I mean, we have already drawn on it, but just for both here, it clearly states that on their website, it impacts policy and research findings from goose have, for example, contributed to the development of Scottish government policies and strategies. They have been referenced by politicians in parliamentary debates. They have been used by various organizations giving evidence to Scottish parliamentary committees, etc., etc. So I'm not having enough time to actually talk as much as I would like to about the impact all these different studies had and particular pieces of research and highlight particular pieces of research. That's not a day to day to do that. However, I would just quickly like to mention, for example, for understanding society, that there is one article here about understanding society data under PINCE Child Vaccine Guidance, that the chief medical officers refer to research on school closures and children's difficulties and guidance to the health secretary and all that based on understanding society data, or basically that the independent think tank, bright blue, used the data, understanding society data to assess claimants financial difficulties, but also to showcase the impact of financial security on mental health. And here's a discussion of potential benefits of universal basic income. Now, you can see on the right hand side, there are many more, but I would like to just mention a last one before I hand back to my colleague James. And that is there was based on the Millennium Core Study, there was an outcome of the reading ability which actually left the country alarmed that basically a huge chunk of people leaving primary school wouldn't be able to read properly at the age of 11. And there was an article saying that the poor reading could cost the UK 32 billion in gross by 2025, which actually led to various campaigns. One was a read on get on campaign, for example. And what is very important to realize here is that the reading ability at the age of 11 means when the children go to secondary schools, they will not be able to utilize their chances and make full use of what's basically offered to them in terms of learning. And that then obviously has three precautions for later life. So basically, the link that also campaigns then make was that literacy failings are linked to joblessness or problems in the employment careers of people and actually costs the UK 32 billion in gross. So very significant outcomes of these data sets just to mention this one. Okay, with this, I'm stopping and handing over to you, James. No, you can everyone see that? Should be able to see my slide there. Yeah, but yeah. So I just wanted to cover two sort of instances where sort of impact case studies of how longitudinal data sets have informed policy. The first one being the Millennium Clearwater Study. This study looked at and the researchers looked at adolescent mental health. So it's age 14. They found about roughly one in four 14 year old goals and one in 10 14 year old boys had sort of experienced severe forms of depression and mental health difficulties. Now, comparing that to data from 10 years previous, I noticed that this was sort of an increasing trend and this was getting more prevalent and more cause for concern. And they also looked at the idea that sort of having an absence of mental health difficulties didn't necessarily equate to having good mental wellbeing. And so they sort of made that distinction. One of the things that made this sort of piece of research quite impactful cross-site public sector and Department for Education was this infographic on the right. This sort of illustrated that different risk factors and protective factors of mental illness as well as sort of mental wellbeing. So there's four categories, individual characteristics in the blue there, family relationships and home life in red, the social economic circumstance in green and wider school and neighborhood environment in purple. So I found this was quite interesting how different sort of elements can impact a sort of young person's mental health as well as their wellbeing. For example, here we have light school that see the white circle there indicates that's a protective factor for having good good wellbeing. Whereas on the left you have communication difficulties that could be a risk factor of having sort of poor mental illness. So this was quite impactful piece of research and this infographic was used to inform Public Health England's five year plan sort of a few years ago about sort of putting that focus on towards adolescent mental health and ways you could sort of sort of account for these risk factors and protective factors and sort of implement sort of preventative measures to sort of help against these things. The next case study that I wanted to sort of highlight was using the 1970 British Cohort Study. Now this was another piece of research that highlighted the importance of reading. So at age 10 and 16 these cohort members were asked whether they read for pleasure and how often how much they read for pleasure and they're also given a vocabulary test, a spelling test and sort of mathematics sort of test and they found that individuals who read for pleasure actually did much better in all three of those including maths. So that just sort of highlighted how important reading was, reading for pleasure was in sort of their cognitive development in other subjects as well and also it was quite interesting that it illustrates the sort of follow-up nature of longitudinal data set was that at age 42 they are the same people they gave them another vocabulary test and they found that individuals who read who said they like to read more for pleasure at ages 10 and 16 they actually did better in the vocabulary test than the individuals who didn't say they read for pleasure. So that sort of highlights the importance of reading and reading at a young age as well especially can have for your cognitive development and throughout adequate as well. So this sort of research was used to highlight the importance of reading and it was used throughout internationally like Australia, New Zealand and the United States in libraries across a range of different countries and sort of different programs and early intervention sort of reading strategies for students. So it was quite interesting and I'll put the links at the bottom there so please do recommend that you go and have a look at those. So that concludes the sort of impact and policy aspect of that and now moving on to sort of finding longitudinal data so how would you actually find different types of longitudinal data using our website. So I'm going to cover sort of three different ways and we're just going to view a live demo of each one and I'll share my screen of the website and just sort of guide you through the process. So the first search method is sort of the data catalog. So the data catalog has all of our whole collection of data sets on there so I'll just show you what that looks like and how you can find a lot of data using that. Hopefully now you should all see my screen is just a web browser with the UK data service homepage. So this search bar here is the data catalog if you can type something in here or you can just select search which will take you open the new tab and it will show you the data catalog. So the moment it shows 9,018 that would be all of our whole collection there 9,018 studies and now there's different filters on the side here so you can filter by topic sort of health economics politics data types so here you can actually sort of filter for the cohort and longitudinal studies and if you select that it will go down to sort of 1,116 which is still quite a lot but then you can also filter this further through different access types as well as sort of what country it's based in as well. You can also search by year and you also put in different search terms which will also change the sort of filter results further and obviously focus on whatever you put in. So that is the data catalog you can also look at all of our series as well so if you didn't want to look at individual data sets but rather whole series of data sets like the Malaysian cohort study closer there will be a chub and results there as well. So the second search would be the find data so this is using the catalog but it would be a different sort of method I'll just show you now. So you should see find data at the top left so you can do the first tab on the top left if you select that it will go into sort of the catalog on the left and you can in the middle there there's browse and access data so if you select this one you can sort of have a look at overview of all the different types of data so you can browse by different themes such as COVID-19, education, economics, food, housing. You can browse by different data types so you can just look at UK surveys, census data or longitudinal studies there and there's also teaching data sets and you can browse by search terms, geography and online analysis tools so under browse by data type you will find the longitudinal studies option so if you select that it will take you to the data catalog with the cohort longitudinal studies filter already selected there so that's just another another way to actually find different longitudinal data sets using the website and now the third and final method is the variable and question bank so this could be used if you'll have certain variables in mind or a certain topic and you're not sure which data set you want to use this will actually provide you with the different data sets that contain that variable and I'll just sort of illustrate this now so on the data catalog page just underneath the search bar you will see an option for the variable and question bank so if you select this option it will take you to the variable and question bank so if you had a certain variable in mind such as for example employment type that in it will show you all the data sets okay there's quite a lot employment's quite a quite common topic that's covered quite a lot but you can obviously filter these further so it will show you the the name of the variable and the data set that is found in so you can sort of refine these results further by the country the date sort of the data owner the data collector there and you can sort of filter by different series so I think this is quite useful if you just want to um you have an idea about what sort of variables you're looking for and you want to know whether it's in the data set or not this can be quite quite useful tool to discover that okay so that was really three different ways to sort of search and discover longitudinal data now moving on to the data access so how do you actually access the different types of data sets so firstly who can access the data so anyone who's registered with us or registered users can access the data but there might be particular access conditions depending on the type of data set so there'll be different user types so whether you're affiliated with a UK high institution or not or you'll come from outside the UK or you're a non-UK higher institution staff member or student there'll be certain usage and project characteristics depending on the data set so there might be certain limitations there and of course you have the different um access types that be able to mentioned earlier we have open access the EUL the end user license um special conditions special license we have secure lab control data sets as well so depending on the type of data set it is there will be different access conditions associated with that so um data can be accessed um web data can be accessed metadata on our website sorry if you're a member of a higher education uh data is free to use you don't have to pay any um sort of fee if you're a member of a high education institution uh data supplied in a variety of formats so we have sort of SPSS data and there's also um Word documents and PDF documents with sort of metadata and primarily how information on how to use on how to use the data sets as well so step by step for access in the data um so firstly you would need to register with us register with the um UK data service using your sort of university registration agree to the end user license um we'll touch on that um in a slide or two and you'll be able to select your data from data catalog by clicking the download and order button and you specify a project um that you want the data set to be sort of joined to and providing a third word sort of description of of why you want to use that data set and then depending on sort of the access conditions you can either download the data set or place an order if it's a special license or um control data set so yeah we have a download how to download an audio data page um the links provided there at the bottom uh takes you through step by step what you need to do to um how to download and order the data it's pretty self-sacrificed it will take you through each step and if there's any special sort of steps you need to go through depending on the type of data you want to access so this page is very useful if you want to start and you just first starting out and using data sets with the UK data service um so the different access conditions and I've touched on this before we have open license the url special license um secure secure lab data sets control data sets you can access um remotely via your um university pc and we have sort of the secure lab safe room access which you touched on earlier yeah this sort of branches the uh different access conditions within our three access levels we have the open safeguarded and controlled there so the end user license so this would be for our safeguarded data sets um there is full end user license on our website but essentially sort of terms and conditions of what you need to understand when sort of dealing with that data the main points it covers are not to share the data with anyone who's not authorized to access them so if you signed up for the euro yourself and downloaded the data then so you can share it with your you couldn't let your colleague look over your shoulder at the data or your research partner because they haven't agreed to the euro themselves that's a really important one um you can't use the data for any commercial purposes and you can't use the data to sort of attempt to identify um any individuals or organizations you must remember to when using our data so always cite it correctly use the proper correct full citation and obviously security don't disclose your login details to anyone else um so there's the sort of main points of the end user license but the full end user end user license is available on our website and you'll be directed towards it once you download an url dense url data set sorry so next we have secure lab data so these are controlled data sets these cannot be downloaded and they're only accessed by um remotely via your organizational desktop or if you're using a um your data archive safer um so the so the actual process of acquiring these data is is a lot longer because you have to undergo what's called um become an accredited researcher so you have to undertake approved research a safe researcher training that sort of guides you through the process of dealing with controlled data and how to use it safely and uh takes through a process of um statistical disclosure control which is what all outputs of secure lab have to go through so these applications are screened by the k-data archive also screened by the um sort of data owners as well and you need to provide sort of um more heavier justification of why you need access to that controlled data specifically you may be asked why do you need this controlled data over sort of the url version of the data set so you need to provide just justification for that there so the access is um by remote desktop connection using these citrix uh virtual private network technology uh and as i mentioned all outputs are subject to statistical disclosure control but that is all sort of given and you'll be trained on that during these safe research safe research training and we move on to exploring data online to think the answer will take you through this section yes that's correct exploring data online so we have an online analysis tool called nesta and here you can actually um browse and analyze data however i would always recommend please download the data and analyze them properly using your software um whichever it is but for a very first quick look what data is available and first results and playing around with the data actually nesta is a fantastic tool i can only recommend it um a word of warning not all of our data sets are actually in the nesta catalog but we are regularly adding to it and um and actually it is maintained but if there is something not in it it doesn't mean it doesn't exist you can't just then explore it online so actually it allows you to to search for data you can browse the data you can actually even do up to regressions i will show you in a minute what all you can do um but it's a very very nice tool to quickly look into the data otherwise you would first need to register download the data i mean you need to register anyway but to download the data then open it and here you can really very quickly play around with it and and um basically get some first results out of it um registration as i said is required so um if you want to do cross tabulations and regressions you would need to do that um we also have other tools for exploring data so nesta is just one and here on our website you can go to uk data service help exploring data online tools for exploring data you will find a whole list of options again this is for a different webinar or a different video and we can't cover it all i just want to give you a first flavor so here for example i have looked into the millennium cohort study and i've used the force survey 2008 and as you can see um i have looked into the question how the main respondent feels about parenting skills so whether they're a very good parent or a person who has trouble being a parent an average parent or a better than average parent and i have cross tabulated that and um looked at the answers uh by by sex so what do females and males answer and um it's actually um being a very good parent um we see as an answer much more prominent for males than females which i think is quite an interesting outcome and then also you can look at timelines here i have looked at the general household survey for example um and and you can see how that then developed over time so basically uh the highest qualification i have looked at here over a certain time period um and you can basically visualize that i mean i have just used two just to um to illustrate that james i think i hand back to you i kept that very short because with view to our timing so i'm going to talk about uh support and resources um next so we have a wide range of different um support um resources we have videos stores and webinars these are all on our website we have different day skills modules different um guides case studies um themes we have advice and sort of on managing and sharing data we have teaching data resources um that we have a lot of videos on our youtube channel and we of course have the help desk so we have a contact form if you need to contact one of us if you want um specific um advice for your research so we have the learning hub it can be found at the top of the website there's a learning hub tab so on here you'll find the data skills modules and information on survey data we have qualitative data computational social sciences if completely new to using data there's a learning hub module on that too so it's quite useful um sort of tool if you just want to have a go and explore and you want to find some more information or if you're new this is very useful um so we do have within the data skills module we have a longitudinal data skills module i think it's about two hours long but it takes you through um what what is longitudinal data how to find it and give you little tests to check your understanding um yeah gives you a nice very good introduction to longitudinal data i'd very much recommend it um i found it very very useful um so that can be found on our data skills module um within the learning hub there we also have uh case studies so under our impact tab on the top right you'll be able to see the case studies so we have different case studies they're shown in our page here under different topics so we have business and economy environment and sustainability and health of the world being but if you want to search all all case studies there's a browser or case studies option there on the top right so you can sort of search how different data sets um within uk ds have used the influence like policy and sort of how what the impact has had um from using them so this is quite useful if you if you want to have a look through there um you still have sort of teaching with data so we have modules guiding how to sort of teach using our data sets we also have teaching data sets available um that we mentioned earlier so yeah within our learning hub and this is also a very useful tool if you um not using the data for research but more for our teaching so there's good resources here for that um to find sort of teaching data sets you can just search teaching data set within the data catalog and then filter by the cohort and longitudinal studies and here you'll it will filter it will show you the teaching data sets for the longitudinal studies so here just as an example we have um the bridge cohort studies teaching data set we have um understanding society the COVID-19 and teaching data set 2020 to 2021 um so yeah so that's a good good way to search for teaching data sets using the data catalog there and then we have our help page so on the top right you'll see help and this will show you it'll cover sort of pretty much every sort of issue that you might have and it goes into sort of um help with registration advice for new users how to get data and access information ask your lab help resources as well the links at the bottom there so I do recommend you go and check out especially the FAQs as well because there's sort of a lot of common issues that are answered and addressed in the FAQs there so that's quite a useful resource um and within the help sort of page we have a do have a specific longitudinal studies longitudinal data and studies help page so just be help and scroll down there'll be longitudinal data and studies what this does is just provides an overview of the main sort of longitudinal studies and it provides the links there for each one so here which at the top we have the 970 British Coal Study household panel survey um it gives you a brief description of what each one is and allows you to sort of go directly to that study page there so that's also quite useful tool I think that will be that's all for helping resources and let's go to the hence on practical over to you James uh so yeah so the first component of the practical don't want to show that page is the search task um so we have a few questions here sort of just using the data catalog how you would use it um so we have how many so please use a data catalog and search for cohort longitudinal studies that we showed you that um previously so how many results are there for cohort longitudinal studies um before I answer that first question so how many within these um cover the topic of society and culture uh third question how many within these are both safeguarded and cover the united kingdom as a country um now what is the first result on this page and what's the study name and study number and the fifth one the bonus question can you use the data catalog to find any longitudinal data set that will be useful for your research so I'll just give this a few minutes um go through this but also I'll do a demo of it afterwards as well to show you what the answer should be um yeah should be relatively simple but obviously if you do have any problems I will show you how to do it afterwards so I think I'll go through the answers now and no worries if you didn't get a chance to do it or we'll go through it um so here is the answer page I might have scored in it um before so how many results are there for cohort and longitudinal studies so believe in the catalog as of this morning we have 1116 283 of these will be sort of under the topic of society and culture um it was 88 that were both safeguarded and cover the united kingdom so going through all these searches the top result should have been the um understand society waves one to twelve uh 2009 2021 and the harmonized bhps waves so ssm 6614 so I'll just share my other screen now um just to sort of show you how we got there so using the data catalog the police should all see my screen um so this is a data catalog and the first question was filtering all the cohort and longitudinal studies so this is through the data type and as you can see using that we have 1116 results um the next was the topic of society and culture so this would leave us with 283 uh filtering this further we have we did access was safeguarded at some moment that covered 237 but if we were just looking at the united kingdom it went down to 88 and the top result of this page was ssm 6614 that understand society and harmonize bhps so just a little task just to um get involved with the sort of data catalog and how you can sort of filter different by different topics data types access to get to get the um to get certain data sets there uh did anyone manage to find any longitudinal data sets there they were looking at let's take that as a yes and and uh James why you are at it and because we are running out of time could you just please quickly demonstrate how one would look for the data citation um and and here we would have the task 81 56 so uh study number 8156 if you looked for that particular one 8156 search there and so on any study page um so when you click on a study and a result in the catalog um just take the data citation should be included straight away underneath there so you can even copy that and you can select the different formats for the citation so if you have certain requirements that are apa harvard and sort of um important um these different um methods here so yeah the data citation would be underneath the um on the data study details page this is important especially if you're using the data set it's important to include this exact citation when using the data and the doi number as well included there so yeah that's data citation for that study um thank you and um then if you can just see the last task that we have put together for you today so there are two minutes left i don't know whether you will be able to do that task in the last remaining two minutes if you want please have a go we will also then show you what the answer would look like um otherwise if you don't have time to do that now you're welcome to see the slides later and actually do the task at your own leisure and also then uh compared with what we have provided what would have been the correct answer and to see whether you get there if not please drop us an email um you can direct your email to support at ukdataservice.ac.uk and we would receive it and refer back to this longitudinal um workshop and we would then answer to you um if you had problems what the solution would look like for your problem so if you don't manage today then please go have a go and um and send us feedback on that task and if you need help we are happy to help you also afterwards okay so just reveal it exactly that would be the answer and here you see um basically it's it's quite straightforward to produce the frequencies and then actually being able to answer that um i hope you found today's workshop useful um we have tried to provide quite a lot of information for you to get started um maybe also to take away the fear and also to give you a flavor of what actually you can achieve um if you if you dare to use the data they are really such a fantastic rich resource uh we cannot recommend it highly enough thank you very much have a nice uh rest of the day and i would say that's a goodbye from us then thank you very much and goodbye


So today's episode was actually inspired by a discussion I had with all my viewers good friend Mike from New York And we were talking about a topic that I thought would be worth discussing here And that topic is if you are a martial artist and you're having children What's the way to approach raising your children within the martial arts? So if you're watching this channel then there's a good chance that you're a martial artist or at least have interest in the Martial arts and I don't think I have to really sell all of you on the benefits of the martial arts Especially when it comes to children and why they should partake in them But the real question comes into if you are a parent and you are a martial arts instructor Or you've trained martial arts most of your life and you want to bring your kids into it That's a natural desire because we know the benefits, but the question is how do you pass those benefits on to your children? What is the appropriate way to do it? And one of the more pressing concerns is you know just because you love something doesn't mean your kids going to So there's a lot of people who might not want to force this onto their children because if you make it a chore If you make it something that they have to do it might build resentment And there's less likelihood that they're going to actually attach to it the same way you did if they feel like they're pressured in doing it And here's a concern that Mike brought up and I've actually heard this from a lot of different people before is Say you do start your child in the Martial arts you train them at home You teach them the basics you teach them whatever whatever does he teach them And when they get a little bit old enough to be able to join a dojo they take classes You can roll them everything's going great, but in the one day the instructor shows something and your kid goes Uh-uh, that's not how my daddy shows it Daddy has a concern and we're going to circle back to that Also you train them in one art. What if they express interest in another art later? So okay, these are all great legitimate concerns and in my 20 years of off and off teaching I've made a lot of observations. I've worked with a lot of children from several different schools So I'm going to share some of my input and of course as always I would encourage and invite any additional input you guys can share Please put them down in the comments below We know sharing ideas like this in this community can only help each other So I want to address the first one because I feel this one's important You know mike expressed concern of well, what if it's me being selfish and forcing the child to do something They're not going to want to do that is an excellent example and I've unfortunately seen examples of that Without going into too much detail. I did know a kid who was in classes with us. I was Probably 2004 ish five ish You know it was it was several years back I was a couple years into my black brother ready and we had a kid in a kid's class He was like five or six starting but his dad put him in the class which is all well and good You know you put your children in karate classes to help them grow whatever But you could tell as years went on dad pushed him that felt like dad was living or training vicariously through his kid And I'm not going to assume anything with a personal life But there's always the impression there that he did this because dad wanted him to dad was always on the sidelines always kind of Barking orders or barking instructions It's kind of like you could tell dad's mind was on the floor that he wanted to be there But wasn't able to be so yes, this is a legitimate concern You do not want to make your kid feel like they're forced to do this because that will build resentment And the day they have the freedom they're gonna drop that like a hot potato And you don't want to give them a bad taste of the martial arts, you know They'll have the whole point is to encourage them to grow That's not the way to do it My personal recommendation is if you were raising a child and you want them to train in the martial arts Make it more of a family activity a bonding experience start them off young but start them off basic You know just hold the pad drills get them just to work coordination You know the kids loved to hit things most of them at least so they're gonna find it fun Make it fun make it an experience So don't make it feel like that they have to do a chore or something that's like expected of them But kind of more something you're included them in on is that make them feel special as a bonding moment I think that will go a long way compared to force them to do something Again, every kid's going to be different and you might still have children that aren't interested at all But if you take the approach of spending time with them There I think they're going to latch on to that and enjoy the experience much more than just having information Forced foot down their throat again make it fun work on basics get them to stand correctly And get them to form the right fist and hit the pad properly just start with that Basic exercises hitting the pad properly kicking the pad properly and as they get older you can add on to it You can add on to it. So they at least they get the physical actions down again They're still working on coordination. They probably you know at two or three years Oh, they're still trying to figure out how to coordinate their own body just to walk you through space So don't hit them with academic stuff right off the bat because it's not going to sink in It's not going to they don't have that relation yet Get them doing the moves basic moves fun exercises and as they start to get older Then you can start to explain a little bit more So by the time they do become six seven eight nine years old that reasoning will develop naturally And they'll start to understand why they're doing what they're doing You can get deeper into techniques and then you don't have to work at that right at the very beginning Just get them moving get them to enjoy it You know get them to fall in love with the art first before you hit them with a ton of book work So going back to the whole you know your kid raises and in class to the instructor says That's not how my daddy does it That is very likely to happen whenever a kid has done that I've had several kids in my classes that their parents were martial artists and taught them something growing up And of course when they brought up so if we did the kick a different way or a punch a different way You're in whatever it is I would acknowledge that can say you know what you're absolutely right show me how your dad did it And they would demonstrate it and I would say that's absolutely correct Now I'll show them why and then I would kind of circle back saying okay Well, there's lots of ways to approach things lots of ways to do things So in this instance, this is the way we're going to do it So you don't replace them don't correct them and say no, you're wrong You know, it's all about opening their mind Helping them understand that there's a lot of ways to do things and don't don't ever discreet if you're an instructor Don't ever discredit their parent. Just say yes, that's correct But then show them why you do it your way So basically you're adding to their knowledge You're not trying to replace it and the kids a lot more likely to accept that and honestly too If you are working with your children It's not a bad idea to let them know ahead of time as they're growing up that there are different styles out there that You know, we're learning this because xyz But there's also this there's also this and explain some of the differences And try to get them to have that open mind so that when they see something different later It's not such a culture shock to them. What if the kid is special needs this one? This is a touchy subject and this is probably a better one to circle back to the flesh out a bit more But yes, there are going to be children who need special considerations when it comes to the martial arts There are children on various places of the spectrum and that can make things difficult sometimes But I think it really comes down to the individual child and what their needs are We've had several autistic children come through the school and Very in degrees. No, some were very very functional others were not and in some cases We've had some kids were when they first came to the class. They were totally withdrawn. They wouldn't engage You could tell a totally tell that they were not connected the situation whatsoever But over the several years, you know, by the time they got to their teenage years They were actually pretty well functioning adults and I would like to think that some of that was for the martial arts Sometimes that could be a positive impact But let's also be honest that there are sometimes kids who can't handle it. We've had a couple that after a while it just The kid wasn't in the place yet where this was the best necessarily path for them. We had one child that was very very very Distractable and like if you took your eyes off for a second He was literally on the other side of the class distracting inside the class And yes, there's there's a whole point to you know showing discipline and putting them in their place But he really needed one-on-one attention And we did that for a while, but there wasn't much improvement, but there were other social issues going on So Sometimes you have to ask yourself is the martial arts the best case scenario right now You know, some kids do have additional challenges that take priority. Uh-oh My kid wants to go into a different martial art than I trained in and again, this is my own personal opinion based on my experience I'm sure a lot of you have different experience out there But my opinion is let them explore, you know Be sure to tell them why you train what you train and you know always show the benefits It's kind of like don't put down what they want to do, but explain why you like what you do And if you really want them to grow as a martial artist show interesting You know ask them why they like it ask them what they're learning and compare it to what you're teaching Teach them flexibility and variety Don't try to pigeonhole them into one thing because that's going to go back towards that resentment So if your kid wants to explore the martial arts, I say that's a good thing because They're showing a love and an interest in the martial arts as long as they're finding a way to achieve the goals That they set out for themselves I think there's nothing wrong with exploration and finally the last concern was Uh, Mike did not want to be one of those parents that dictated his children's experience He didn't want to be over the shoulder He wanted to let the kid grow and learn on their own But here's the thing if you if you follow what we've talked about so far You know you let them explore you teach them why you like what you like you encourage them to be active They're going to have their own experiences I mean you're not going to dictate everything that they do and if if you are that is a problem But just understand let your kid have that martial arts journey You had your journey you had your experiences They're going to have their own two if they go to another class you're not going to be in the class with them They're going to have their own encounters with their classmates. They're going to have their own sparring experiences They're going to have their own memories developed from it But you don't have to feel like you're over their shoulder But that being said there is such a thing as being a helicopter parent in the martial arts And it is a real problem We have had parents that were calling from the sidelines trying to instruct the kid from the sidelines And if we did one drilling class that they didn't think she had to do or felt like she should do They pulled her out of class and left for the day Don't be that parent you are teaching your child to fail It actually teaches them how to quit when something gets hard or something so we don't like it They picked up and quit don't be like that And i'm i'm sure if the concern comes up like like mike asked he goes I don't want to be that helicopter parent if you have that concern then you're already cognizant of that I think you'll be fine not to do that But there is a fine line between pushing your child and looking over the training and literally Looking over their shoulder and pushing them every step of the way There's a huge difference one is a problem one promotes their own growth So anyway, I just thought that this was a really good topic to talk about today because there's so much meat into it And there's so many Parts that we could take and make their own episodes But I thought it was good to bring this to the surface and talk about it and share it with you guys Because i'm sure a lot of you have different opinions and what i've just expressed here And that's fine If you've got anything to correct me on or you disagree with put it down in the comments below I'm also interested in anything i left out if you have other advice or you know If you're an instructor who works with children What are some of the things that you've observed that you can caution the parents on I just think there's so much here to chew into and this is the perfect community You guys are awesome. You know, I see you guys every week engaging in a lot of good discussions So I think this is a good one to chew on so let me know what you think You know, please place your comments down below Thank you so much for watching and please like subscribe You know share this video and we will see you all next week


Was good job. She brought Ross back at it again with a gameplay commentary. Yes a gameplay commentary man We're about to get into some call of duty modern warfare, man I want to talk to you guys about some Some things man. If you see the title of this video, you already know what we're about to get into But before we get straight into the gameplay, I just wanted to let you guys know that I'm thinking about streaming Potentially on YouTube some call of duty vids and you know just be able to you know Stream with you guys and you guys can join in a party and we just have a good time Destroying kids and some lobbies man. Sometimes I need help out here. I can't be carrying the team all the time I need your guys help But before I get into the streaming aspect of things there's still some stuff I need to get a chat cable for my Elgato capture card So that way you guys can hear some of the crazy hilarious game in game chat like banter and you know Toxic moments I be getting in lobbies. You will be surprised how mad people will get when I kill them You know I'm saying so I want to you know be able to you know Get all that content for you guys as much as possible So it should be coming in a couple weeks. I'm looking forward to that But right now, I'm just gonna try you know to get back into the gameplay commentary stuff We're gonna talk about call of duty black ops Cold War. It's a teaser trailer dropped a couple days ago I'm gonna keep it a hundred with you. I Didn't really care for it. I didn't even watch it Didn't even watch it. Um, it's I don't know. It's just not something that I'm like I guess you can say really concerned with but I just I know I don't really At this point Call of Duty is like that X that you know, she keeps saying she's changed the life. She's changed her way She's better now.  She's like yo, I promise. I'm gonna be better. I promise. I promise. I'm gonna do you right? And then what she do she lets you know once again, I feel like this is what Call of Duty has become at this point, so All right, man, let's get into it. See if I can get something going Not gonna lie to you not used to talking and playing the game at the same time But I'm gonna try pretty much. That's that's kind of how I feel. Yeah, I got destroyed That's how I feel about Call of Duty Cold War and just call the duty in general Damn knife It's just I don't know It's just not the same. Oh, no, you don't hold on come on peek it There we go, but I don't know I just I'm not that hype for it Like this Call of Duty. I was definitely hyped for bro. I'm not gonna lie to you I was very excited about playing this Call of Duty. I was excited about the new engine It's been on the same engine for a while So it's one of those things where it's like this that was the selling point for me on this game Maybe the mechanics will be a little bit better. You know, I was you know, it gave me something to look forward to And you know, I didn't have to worry about specialists That was another thing that I was looking forward to not dealing with no more a specialist because the past couple of Call of Duty's I had specialists involved which means you didn't really have to go off All you had to do is just buy your time and you can get like some of the you know You get your specialist score streak or kill streak or whatever you want to call it I'm doing bad right now. So it was something that I was hyped about as time went by. I just like not this this ain't it you know, you can just game Was a let down in my opinion doesn't have some great aspects about it. Yes, there's some things about this game I do like I'll probably make a video about it at some point, but We're talking just as a whole No, it was it was definitely a let down in my opinion. It could be better. I think it catered a lot to like Camping play styles, you know, so that's that's another reason why I'm just not really That excited about this new Call of Duty coming up. What is my teammates doing? I have no idea Jesus, I just want y'all understand. I haven't played this game in a couple days. Your boy's kind of rusty I'm and I'm trying to talk and play at the same time Not the easiest I'm trying to do this live. Yo, no reverse boosting over here. No shots taken. Don't no shots. No shots.  I can't And this is why I'm just not that looking forward to the new game only because I feel like it's just going to cater To newer players and they're gonna have a lot of stuff in there And that's gonna come off a little bit can't be you know, just the entire newer players to get into the game That's just my opinion on things. I Could be wrong. Maybe things will be different. Will I get the game? Of course. Will I try it out? Of course, but I'm not just hyped about it This is not something that I'm like, oh, I can't wait. It's just like if I if I play it I play it And I'll go from there. I'm hoping I'm hoping this game is better. I am doing bad all like I am I'm telling you I promise you guys I'm I normally don't play like this Like that. I don't even I Am doing awful. Oh my god.  I am just doing so I Really want to leave this game. I think I'm gonna leave this game. I can't do this. I Can't do this. We're losing bad wait If I would have died right there, I would have left. I swear to you. I would have left All right, I got a double kill. Okay getting something going Almost left again, bro. Oh My gosh But what is what's mine? What is mine? Do you guys think I should leave? I mean, we're about to lose the game anyway. Do you guys think I should leave? Yep, I'm out of here. That's it Yeah, I love I'm not doing that Let me let me get into a fresh game. Jesus Christ.  I am useless right now We got somebody camping on the second floor. I really got to get used to They spawn there. Thanks caller duty. Yeah Yeah, that's that's that's great. Couldn't see him cuz he Remember when I said this game is all about praying on a nostalgia of modern warfare Why did they make this map again? To prey on the nostalgia of modern warfare fans, bro.   This map doesn't promote movement.   Look at this Like running around is like a suicide mission sometimes. Come on peek it Well, he's not moving from that spot He's about to camp up there.  All right, three piece three pieces of chicken.  I'm not really playing the whole BJ. Cuz you know, I'm trying to get some kills, but you know, I Do what I can all right, and I got melted melted Well, we're winning though and look at that But the new color duty the new color duty it's coming out. You don't want to play the new color duty It's gonna be great. It's black ops the best series in the quality franchise.   Oh my god. Jesus. Oh My god, I almost got that There's gonna be some cutting in this video.    Look at that spawn. Look at that spawn. He just spawned there. I'm trying to get it together I'm trying to yeah, so I don't know The game could be good and I hope I'm wrong. I hope that it is good. Look look at that Okay, I'm just gonna push back because my aim is not that good right now. All right And push back. Oh my god.    I'm not going to challenge that. I'm in here at least How am I alive? I'll take it. Oh, yeah, I gotta I gotta be quiet now y'all I'm about to get my streaks.   I don't even know where people died from I just want to get my streak. I just need one kill All right, there we go Yep, okay, I'm gonna push teammate.  He's about to give me killed and I died off one off the chopper One off the chopper, but I got the got the dv tall main And I shouldn't have called it in because everyone's dead But they're about to get there. All right.  I'm gonna keep that in the clip Oh my god, I could have look at this guy obsidian 7 to 5. I spawn and getting shot. This is great Call a duty call. Look at this Look at this That's too tough Three in the same spot ladies and gentlemen. I don't know where I got shot from bro Come on. Nope, dead. Oh my god, bro.   Look at him.  So I'm gonna try to try to push them off Push in right side Yeah, I'm bad. I'm so bad y'all. This is not the best game Look at this dude Look at this dude. Why was he up there? Why can someone tell me why on God's greeners? Was he up there? Why go to c4 sandwich? Nope, nothing All right, they're all I'm gonna push back because they make those c4 I'm talking like I'm making some major plays over here. No, I'm not Oh Well ladies and gentlemen, this is call of duty at its prime Just me sitting here. I bet you he's still back there. I'm willing to bet he's still back there Yeah Oh, man easy peasy lemon squeezy Well, this is it. This is how This is how the game usually ends And I did hit with a c4 Yeah, we were the c4 cool awesome great Great great great. Don't even know how he knew where I was Got him Got him.  I don't know I don't it didn't even show me to kill him Didn't even show me to kill him.   There we go You know what I'm saying something simple 49-23 It's okay, but yeah, man. Um, I'm just not looking forward to the new collar duty. I'm sorry It could be good. It may be good. I hope that it is good That way I can make a video saying, you know what I wasn't as hyped But this turned out to be one of the better call of duties This one unfortunately has disappointed me too many times, man But I want to know comment down below if you guys are looking forward to the new collar duty That's coming out if you guys are let me know what what do you what you think is going to Entice you to play uh collar duty black ops cold war Or if you're not looking forward to it at all don't really care You're probably going to stick with modern warfare for another year or two depending on How you feel about the the next collar duty. So just let me know I want to get your guys opinion, but I hope you guys enjoyed the video Appreciate y'all kicking in with me and I see y'all in the next one. Peace