tag:blogger.com,1999:blog-6180662954204012912024-03-01T05:39:56.720+00:00An Independent Headdiscusses a range of issues that impact on international education and on the independent sector in the UK.Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.comBlogger470125tag:blogger.com,1999:blog-618066295420401291.post-7619502224980306272022-10-22T08:31:00.003+01:002022-10-22T08:43:42.760+01:00That'll never work by Marc Randolph, the founder of Netflix - a few take aways<p> <i>That'll never work</i> is the story of the birth of Netflix as told by its founder, Marc Randolph.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigyxHhMEBSf-Scxeabxe_2_ZPS6a2pNX7aoxwtx0cDvZvtNxIre-2teIu0hrz-SvkgTUF_ld2YKr1QzOXKpa0yw7FoQGYMnVE_ot0V3Jo3Rp7zXMJy6ka0DPuLsqxpyBSah-Hgabox7kc5ZjTbaq1G3z0eIm7-CAAhmM1tYPqSQGV7HjMZxz9als-X/s552/Thatll%20never%20work%20Randolph.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="552" data-original-width="357" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigyxHhMEBSf-Scxeabxe_2_ZPS6a2pNX7aoxwtx0cDvZvtNxIre-2teIu0hrz-SvkgTUF_ld2YKr1QzOXKpa0yw7FoQGYMnVE_ot0V3Jo3Rp7zXMJy6ka0DPuLsqxpyBSah-Hgabox7kc5ZjTbaq1G3z0eIm7-CAAhmM1tYPqSQGV7HjMZxz9als-X/w129-h200/Thatll%20never%20work%20Randolph.jpg" width="129" /></a></div>Amongst the anecdotes and reminiscences of the founding and early years of Netflix when it was a DVD-by-post company, there are some real insights:<p></p><p></p><ul style="text-align: left;"><li><b>Ideas and Start-ups</b></li><ul><li>"The truth is that for every good idea, there are a thousand bad ones." p.5</li><li>Nolan Bushnell, co-founder of Atari, "Everyone who has taken a shower has had an idea, but it is the people who get out of the shower, towel off and so something about it that make the difference." p.301</li><li>The key to initial success is to get a highly talented start-up team together.</li><li>Start ups are about OPM - <i>Other People's Money</i></li></ul></ul><p></p><ul><li><b>Culture</b></li><ul><li>The importance of company <b>culture</b>. "Culture isn't what you say, it is what you do." p75</li><li>"People want to be treated like adults. .... What they want is <b>freedom and responsibility</b>. They want to be loosely coupled but tightly aligned." p.78</li></ul><li><b>Codifying Culture - HR Issues</b></li><ul><li>"Most companies end up building a system to protect themselves from people who lack judgement. Only that ends up frustrating the people who have it." p.189</li><li>Vision for the HR Department as "a proactive agent for culture" p.190</li></ul><li><b>Self-Care: </b></li><ul><li>Importance of prioritising relationship with wife/ family even when work is really tough. p.87</li></ul><li><b>Factors in Netflix's success</b></li><ul><li>The importance of data analytics</li><li>The importance of testing. </li><ul><li>"Take your idea and set in on a collistion course with reality as soon as possible." p.32; </li><li>"When it comes to ideas, it's more efficient to test ten bad ones than spend days trying to come up with something perfect." p.200</li></ul><li>"A culture of freedom and responsibility coupled with radical honesty." p.189</li><li>The importance of <b>focus</b>. <b>"The Canada Principle"</b>: Netflix could have gone into Canada at an early stage but didn't because the amount of work to do so could have been better used in focusing on developing the US market.</li><li>Randolph being willing to step back from being CEO to become President to allow Reed Hastings (major founding investor) to run the firm. pp.169-182</li></ul><li><b>Meetings:</b></li><ul><li>Jeff Bezos "two pizza meetings" - if it takes more than two pizzas to feed a group of people working on a problem, then you have hired too many people." p.143</li></ul><li><b>Pitching</b></li><ul><li>"In a pitch, perfection isn't always the goal, projection is. You don't have to have all the answers if you appear to be the sort of person to whom they'll eventually come." p.150</li></ul><li><b>Belt-tightening:</b></li><ul><li>"Companies are like boats: sometimes you have to put them in dry dock to remove the barnacles that have accreted on the hull, slowing down forward progress." p.246</li></ul></ul>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-7754494406222376742022-10-12T09:41:00.004+01:002022-10-22T08:45:53.841+01:00 Turn the Ship Around! by L. David Marquet – Summary of key points:<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEA1LikFTCobph17M0nvb3tSLTWhOmIkSWkMf7XlfXevt3tnRvdczu-S-sJOponEvftkpYFUNiH2paWcrVg5s1oRvVwMw_eKChOxiHA6Ha7X75KJN2S1ix3aCsFZ8AqbI3BtBVMVgPI0YCGLpzRYz6KLgF0AHlFaTz8SZXZKBadtKv2EW6qK7XBxAA/s500/Turn%20the%20Ship%20Around.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="500" data-original-width="331" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEA1LikFTCobph17M0nvb3tSLTWhOmIkSWkMf7XlfXevt3tnRvdczu-S-sJOponEvftkpYFUNiH2paWcrVg5s1oRvVwMw_eKChOxiHA6Ha7X75KJN2S1ix3aCsFZ8AqbI3BtBVMVgPI0YCGLpzRYz6KLgF0AHlFaTz8SZXZKBadtKv2EW6qK7XBxAA/w213-h320/Turn%20the%20Ship%20Around.jpg" width="213" /></a></div><i>Turn the Ship Around! </i>is a leadership book based on the
experience of Captain Marquet and his pioneering approach to running a US Navy submarine.<p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">In it essence Marquet moved from the traditional top-down “Leader-Follower”
model of leadership, to an empowered distributive “Leader-Leader” model.<o:p></o:p></p>
<p class="MsoNormal">Beyond the engaging narrative, the leadership take-aways can
be categorised in three areas: control, competence and clarity<br /></p><h3 style="text-align: left;">Control</h3><div><ul style="text-align: left;"><li><span style="text-indent: -24px;">Marquet moved control to the senior leaders (officers), chiefs (middle leaders) and workers (the crew) – “Don’t move information to authority, move authority to the information.” (p.49) – “Identify decisions that are candidates for being pushed to the next lower level of the organisation.” (p.58)</span></li><li><span style="text-indent: -24px;">Language: </span></li><ul><li><span style="text-indent: -24px;">Shift from “Request permission to . . “/ “What should I do about . . . ?” </span></li><li><span style="text-indent: -24px;">to “I intend to . . .” / “I plan on . . .” / “I will . . .” (p.82-3)</span></li></ul><li><span style="text-indent: -24px;">‘The goal for the officers would be to give me a sufficiently complete report so that all I had to say was a simple approval . . . it caused them to think at the next higher level.’(p.83)</span></li><li><span style="text-indent: -24px;">‘As the level of control is divested, it becomes more and more important that the team be aligned with the goal of the organization.’ (p.88)</span></li><li><span style="text-indent: -24px;">You are responsible for your work</span></li><li><span style="text-indent: -24px;">Mechanisms for control</span></li><ol><li><span style="text-indent: -24px;">‘Resist the urge to provide solutions.’ (p.92)</span></li><li><span style="text-indent: -24px;">‘Eliminating top-down monitoring systems.’(p.97)</span></li><li><span style="text-indent: -24px;">‘Specify goals not methods.’ (p.159)</span></li></ol></ul></div><h3 style="text-align: left;">Competence</h3><div><ul style="text-align: left;"><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; text-indent: -24px;"><span style="mso-list: Ignore;"><span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="text-indent: -24px;">‘We rejected the inevitability of mistakes and came up with a way to reduce them.’ (p.117) (c.f. ‘Black Box thinking’)</span></li><li><span style="text-indent: -24px;">Mechanisms to strengthen technical competence:</span></li><ol><li><span style="text-indent: -24px;">‘Take deliberate action’ (p.122) - don’t just do things on auto.</span></li><li><span style="text-indent: -24px;">‘We Learn (everywhere, all the time).’ (p.133)</span></li><li><span style="text-indent: -24px;">‘Don’t brief, certify.’ (p.140) – people switch off in briefings, ‘set read-ahead or think-ahead assignments’ and use meetings to check that everyone is engaged and on the same page.</span></li><li><span style="text-indent: -24px;">‘Continually and consistently repeat the message.’ (p.149)</span></li><li><span style="text-indent: -24px;">‘Specify goals not methods.’ (p.159)</span></li></ol></ul><span style="text-indent: -24px;"></span></div><h3 style="text-align: left;">Clarity</h3><div><ul style="text-align: left;"><li><span style="text-indent: -24px;">‘As more decision-making authority is pushed down the chain of command, it becomes increasingly important that the organisation understands what the organisation is about.’ (p.161)</span></li><li><span style="text-indent: -24px;">Mechanisms for clarity</span></li><ol><li><span style="text-indent: -24px;">‘Build trust and take care of your people.’ (p.172)</span></li><li><span style="text-indent: -24px;">‘Use your legacy for inspiration.’ (p.176)</span></li><li><span style="text-indent: -24px;">‘Use guiding principles for decision criteria.’ (p.182)</span></li><li><span style="text-indent: -24px;">Use immediate recognition to reinforce desired behaviours.’ (p.187)</span></li><li><span style="text-indent: -24px;">‘Begin with the end in mind’ (p.193)</span></li><li><span style="text-indent: -24px;">‘Encourage questioning over blind obedience.’ (p.200)</span></li><li><span style="text-indent: -24px;">‘Think out loud.’ (p.106)</span></li><li><span style="text-indent: -24px;">‘Specify goals not methods.’ (p.159) ‘by focusing on achieving excellence not avoiding errors.’</span></li></ol></ul></div>
<h3 style="text-align: left;">Other observations:<span style="mso-spacerun: yes;"> </span></h3><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b>On Inspection:</b><span style="mso-spacerun: yes;"> </span>‘ “inspection mentality” is a morale killer’ .
. .<span style="mso-spacerun: yes;"> </span>‘If we were excellent and prepared,
the drills and inspections would take care of themselves.’ (p.78-9)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b>On professional development:</b> ‘We had no
need of leadership development programs: the way we ran the ship <i>was</i> the
leadership development program.’ (p.84)<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b>On organisational aims:</b> ‘focus on achieving
excellence, not avoiding errors.’ (p.159)<o:p></o:p></p>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-46983161708678508562022-09-18T11:20:00.003+01:002022-10-22T08:44:59.019+01:00Work without Jobs by Ravin Jesuthasan and John W. Boudreau - Summary of some key arguments<p><i></i></p><div class="separator" dir="rtl" style="clear: both; text-align: right;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJtoi0NzO5XSXoEYV5cd3-F4PAS1amqGzKsHVI8u10_8NZXLTuVzhhdHpjCIYSWUlQruZG2jFrSXQ0oIuODfkI-ERhkvjKLj-UtAeLvxH3Zu1dGSuLLn0xMex-5XGdcjdAZCfHgYMDcc9AFHPRqRcWdgGuV3JiywocO_gsN1gmd4AQ_GmNnVqL0d8v/s273/Work%20without%20Jobs%20book.jpeg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="273" data-original-width="184" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJtoi0NzO5XSXoEYV5cd3-F4PAS1amqGzKsHVI8u10_8NZXLTuVzhhdHpjCIYSWUlQruZG2jFrSXQ0oIuODfkI-ERhkvjKLj-UtAeLvxH3Zu1dGSuLLn0xMex-5XGdcjdAZCfHgYMDcc9AFHPRqRcWdgGuV3JiywocO_gsN1gmd4AQ_GmNnVqL0d8v/w135-h200/Work%20without%20Jobs%20book.jpeg" width="135" /></a></div><i>Work without Jobs - How to reboot your organisation's work operating system</i> by Ravin Jesuthasan and John W. Boudreau <p></p><p>The central argument of <i>Work without Jobs </i>is that traditional 'jobs' should be 'deconstructed' into their underlying components, such as tasks and projects; with the complementary result that jobholders are seen in terms of their capabilities and skills.</p><p>This shift essentially would see the end to the 'job description'; and C.V.s would focus more on capabilities and skills, rather than experience in the form of educational milestones and previous job titles.</p><p>The approach 'requires fundamentally rethinking concepts like work, leadership, culture and organization' (p.ix)</p><p style="text-align: left;"></p><blockquote>"The new work operating system will require a profound change in the mindset and behaviour of leaders. It requires managers to think in terms of how tasks and projects are accomplished, not how jobs are organized." (p.100)</blockquote><p></p><p>The authors employ the analogy of computer operating systems:</p><p></p><ul style="text-align: left;"><li><b>The old, traditional Operating System </b>- categorises work into job and jobholders into worker through an employment relationship. It is characterised by job descriptions, job hierarchies and job qualifications.</li><li><b>The new Operating System </b>- 'deconstructs jobs into their components and allows work to be perpetually reinvented by recombining those granular elements' (p.xi). It embraces a wider view of how work gets done embracing 'the gig economy' and 'alternative work arrangements' such as freelancers, contractors and volunteers (p.xii). 'The new world of work is one "beyond employment".' (p.xv)</li></ul><p style="text-align: left;">Jesuthasan and Boudreau believe that this tradition OS 'is too cumbersome and ill-suited to the future.' (p.xi) and 'work systems (e.g planning, sourcing, choosing, assigning developing, engaging, rewarding) must evolve to reflect this new language of work'.</p><p style="text-align: left;">The authors propose that organisations break down their deparmental silos and develop internal platforms that allow talent to flow to work (such as projects) - effecting creating the opportunity for work to be done by anyone skilled to do it, be they brought in from outside the organisation (external gigs) or within the organisation ("inside gigs").</p><p style="text-align: left;">"The key is optimally and perpetually reinvent work by combining options such as the following: (p.xxx)</p><p style="text-align: left;"></p><ol style="text-align: left;"><li><b>Talent in fixed roles with regular full-time employees.</b></li><li><b>Talent who flows to tasks and assignments </b>- perhaps because their enabling capabilities are required in short-term specific burst by several different work processes (e.g. a freelancer or project-basd data scientist who moves between projects in marketing, HR and operations as needed.)</li><li><b>Talent who are in hybrid roles</b> that are partially fixed because of work volume or skills dedicated to a job, but who can flow to specific challenges as needed (such roles often emerge from internal talent marketplaces where regular jobholders take on additional project work).</li></ol><p></p><h4 style="text-align: left;">Impact of Automation</h4><div>Jesuthasan and Boudreau acknowledge that automation has a significant part to play in the future of work. Their approach is summarised by the following four principles:</div><div><ol style="text-align: left;"><li>Start with the work (i.e. deconstructed current and future tasks) - not with existing jobs;</li><li>Combine humans and automation (not replacing one with the other);</li><li>Consider the full array of human work engagements (e.g. employment, gig, freelance, alliances, projects, other alternative work arrangements);</li><li>Consider allowing talent to flow to work (this might be facilitated by an internal or external platform).</li></ol><div>Tasks need to be evaluated according to the skill level that is required - basic repetitive tasks should be autotmated; "below license " tasks that cannot be automated should an unskilled, gig or trainee worker where possible; leaving highly skilled workers to focus on "top of license" tasks. (p.139)</div></div><h4 style="text-align: left;">Implications for education <span style="font-weight: normal;">(pp.127-33)</span></h4><p style="text-align: left;">Jesuthasan and Boudreau touch briefly on the implications for education, whilst acknowledging that a full discussion of the implications on education is beyond the scope of the book. The new Work OS "means shifiting from a focus on worker education as degrees to focus on deconstructed learning and capabilities." (p.127)</p><p style="text-align: left;">The authors advocate a much more flexible approach to learning, arguing for <b>"stackable credentials"</b> ("part of a sequence of credentials that can be accumulated over time and move an individual along a careerpath or up a career ladder.") See <a href="https://www.wired.com/story/students-stacking-credentials-route-degree/" target="_blank">'More students are stacking credentials en route to a degree'</a> <i>Wired </i>June 2, 2020.</p><p style="text-align: left;">Drawing on the <a href="https://www.clasp.org/sites/default/files/publications/2017/04/2014-03-21-Stackable-Credentials-Paper-FINAL.pdf" target="_blank">work of Evelyn Glanzglass</a> of the Center for Postsecondary and Economic Success, they highlight that the following challenges need to be overcome for this to happen (p.130-32):</p><div><ol style="text-align: left;"><li>Create a common langue for workplace and educational credentials;</li><li>Develop a common system of the transfer (portability) and value of credentials between institutions;</li><li>Bridge silos between and within educational institutions;</li><li>Overcome the disconnect between credit and noncredit course offerings;</li><li>Provide financial aid for deconstructed credentials, not only degrees;</li><li>Optimize and integrate the mix of learning in traditional classrooms, online, and experience.</li></ol></div><p></p>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-80495348641864313912022-05-08T06:28:00.002+01:002022-05-08T06:29:00.357+01:00A new model for talent management in schoolsThis presentation was given virtually at the COBIS Leadership Conference on Sunday 8th May 2022. It offers a new model for talent management in schools, which reflects the changing world of careers having shifted from 'jobs for life' to 'portfolio careers'.
The presentation proposes a 'tour of duty' model of mutually beneficial short term commitments between schools and individuals. <div><br /><div> <iframe allowfullscreen="" frameborder="0" height="385" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/C21LB8D4ycuchk" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"><br /></div></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-80985729277789869042022-02-26T05:02:00.004+00:002022-02-26T05:03:20.927+00:00The Future of Teaching and Learning, Assessment and Qualifications<p>A presentation given at the FOBISIA Leadership conference on Saturday 26th February 2022.</p><p>This session sets up a debate about two areas: the future of teaching and learning; and the future of assessments and qualifications and micro qualifications. </p><p>We were already on a journey from the physical to the digital before Covid-19 and that the pandemic has accelerated the rate of change. </p><p>The current model for T&L is unsustainable and that we need to explore new models that will ultimately be determined by price point. </p><p>Qualifications are going to shift from high stakes to on demand micro qualifications.</p><div>
<iframe allowfullscreen="" frameborder="0" height="300" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/w1GuZGsgHmGU15" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe><div style="margin-bottom: 5px;"><br /></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-24033661362789697882022-02-15T07:05:00.001+00:002022-02-15T07:06:24.367+00:00A Sense of Belonging at Work - Lee Waller: Summary of Key Arguments<p></p><div class="separator" style="clear: both; text-align: right;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjXH0zyxwEgsOh0jZIF1shqjhSkYc07h6Z1mcQ8XhoGNTcVKunqm6jYiCrMeOaG3SPzzw7d4NfuYQZldomjRqmdU6j-2duwhHaToN9EgCXHgZScPaM_3fScRD33L2Clz3K8sjKm2k_lMk8W1kBBcDlMfnDWxJNg0MS1Ch85dqBjnbq7oEf_S7iszVtt=s499" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="499" data-original-width="332" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEjXH0zyxwEgsOh0jZIF1shqjhSkYc07h6Z1mcQ8XhoGNTcVKunqm6jYiCrMeOaG3SPzzw7d4NfuYQZldomjRqmdU6j-2duwhHaToN9EgCXHgZScPaM_3fScRD33L2Clz3K8sjKm2k_lMk8W1kBBcDlMfnDWxJNg0MS1Ch85dqBjnbq7oEf_S7iszVtt=w213-h320" width="213" /></a></div>The main thesis of<i> A Sense of Belonging at Work</i> by Lee Waller, Professor of Occupational Psychology at Hult International Business School, is that a sense of belonging at work improves employee wellbeing and performance.<p></p><p>The book has a simple, logical structure: the first part explores what it means to belong before moving onto what organisations can do to establish a sense of belonging.</p><h3 style="text-align: left;">Part One: What it means to Belong<br /><p style="text-align: left;"><span style="font-size: small;"><span style="font-weight: 400;">Professor Waller draws on humanist (Maslow), social and evolutionary psychologists to establish that 'belonging is a fundamental human need' that has evolved to support our survival.</span></span></p><p style="text-align: left;"><span style="font-size: small;"><span style="font-weight: 400;">Her research has identified the </span>three factors which undermine belonging in the workplace <span style="font-weight: normal;">(Chapter 2):</span></span></p></h3><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><h3 style="text-align: left;"><p style="text-align: left;"></p></h3></blockquote><span style="font-size: small;"><ol style="text-align: left;"><li><span style="font-size: small;"><b><i>An absence of quality relationships</i>:</b></span><span style="font-size: small;"> "not being able to connect with people in the workplace on a personal level also means that we do not have the opportunity to be open about how we are feeling, to share our emotional experience, and feel validated, understood and cared for, which are cornerstones of intimate interactions and quality relationships." (p.25)</span></li><li><i><b>A sense of not being value:</b></i> "feeling we are making a difference, adding value, are respected, and recognised for our work is an important component of a sense of belonging in the workplace." (p.27)</li><li><b><i>A lack of commonality or shared characteristics with those with whom we work</i></b> <span style="font-weight: normal;">i.e. being different in some way: ethnicity, sexuality, gender, identity, disability, cognitive make up, educational/socio-economic background, </span></li></ol><div>"Organisational practices, structures and cultures can have a significant influence on whether a sense of not belonging is fostered, developed and maintained." (p.31)</div><div><br /></div><div><b>The impact of not-belonging on wellbeing</b> (Chapter 3):</div><div><ol style="text-align: left;"><li><b><i>Belonging and a sense of self: </i></b>not-belonging can undermine our sense of self - "They think therefore I am." (p.38)</li><li><i style="font-weight: bold;">Self-efficacy </i>(the belief that we can be successful in future tasks)<b style="font-style: italic;">, Competence and Self Belief: </b>not-belonging can elicit feelings that we are not good enough or do not add value.</li><li><i style="font-weight: bold;">Self-esteem:</i> the purpose of self-esteem is to make us aware that our inclusion is under threat. "In my research, the impact of self-esteem was core to the significance and negative impact of a sense of not-belonging." (p.39)</li><li><b><i>Coherent sense of self: cognitive dissonance</i></b> - "a sense of not-belonging impacts our ability to be ourselves at work." (p.43)</li><li><b><i>Mood and Emotion:</i></b> "a sense of not-belonging at work also has a bit impact on our emotional and mental well-being" (p.44)</li></ol><div><b>Belonging and performance - the trap of not belonging </b>(Chapter 4):</div></div></span><span style="font-size: small;"><div><ol style="text-align: left;"><li><b><i>Trap One: Ability to be ourselves:</i></b></li><ul><li>Social Monitoring - heightened sensitivity to feedback from others; danger of over-thinking</li><li>Conformity - Hewlin's "Facades of Conformity". Danger of organisation of "group think", but also on a personal level of cognitive dissonance and the shame of authenticity.</li></ul><li><b><i>Trap Two: Self-protection:</i></b> not-belonging can result in a self-fulfilling prophecy. "self-protection strategies play out in withdrawal, detachment, avoidance and, at times, disruptive behaviour." (p.52).</li></ol><blockquote><div>"The culture of the organisation has a critical role to play in both fostering a sense of belonging and in determining the strategies employees might engage in to cope with it." (p.55)</div></blockquote><blockquote><p>"our ability as leaders to ensure the members of our teams have a sense of belonging is crucial to ensuring their performance" (p.58) </p></blockquote></div><div style="text-align: left;"><span style="font-size: 18.72px; font-weight: 700;">Part Two: Establishing a sense of belonging</span></div><div><br /></div><div>Caveat: Not all work environments are conducive to making connections (remote working etc.) and we set ourselves professional rules and boundaries that separate the personal from the professional.</div><div><b><br /></b></div><div><b>Developing Quality Relationships </b>(Chapter 5)</div><div><ol style="text-align: left;"><li><b><i>Establishing relationships: </i></b></li><ul><li>find commonalities, take opportunities to get to know and be known by colleagues</li></ul><li><b><i>Making relationships meaningful:</i></b></li><ul><li>Knowing others: </li><ul><li>we need to understand more about our colleagues than superficial facts: what are their underlying motives and intentions?</li><li>Enquiry: Ask open questions to understand, rather than to just gain information.</li><li>Presence: be fully present</li><li>Active listening: Empathetic Listening - Remember what people say <u>and follow up</u>.</li><li>Trust: 7-38-55 communication model (7% the words. 38% the tone, 55% body language)</li></ul><li>Knowing you</li><ul><li>Be you: Γνώθι Σεαυτόν Be your true and authentic self.</li><li>Be human "being open about vulnerabilities not only has an enormously powerful and liberating effect on us and others, but it helps us to connect - helps us to see each other as similarly vulnerable human beings." (p.76)</li></ul></ul></ol></div><div><b>Establishing and adding our value </b>(Chapter 6)</div><div><ol style="text-align: left;"><li>Identifying strengths: </li><ul><li>“We all have our own unique blend of experience, genetics, intellect, education and personality.
. . . No one else can offer exactly what we do.” (p.78)</li><li>Get to know your team</li><li>Positive and strengths-based perspective to developing self-awareness - see <a href="http://PositivePsychology.com">https://positivepsychology.com/</a></li></ul><li>Leveraging strengths:</li><ul><li><i>Task crafting</i> - involves changing the function of the role</li><li><i>Relationship crafting</i> - involves reshaping and reforming the social interactions we have with others.</li><li><i>Cognitive crafting </i>- involves changing the way we think about our work.</li><li>Autonomy is key - "autonomy signals that they are considered as a trusted, competent and valued members of the team" (p.84)</li></ul><li>Developing strengths:</li><ul><li>Feedback: </li><ul><li>both positive and negative needs to be delivered in the moment, when it can have impact.</li><li>BOFF Model: Behaviour (example of behaviour observed) - Outcome (What was the outcome/ impact of the behaviour) - Feeling (how does the behaviour make you feel?) - Future (How can they develop more acceptable behaviour in the future?)</li></ul><li>Coaching</li><ul><li>asking questions, not providing answers. "If we coach our employees, we not only support their development, but we empower them to be able to solve future challenges themselves, to apply the process of learning to other situations." (p.87)</li><li>Whitmore's GROW model: Goal (of the coaching conversation) - Reality (awareness of the present situation) - Options (finding and exploring alternative solutions) - Will (what will they do and their commitment to undertake those actions).</li></ul></ul></ol><div><b>Diversity and Belonging </b>(Chapter 7)</div></div><div><ol style="text-align: left;"><li>The many forms of diversity</li><li>Evidence of the continued existence of prejudice, discrimination and bias</li><li>Reasons for the continuation of racial inequality</li><ul><li>Structural and Systemic</li><li>Unconscious bias</li></ul><ol><ul><li>"Micro-aggressions are defined as verbal, behavioural or environmental indignities that communicate hostile, derogatory or negative affronts or insults to an individual or a group."</li><li>"Micro-inequities are small and subtle events or behaviours that systematically unfairly treat individuals or groups who are perceived to be different, leaving them feeling 'othered', different and excluded."</li></ul></ol><ul><li>Ignorance of the real lived experience of BIPOC</li></ul><li>Addressing Discrimination in our work places</li><ul><li>Developing diverse intelligence</li><li>Developing self-awareness</li><li>Becoming an ally.</li></ul></ol><div><b>Fostering psychological safety </b>(Chapter 8)</div></div><div><ol style="text-align: left;"><li>What is psychological safety?</li><ul><li>"Psychological safety is about the ability to speak frankly, with honesty and candour without disagreements, conflicts or concerns, it is not about being polite." (p.107)</li><li>Teams connect at a human level - "They share their vulnerabilities, their concerns, voice their differences an support each other with empathy and compassion."</li></ul><li>Fostering psychological safety</li><ul><li>Leader characteristics</li><ul><li>authenticity</li><li>humility: leaders talk openly about vulnerabilities and failures</li></ul><li>Interpersonal skills</li><ul><li>presence, active listening, focused attention and empathy</li></ul><li>Permission to care</li><ul><li>focus on how the team experience the workplace - whether they feel valued, trusted, cared for, included and supported.</li></ul><li>Tolerance of failure</li><ul><li>A tolerant approach to failure can be communicated by </li><ul><li>the vulnerability and humility we model as leaders;</li><li>the language we use when we talk about failures.</li></ul></ul><li>Addressing the unspoken - create a speak up culture - uncover the stinky fish.</li></ul></ol><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhhCi2rA3GBkyoD8bJQ1zGSx_YdZkUwpudQtVzYV8ONTPc2KF7sEJS9PdkgLpCXssq8XZ-m6I_VT5kwvOYzTI2krYYPEzig7cj1-eTmYziKLdkl7GbNKcssWTFDOLuttYjC6L6eWaKT6xNwZP36tkd_SHi_S6xcF4-9d-OmdZNFb6lyEDmWarePqJvW=s765" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="506" data-original-width="765" height="212" src="https://blogger.googleusercontent.com/img/a/AVvXsEhhCi2rA3GBkyoD8bJQ1zGSx_YdZkUwpudQtVzYV8ONTPc2KF7sEJS9PdkgLpCXssq8XZ-m6I_VT5kwvOYzTI2krYYPEzig7cj1-eTmYziKLdkl7GbNKcssWTFDOLuttYjC6L6eWaKT6xNwZP36tkd_SHi_S6xcF4-9d-OmdZNFb6lyEDmWarePqJvW=s320" width="320" /></a></div><div><b>Being an inclusive leader</b> (Chapter 9)</div></div><div><ol style="text-align: left;"><li>What is an inclusive leader? </li><ul><li>Inclusive leaders have "the courage to take conscious steps to break down barriers for people at risk of being excluded from society." </li><li>"Inclusive leaders embody a leadership approach that appreciates diversity, invites and welcomes everyone's individual contribution, and encourages full engagement with the processes of decision-making and shaping reality." (p.116)</li></ul><li>An inclusive mindset</li><ul><li>an open and curious mind</li><li>self-awareness, humility and vulnerability - authentic self</li><li>insight into cultural dynamics, tensions and misunderstandings</li></ul><li>Inclusive behaviours</li><ul><li>Collaboration</li><ul><li>Integrative Thinking (Oliver and Holscher) - "<i>Innovating</i> involves the integration of different perspectives to arrive at something new - the power of 1 + 1 = 3." (p.119)</li><li>Inclusive Conversations: "require the interpersonal skills of attention, active listening, open questions, trust, and rapport" - i.e. psychological safety. Reflection on the quality of the conversations.</li></ul></ul><li>Courage and Commitment</li><ul><li><i>Challenging others: </i>(discriminatory behaviour, unhelpful ways of communicating, disrespectful ways of interacting).</li><li><i>Challenging the system: </i>systemic institutionalised practices</li><li><i>Challenging ourselves: </i>self-awareness and humility</li></ul></ol></div><div><b>Reframing a sense of belonging </b>(Chapter 10)</div><blockquote><div>"Man is troubled, not by events, but by the meaning he gives to them." (Epictetus)</div></blockquote><div><ol style="text-align: left;"><li>What sense of not-belonging means for us.</li><ul><li>Disconnect between the objective, rational perspective and own personal narrative</li></ul><li>Unconscious Cognitions</li><ul><li><i>Self-Conscious Affect Theory</i>: </li><ul><li><i>guilt</i> - negative interpretation of our <i>behaviour. </i>encourage productive behaviours because we believe behaviours are unstable (liable to change), controllable (something we can change) and situation specific.</li><li><i>shame </i>- negative interpretation of the <i>self: </i>we believe behaviours are stable, uncontrollable and global. Therefore fight/ flight/ freeze often avoid/ hide/ withdraw. Shame results in anti-social behaviours.</li></ul></ul><li>Challenging our inner critic</li><ul><li>Inner critics can manifest as ubiquitous, perpetual, negative self-perceptions and frequent ANTS (automatic. negative thoughts)</li><ul><li>See <a href="https://positivepsychology.com/wp-content/uploads/Identifying-ANTS-Challenging-Different-Types-of-Automatic-Thoughts.pdf" target="_blank">Identifying ANTS from PositivePsychology.com</a></li></ul><li>"Becoming aware of our own negative thoughts when, where and why they occur is the first critical step of taming our inner critic." (p.129)</li></ul><li>Step One: awareness and acceptance</li><ul><li>Brown's <i>Shame Resilience Theory:</i></li><ul><li>Recognising Shame and understanding our triggers</li><li>Practising Critical Awareness</li><li>Reaching out and Telling our Story</li><li>Speaking Shame</li></ul><li>Curiosity and self-compassion: "accepting that negative, distorted thoughts are a natural human experience."</li></ul><li>Step Two: challenge</li><ul><li>Lee's five steps to challenging and ultimately modifying negative thoughts:</li><ul><li>Examining: identifying the evidence both for and against the thought</li><li>Exploring: what the thought means to us</li><li>Exposing: the bias/ distortion/ assumptions on which the thought is based</li><li>Expanding: our perspective by considering alternative believes and propositions.</li><li>Experimenting: with different ways of thinking.</li></ul><li>Socratic Questioning:</li></ul><li>Step Three: reframe: create an alternative appraisal of the situation that stimulated the negative thought. "The aim here is not to silence or switch off our inner critic, but to develop an alternative, positive narrative to counter it." (p.133)</li><ul><li>Distancing Approach:</li><ul><li>Given the situation, what advice would we give to a friend or loved one, what alternative believe or interpretation might we use?</li></ul><li>Thought Records - force breaking down the thought process.</li><ul><li>Belief - Alternate Belief</li><li>Evidence for Belief - Evidence for Alternate Belief</li><li>Emotion for Belief - Emotion for Alternate Belief</li><li>Action for Belief - Action for Alternate Belief</li></ul></ul></ol></div><div><br /></div><div><br /></div></span>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-17639753760661381892021-12-27T09:17:00.005+00:002021-12-27T10:35:25.021+00:00Merchants of War and Peace - by Song-Chuan Chen - Summary of Arguments<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjPNEJvD5MWdfEt4jXN_2BkNJ1zn_nuByyAfbhzybOLJM1BhjQKKCLJbocO39sos5H9hIYPnPHXC-vCOxw0seMZaHS-Vj_vBJC9NdmzAzSXp9Z49z6HZNvA9IjY7C7UHPPolXZLudYBUXsO3mRFRF6L5xqYzMMtUlw8BFvVcUD7iUdCb5cA0y7dMBZf=s607" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="607" data-original-width="407" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEjPNEJvD5MWdfEt4jXN_2BkNJ1zn_nuByyAfbhzybOLJM1BhjQKKCLJbocO39sos5H9hIYPnPHXC-vCOxw0seMZaHS-Vj_vBJC9NdmzAzSXp9Z49z6HZNvA9IjY7C7UHPPolXZLudYBUXsO3mRFRF6L5xqYzMMtUlw8BFvVcUD7iUdCb5cA0y7dMBZf=s320" width="215" /></a></div>Song-Chuan Chen's <i>Merchants of War and Peace</i> is a fine piece of historical research which explores the origin of the arguments that ultimately would be used in lobbying the Whig Government and would persuade Palmerston to send the military force that launched the First Opium War (1839-42).<p></p><p>Chen's thesis is that the pro- and anti- war arguments originated in the Merchant communities in the 'factories' of Canton. The 'Warlike' party (which included James Matheson and William Jardine) worked out their arguments in the <i>Canton Register;</i><b style="font-style: italic;"> </b>these were opposed by the 'Pacific' party whose mouthpiece was the <i>Canton Press.</i> </p><p>According to Chen, the case for war distilled down to an argument for free trade: namely that the Qing dynasty's policy of giving Canton a monopoly on external trade was protectionist, and that the only way that this was likely to change was by the British military imposing change by force. </p><p>An important aspect of this argument was the development of a narrative that China was isolationist, which stood in stark contrast to the traditional view of China (originally propagated by Jesuits during the Ming Dynasty - 1368-1644) was that China was a 'peaceable' nation. The Warlike party were able to draw on the failed Macartney (1793) and Amherst (1816) embassies to the Qing court as evidence that China was anti-commercial and insular. Shifting public opinion from viewing China as 'Peaceable' to being 'Isolationist' was key to the Warlike narrative - and its impact has carried into the C21.</p><p>Other arguments which focused on the lack of respect for the British were secondary (e.g., whether or not the Chinese term <i>yi </i>should be translated as 'foreigner' or 'barbarian'; or whether Chinese officials disrespected Britain by turning their back on the portrait of the King, or by rejecting British officials). </p><p>Chen argues that one important factor to the ultimate success of the warlike party was that the Canton merchants had up-to-date detailed knowledge of China, including being able to make a detailed evaluation of its military capability.</p><p>Chen points out that the approach of the Qing Dynasty (1644-1911) to foreigners was driven by internal politics: namely that the Manchu rulers feared that foreigners would side with the Han majority in a civil war. Their foreign policy was to put in place 'soft borders' to distance foreigners and thus to protect their position. The use of the term <i>yi </i> was part of this distancing; as was the establishment of 'five rules' of the 'Canton system' which outlined the rigorous conditions for foreign merchants in 1757 (See pp.46-47). </p><p>Chen draws attention to the role that the Canton merchants played in negotiating this monopoly, which reduced the number of foreign trading ports from four (Canton, Amoy, Ningbo and Shanghai) to one (Canton).</p><blockquote><p>"From the Imperial perspective, the Canton system assuaged the political security fears of the Manchurian and Chinese ruling classes and, at the same time, allowed them to extract profits from the Canton maritime trade." (p.159)</p></blockquote><p>On the other hand, the Pacific Party adopted a laissez-faire approach, believing in the power of commerce and that China had the right to conduct is own policy as it wished and that the British who traded in Canton should submit to the rules of the Chinese (p.34-5).</p><p>Chen's research traces how these arguments that were circulating in Canton became the key arguments in the lobbying of the British Whig Government throughout the 1830s. He cross-references the cases made in the Canton Register with the arguments that subsequently were used in the English press and in pamphlets published. Chen echoes other scholars in arguing that the tide of opinion in Parliament and wider British society began to shift in the second half the decade culminating in Palmerston's decision in 1839. </p><p>Chen rejects the arguments of Glenn Malancon (<i><a href="https://www.routledge.com/Britains-China-Policy-and-the-Opium-Crisis-Balancing-Drugs-Violence-and/Melancon/p/book/9780754607045?gclid=Cj0KCQiA5aWOBhDMARIsAIXLlkf7O6MWCErY-SLmTMZKWo8q7AjeL2wu3B0ND_9IBiZpH84tN6aKYw4aAp1tEALw_wcB" target="_blank">Britain's China Policy and the Opium Crisis</a></i> 2003) that Palmerston reached the war decision on his own prior to meeting Jardine on 27th September 1839, arguing that Jardine played a key role in supplying "military intelligence, war strategy and the demands for treaty negotiation" (p.120). The correlation of the battle plan, the subsequent terms of the Treaty of Nanking and that the cabinet took the war decision just three days after the Jardine-Palmerston meeting, for Chen are too coincidental for Jardine not to have be instrumental in getting Parmerston over the line.</p><p>Chen's final analysis is that the conflict that arose in the 1830s in Canton was fundamentally the battle between the old 'profit order' by which the 'Canton system' looked after the interests of the Qing ruling dynasty, the Chinese high officials and the Canton merchants; and a new 'profit order' which looked after the interests of the the British - both Government and merchants (traders and English manufacturers). For Chen, the ultimate reason for the Opium War came down to money:</p><blockquote><p>"Profit order was central to the Chinese-British encounter in Canton, which during the hundred years from the mid-eighteenth century was arguably the most dynamic wealth-creating port in the maritime trading world." (p.159)</p></blockquote><p><i>Note: This is not a great starting point if you want a general book on the Opium War. It is is an excellent piece of historical research, engaging with primary source material, but it is not for anyone new to this period of history.</i></p>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-8654278858282561112021-11-28T02:11:00.005+00:002021-11-28T23:41:22.774+00:00Samantha Steed Facebook Live Talk on Early Years<p> Samantha Steed talking about Early Years on Facebook Live for Kellett School in Hong Kong.</p>
<iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/0Vbgt7Iphrc" title="YouTube video player" width="560"></iframe>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-10627828261028643092021-07-28T14:22:00.072+01:002021-09-01T02:01:41.827+01:00Independent School Medallists at the Tokyo Olympics and Paralympics 2020 (Summer 2021)<span style="font-family: helvetica;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoKOvaUDria0kLhFB_hc9vRyDvLJkHzIokvQ8KV6ys61L0AGtv57QF6T00NhC2O5gmBO5cE7xm7DBBOakneV91ZjeHb6g1pdiKBayKQrTNbHqvDmYmZfH4Gy9cJnteIbwb95EoRZyGewM/s576/Tokyo+Olympic+Logo.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="507" data-original-width="576" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoKOvaUDria0kLhFB_hc9vRyDvLJkHzIokvQ8KV6ys61L0AGtv57QF6T00NhC2O5gmBO5cE7xm7DBBOakneV91ZjeHb6g1pdiKBayKQrTNbHqvDmYmZfH4Gy9cJnteIbwb95EoRZyGewM/w200-h176/Tokyo+Olympic+Logo.JPG" width="200" /></a></div>Independent Schools continue to make a significant (disproportionate) contribution to British Sport - this is something that we should celebrate. </span><h3 style="text-align: left;"><span style="font-family: helvetica;">The final statistics:</span></h3><div style="text-align: left;"><ul style="text-align: left;"><li><span style="font-family: helvetica;">53 women won medals for TeamGB (4 won 2 medals), 20 of whom were educated in independent schools (38%)</span></li><li><span style="font-family: helvetica;">55 men won medals for TeamGB (6 won 2 medals, 2 won 3 medals and 1 won 4 medals), 17 of whom were educated in independent schools (25%)</span></li><li><span style="font-family: helvetica;"><b>Overall, 108 competitors won medals for TeamGB, 37 of whom were educated at UK Independent schools (34%)</b></span></li></ul><div style="text-align: right;"><span style="font-family: helvetica;">(school data not available for Equestrian Eventing Team)</span></div><div><span style="font-family: helvetica;"><br /></span></div></div><div style="text-align: left;"><span style="font-family: helvetica;">Congratulations to the following former pupils of Independent Schools who won medals at the Olympic Games in Tokyo:</span></div><h4 style="text-align: left;"><span style="font-family: helvetica;">Team GB Gold Medals </span></h4><div><ul style="text-align: left;"><li><span style="font-family: helvetica;">Cycling</span></li><ul><li><span style="font-family: helvetica;">Katie Archibald (Glasgow Academy) Madison</span></li></ul><li><span style="font-family: helvetica;">Diving </span></li><ul><li><span style="font-family: helvetica;">Tom Daley (Plymouth College) Synchronised 10m Platform </span></li></ul><li><span style="font-family: helvetica;">Modern Pentathlon</span></li><ul><li><span style="font-family: helvetica;">Kate French (Cobham Hall) Individual</span></li><li><span style="font-family: helvetica;">Joe Choong (Whitgift) Individual</span></li></ul><li><span style="font-family: helvetica;">Sailing</span></li><ul><li><span style="font-family: helvetica;">Hannah Mills (Howell's Llanduff) 470</span></li><li><span style="font-family: helvetica;">Eilidh McIntyre (Mayville High School Southsea) 470</span></li></ul><li><span style="font-family: helvetica;">Swimming </span></li><ul><li><span style="font-family: helvetica;">Freya Anderson (Ellesmere College) 4x100m Mixed Medley Relay </span></li><li><span style="font-family: helvetica;">James Guy (Millfield) 4x200m Freestyle Relay </span></li><li><span style="font-family: helvetica;">James Guy (Millfield) 4x100m Mixed Medley Relay </span></li><li><span style="font-family: helvetica;">Calum Jarvis (Plymouth College) 4x200m Freestyle Relay </span></li><li><span style="font-family: helvetica;">Duncan Scott (Strathallan) 4x200m Freestyle Relay </span></li></ul><li><span style="font-family: helvetica;">Triathlon </span></li><ul><li><span style="font-family: helvetica;">Jonathan Brownlee (Bradford Grammar) Mixed Triathlon Relay </span></li></ul></ul></div><h4 style="text-align: left;"><span style="font-family: helvetica;">Team GB Silver Medals </span></h4><div><ul style="text-align: left;"><li><span style="font-family: helvetica;">Cycling</span></li><ul><li><span style="font-family: helvetica;">Katie Archibald (Glasgow Academy) Team Pursuit</span></li></ul><li><span style="font-family: helvetica;">Rowing </span></li><ul><li><span style="font-family: helvetica;">Harry Leask (George Heriots) Quadruple Sculls </span></li><li><span style="font-family: helvetica;">Harry Leask (RGS Guildford) Quadruple Sculls </span></li></ul><li><span style="font-family: helvetica;">Sailing </span></li><ul><li><span style="font-family: helvetica;">Anna Burnet (Lomond) </span></li></ul><li><span style="font-family: helvetica;">Swimming </span></li><ul><li><span style="font-family: helvetica;">Duncan Scott (Strathallan) 200m Freestyle </span></li><li><span style="font-family: helvetica;">Duncan Scott (Strathallan) 200m Individual Medley </span></li><li><span style="font-family: helvetica;">Duncan Scott (Strathallan) 4x100m Medley Relay </span></li><li><span style="font-family: helvetica;">James Guy (Millfield) 4x100m Medley Relay </span></li></ul></ul></div><h4 style="text-align: left;"><span style="font-family: helvetica;">Team GB Bronze Medals </span></h4><div><ul style="text-align: left;"><li><span style="font-family: helvetica;">Athletics</span></li><ul><li><span style="font-family: helvetica;">Imani-Lara Lansiquot (Trinity Croydon) 4x100m Relay</span></li><li><span style="font-family: helvetica;">Josh Kerr (George Watsons) 1500m</span></li></ul><li><span style="font-family: helvetica;">Diving </span></li><ul><li><span style="font-family: helvetica;">Tom Daley (Plymouth College) 10m Platform </span></li></ul><li><span style="font-family: helvetica;">Equestrian </span></li><ul><li><span style="font-family: helvetica;">Karl Hester (Elizabeth College, Guernsey) Team Dressage </span></li></ul><li><span style="font-family: helvetica;">Gymnastics</span></li><ul><li><span style="font-family: helvetica;">Amelie Morgan (Wolsey Hall, Oxford) Artistic Team</span></li></ul><li><span style="font-family: helvetica;">Hockey</span></li><ul><li><span style="font-family: helvetica;">Grace Balsdon (Kent College)</span></li><li><span style="font-family: helvetica;">Maddie Hinch (King's, Taunton) </span></li><li><span style="font-family: helvetica;">Sarah Jones (Howells Llanduff)</span></li><li><span style="font-family: helvetica;">Shona McCallin (Repton)</span></li><li><span style="font-family: helvetica;">Hannah Martin (Ipswich School)</span></li><li><span style="font-family: helvetica;">Lily Owsley (Clifton College) </span></li><li><span style="font-family: helvetica;">Izzy Petter (Cranleigh)</span></li><li><span style="font-family: helvetica;">Ellie Ryer (Claire's Court)</span></li><li><span style="font-family: helvetica;">Anna Toman (St Gabriel's Newbury)</span></li><li><span style="font-family: helvetica;">Susannah Townsend (Sutton Valence)</span></li><li><span style="font-family: helvetica;">Leah Wilkinson (Repton)</span></li></ul></ul><ul style="text-align: left;"><li><span style="font-family: helvetica;">Shooting </span></li><ul><li><span style="font-family: helvetica;">Matthew Coward-Holley (Felsted) Trap Shooting </span></li></ul><li><span style="font-family: helvetica;">Rowing </span></li><ul><li><span style="font-family: helvetica;">Thomas George (Radley) Men's Eight </span></li><li><span style="font-family: helvetica;">Charles Elwes (Radley) Men's Eight </span></li><li><span style="font-family: helvetica;">Oliver Wynne-Griffith (Radley) Men's Eight </span></li><li><span style="font-family: helvetica;">James Rudkin (Stowe) Men's Eight </span></li><li><span style="font-family: helvetica;">Thomas Ford (Grange School) Men's Eight </span></li><li><span style="font-family: helvetica;">Henry Fieldman (Latymer Upper) Men's Eight </span></li></ul><li><span style="font-family: helvetica;">Sailing </span></li><ul><li><span style="font-family: helvetica;">Emma Wilson (Bournemouth Collegiate) RS:X Windsurfing </span></li></ul></ul></div><h3 style="text-align: left;"><span style="font-family: helvetica;">Medallists competing for other nations who were educated at UK Independent Schools: </span></h3><h4 style="text-align: left;"><span style="font-family: helvetica;">Gold Medals </span></h4><div><ul style="text-align: left;"><li><span style="font-family: helvetica;">Triathlon </span></li><ul><li><span style="font-family: helvetica;">Flora Duffy - Bermuda (Mount Kelly - then Kelly College) </span></li></ul></ul></div><h4 style="text-align: left;"><span style="font-family: helvetica;">Bronze Medals </span></h4><div><ul style="text-align: left;"><li><span style="font-family: helvetica;">Swimming </span></li><ul><li><span style="font-family: helvetica;">Frederico Burdisso - Italy (Mount Kelly) 200m Butterfly </span></li><li><span style="font-family: helvetica;">Frederico Burdisso - Italy (Mount Kelly) 4x100m Medley Relay </span></li></ul></ul></div><div><span><h3 style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Medallists at the Paralympic Games who were educated at UK Independent Schools: </span></h3><h4 style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Gold Medals </span></h4><div style="font-family: helvetica;"><ul style="text-align: left;"><li style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Rowing</span></li><ul><li style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Oli Stanhope - GB (Hampton) PR3 Mixed 4+</span></li></ul><li style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Swimming </span></li><ul style="font-family: "Times New Roman";"><li><span style="font-family: helvetica;">Ellen Keane - Ireland (Mount Kelly) SB8 100m Breaststroke</span></li><li><span style="font-family: helvetica;">Hannah Russell - GB (Mount Kelly) S12 100m Backstroke</span></li></ul><li>Triathlon</li><ul><li>Lauren Steadman - GB (Mount Kelly- then Kelly College) PTS5 Individual</li></ul></ul></div><h4><span style="font-family: helvetica;">Silver Medals </span></h4><div><ul style="text-align: left;"><li><span style="font-family: helvetica;">Athletics</span></li><ul><li><span style="font-family: helvetica;">Kare Adenegan - GB (Bablake and King Henry VIII School) T34 100m</span></li></ul><li><span style="font-family: helvetica;">Wheelchair Fencing</span></li><ul><li><span style="font-family: helvetica;">Dimitri Coutya - GB (St Benedict's) - Team Foil</span></li><li><span style="font-family: helvetica;">Oliver Lam-Watson - GB (Dulwich College) - Team Foil </span></li></ul></ul><h3 style="text-align: left;">Bronze Medals </h3></div></span></div><div><ul style="text-align: left;"><li style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Wheelchair Fencing</span></li><ul style="font-family: "Times New Roman";"><li><span style="font-family: helvetica;">Dimitri Coutya - GB (St Benedict's) - Individual Épée</span></li><li><span style="font-family: helvetica;">Dimitri Coutya - GB (St Benedict's) - Individual Foil</span></li><li><span style="font-family: helvetica;">Dimitri Coutya - GB (St Benedict's) - Team Épée</span></li><li><span style="font-family: helvetica;">Oliver Lam-Watson - GB (Dulwich College) - Team Épée</span></li></ul><li style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Swimming </span></li><ul><li style="font-family: "Times New Roman";"><span style="font-family: helvetica;">Toni Shaw - GB (Albyn School) 400m Freestyle S9 </span></li></ul><li><span style="font-family: helvetica;">Triathlon </span></li><ul><li><span style="font-family: helvetica;">Claire Cashmore - GB (Mount Kelly- then Kelly College) PTS5 Individual </span></li></ul></ul></div><div><span style="font-family: helvetica;"><b><u><i>Please contact me if you spot any errors or omissions. Many thanks </i></u></b></span></div><div><span style="font-family: helvetica;"><br /></span></div><h3 style="text-align: left;"><span style="font-family: helvetica;">Related posts </span></h3><div><ul style="text-align: left;"><li><span style="font-family: helvetica;"><a href="http://independenthead.blogspot.com/2016/08/independent-school-pupils-at-rio.html" target="_blank">Independent School Medallists at the Rio Olympics 2016 </a></span></li><li><span style="font-family: helvetica;"><a href="http://independenthead.blogspot.com/2012/08/independent-schools-and-team-gb.html" target="_blank">Independent School Medallists at the London Olympics 2012</a></span></li></ul></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-86123241673902857742021-07-11T13:01:00.004+01:002021-07-11T13:10:21.953+01:00The Bomber Mafia - Malcom Gladwell: Brief Summary<p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgVTt5rtrf89GAQp6bdN6zyTdJtBIJI-CvHgiox27t2jKwDMQwb4hgjfx8VikrXtrKqGhUL-MRZfdGMwXVmCLvpx7h9gNgLv4FvIUyL_Dugs_JhEcgA-T353z7PT8W5H2gM_EEvcTtFqM/s399/Bomber+Mafia+Gladwell.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="399" data-original-width="258" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgVTt5rtrf89GAQp6bdN6zyTdJtBIJI-CvHgiox27t2jKwDMQwb4hgjfx8VikrXtrKqGhUL-MRZfdGMwXVmCLvpx7h9gNgLv4FvIUyL_Dugs_JhEcgA-T353z7PT8W5H2gM_EEvcTtFqM/w206-h320/Bomber+Mafia+Gladwell.JPG" width="206" /></a></div><span lang="EN-GB"><i>The Bomber Mafia</i> is a book
about two approaches to a problem. The problem in question was 'What is the
best way to end WWII by bombing?' The context was the last year of the war and
the target was Japan.<o:p></o:p></span><p></p>
<p class="MsoNormal"><span lang="EN-GB">Malcolm Gladwell narrates the story of two
US Air Force Generals: Brigadier General Haywood Hansell and Major General
Curtis LeMay both of whom, at different times, were in command of the
Twenty-First Bomber Command stationed on a cluster of small islands, the
Marianas, in the middle of the Western Pacific (Guam, Saipan and Tinian). The
significance of these islands was that they were (just) in range for a B29
bomber to run a raid to Tokyo and other significant Japanese industrial cities.<o:p></o:p></span></p>
<p class="MsoNormal">The first General<b>, Hansell</b>, was a devotee of the 'The Bomber Mafia', a group
within the Air Force command who believed that air power alone could win a war.
They believed that the precision bombing of key strategic pinchpoints could
bring the enemy to his knees (and thus to surrender). without committing
thousands of troops on the ground. In the 1930s this concept was quite and ran
contrary to the prevailing US military thinking which, given that it had been
the case in nearly every war to date, saw ground troops as essential to
military success. Furthermore, they believed that, unlike blitz bombing,
precision bombing would also minimise non-combatant casualties - thus there was
a moral dimension to this view. At the heart of Hansell and the Bomber Mafia's belief was that they placed enormous faith in the 'Norden Bombsight' which,
they claimed could enable an airborne bombardier to drop a bomb into a pickle
barrel from six miles up. Sadly this faith was misplaced and Hansell's B29
bombers never managed to effect high level precision bombing of key Japanese
instillations.</p>
<p class="MsoNormal"><span lang="EN-GB">For this reason he was replaced by General
Curtis <b>LeMay, </b>who approached the problem of bombing to end
the war with a more open mind. After a brief attempt at following his
predecessor's approach, he switched to a totally different strategy: low level
blanket bombing of cities with napalm. The results were devastating. May's
first raid on Tokyo on March 9th 1945 lasted 3 hours, dropped 1,665 tons of
napalm, destroyed 16 square miles of the city killing about 100,000 people.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-GB"></span></p><blockquote>"Probably more
persons lost their lives by fire at Tokyo in a six hour period than at any
other time in the history of man." US Strategic Bombing Survey</blockquote><o:p></o:p><p></p>
<p class="MsoNormal"><span lang="EN-GB">Further bombing raids on other cities
followed with similar results.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-GB"><o:p> </o:p></span>The irony here is that the US WWII
narrative focuses on how President Truman agonised over the dropping of the two
atomic bombs, but much less consideration is given to the 'on-the-ground'
action of LeMay to blanket bomb significantly larger urban populations.</p>
<p class="MsoNormal"><span lang="EN-GB">Hansell was a man of principle, but the
fact is that he didn't get the job done.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-GB">LeMay was a pragmatist who believed that
his actions would bring an early end to the war. This proved to be true. His
extensive bombing campaign and the dropping of the atomic bombs brought about a
Japanese surrender, preventing a costly invasion, probable partition of Japan,
and enabled food supplies to be flown in saving millions of Japanese from
starvation.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-GB">However, viewed from the perspective of
2021, LeMay's approach to bombing and ending wars has had its day. Today,
targetted precision bombing is the norm - Hansell's dream has been realised.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-GB"></span></p><blockquote>Curtis LeMay won the
battle. Haywood Hansell won the war.</blockquote><p></p>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-36812741733941084052021-06-22T05:56:00.006+01:002021-06-22T05:58:17.825+01:00Schools, Technology and Parents: How should schools work with parents when things get back to normal?<div><br /></div><div>A TTS webinar given on 22/06/2021<div><br /></div><div> <iframe allowfullscreen="" frameborder="0" height="285" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/8cQH9aDbUkdr2y" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-29885487928013071852021-02-04T05:58:00.000+00:002021-02-04T05:58:06.315+00:00The future of teacher and school leader recruitmentA presentation for the COBIS Bursars and Heads of HR Conference on Thursday 4th February 2021<div><br /></div><div>
<iframe allowfullscreen="" frameborder="0" height="320" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/tCTRb8XK5QC9hX" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="590"> </iframe><div style="margin-bottom: 5px;"><br /></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-83419806958911331952021-01-31T07:27:00.003+00:002021-01-31T07:45:35.719+00:00Flourish by Martin Seligman – a summary of key points<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipV8m_2wAo_1f4BfHKPq369VXtSZOoLpN-N6TQzeoBagOLH126Qe6Vp52TtXlk0KPex_HDVnyvklftTTp1r77XdiFbFybc0NvBNLbHNjA55Y0ERyb6mQv4Bdm11ZQucHB_8yGHxM-G0sw/s626/Flourish.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="626" data-original-width="400" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipV8m_2wAo_1f4BfHKPq369VXtSZOoLpN-N6TQzeoBagOLH126Qe6Vp52TtXlk0KPex_HDVnyvklftTTp1r77XdiFbFybc0NvBNLbHNjA55Y0ERyb6mQv4Bdm11ZQucHB_8yGHxM-G0sw/s320/Flourish.jpg" /></a></div>Martin Seligman, Professor of Psychology at the University
of Pennsylvania, is one of the founding fathers of the Positive Psychology
movement, and <i>Flourish</i> (2011) is the summary of how he and the team at
Penn have applied these principles in different contexts.<p></p><p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Wellbeing - The Focus of Positive Psychology</h3><h2 style="text-align: left;"><o:p></o:p></h2>
<p class="MsoNormal">For Seligman the focus of Positive Psychology is ‘Wellbeing’
rather than ‘Happiness’. He identifies three inadequacies in authentic
happiness theory: 1) happiness is inextricably bound up with being in a
cheerful mood; 2) life satisfaction holds too privileged a place; 3) “positive
emotion, engagement and meaning do not exhaust elements that people choose <u>for
their own sake</u>.” (p.13-14).<o:p></o:p></p>
<p class="MsoNormal">Wellbeing is a <i>construct</i> (like ‘weather’ or
‘freedom’) – no single measure defines it exhaustively (“operationalises” it). <o:p></o:p></p>
<div style="border-bottom: 1pt solid rgb(68, 114, 196); border-left: none; border-right: none; border-top: 1pt solid rgb(68, 114, 196); margin-left: 43.2pt; margin-right: 43.2pt; mso-border-bottom-alt: solid #4472C4 .5pt; mso-border-bottom-themecolor: accent1; mso-border-top-alt: solid #4472C4 .5pt; mso-border-top-themecolor: accent1; mso-element: para-border-div; padding: 10pt 0cm;">
<p class="MsoIntenseQuote" style="margin-bottom: 18.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 18.0pt; margin: 18pt 0cm;"></p><blockquote>The focal topic of positive Psychology is the construct
of wellbeing, not the entity of life-satisfaction,</blockquote><o:p></o:p><p></p>
</div>
<p class="MsoNormal">Wellbeing has five <u>measurable</u> elements (PERMA):
(p.24)<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b><u>P </u></b>ositive Emotion (of which
happiness and life satisfaction are all elements.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b><u>E </u></b>ngagement<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b><u>R </u></b>elationships (Positive
Relationships)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b><u>M </u></b>eaning <o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><b><u>A </u></b>ccomplishment<o:p></o:p></p>
<p class="MsoNormal">“The goal of Positive Psychology in wellbeing theory is
measure and build human flourishing.” p.29<span style="mso-spacerun: yes;">
</span>Therefore Wellbeing must be buildable.<o:p></o:p></p>
<h3 style="text-align: left;"><span style="font-size: medium;">Exercises that build Wellbeing</span></h3><p class="MsoListParagraph" style="margin-left: 35.7pt; mso-list: l5 level1 lfo2; text-indent: -17.85pt;"></p><ol style="text-align: left;"><li><b style="text-indent: -17.85pt;">The
Gratitude Letter </b>Write a letter of gratitude to someone who did or said something that changed
your life for the better(300 words)</li><li><b>What-Went-Well
(Also called “Three Blessings”) Exercise. </b>Every night for a week at the end of the day write down three things that went
well and why they went well.</li><li><b>Signature/ Character Strengths Survey (https://www.authentichappiness.sas.upenn.edu/questionnaires/survey-character-strengths). </b>Getting people in touch with their strengths, rather than just trying to
correct their weaknesses.This focuses on XXX signature/ character strengths, which can be organised into
clusters</li></ol><p></p><p class="MsoListParagraph" style="margin-left: 35.7pt; mso-list: l5 level1 lfo2; text-indent: -17.85pt;"><!--[if !supportLists]--><o:p></o:p></p>
<p class="MsoListParagraph" style="margin-left: 35.7pt; mso-list: l5 level1 lfo2; text-indent: -17.85pt;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l5 level1 lfo2; text-indent: -18pt;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a)<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Wisdom and Knowledge<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Curiosity/Interest in the world<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Love of Learning<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Judgement/Critical Thinking/ Open-mindedness<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iv.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Ingenuity/Originality/Practical
Intelligence/Street Smarts<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>v.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Social Intelligence/ Personal Intelligence/
Emotional Intelligence<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>vi.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Perspective<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b)<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Courage<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Valour and Bravery<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Perseverance/ Industry/ Diligence<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Integrity/Genuineness/Honesty<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c)<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Humanity and Love<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Kindness and Generosity<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Loving and Allowing Oneself to be Loved<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d)<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Justice<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Citizenship/Duty/Teamwork/Loyalty<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Fairness and Equity<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Leadership<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">e)<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Temperance<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Self-control<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Prudence/Discretion/Caution<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Humility and Modesty<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l5 level2 lfo2; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">f)<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Transcendence<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Appreciation of Beauty and Excellence<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Gratitude<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Hope/Optimism/Future-Mindedness<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iv.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Spirituality/Sense of
Purpose/Faith/Religiousness<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>v.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Forgiveness and Mercy<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>vi.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Playfulness and Humour<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 108pt; mso-add-space: auto; mso-list: l5 level3 lfo2; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>vii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Zest/Passion/Enthusiasm<o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 36pt;">“Identify which of these
character strengths you have in abundance and then use them as much as possible
in school, in hobbies and with friends and family.” (p.84)<o:p></o:p></p>
<h3 style="text-align: left;">The Dirty Little Secret of Drugs and Therapy (Chapter 3)</h3><h2><o:p></o:p></h2>
<p class="MsoNormal"></p><ul style="text-align: left;"><li>According to the World Health Organisaton (WHO) depression
is the most costly disease in the world and the treatments of choice are drugs
and psychotherapy.</li><li>Drugs and therapies for depression are not curative but
cosmetic – they do not cure, they relieve the symptoms.</li><li>Seligman argues that cure comes through building the
enabling conditions for life. Positive Psychology can provide a lasting cure by
building ‘positive emotion, meaning, accomplishment and positive relationships’
(p.53).</li></ul><o:p></o:p><p></p>
<p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><o:p></o:p></p>
<h3 style="text-align: left;">Positive Education: Teaching Wellbeing to Young People (Chapter 5)</h3><h2><o:p></o:p></h2>
<p class="MsoNormal">Three reasons for teaching Positive Psychology in Schools:<o:p></o:p></p>
<div style="border-bottom: 1pt solid rgb(68, 114, 196); border-left: none; border-right: none; border-top: 1pt solid rgb(68, 114, 196); margin-left: 43.2pt; margin-right: 43.2pt; mso-border-bottom-alt: solid #4472C4 .5pt; mso-border-bottom-themecolor: accent1; mso-border-top-alt: solid #4472C4 .5pt; mso-border-top-themecolor: accent1; mso-element: para-border-div; padding: 10pt 0cm;">
<p class="MsoIntenseQuote" style="margin-bottom: 18.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 18.0pt; margin: 18pt 0cm;"></p><p style="text-align: left;"></p><blockquote>“Wellbeing should be taught in schools because it would
be an antidote to the runaway incidence of depression, a way to increase life
satisfaction, and an aid to better learning and more creative thinking.” (p.80)</blockquote><p></p><o:p></o:p><p></p>
</div>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"></p><ol style="text-align: left;"><li>Penn Resiliency Program (PRP) Aims</li></ol><!--[if !supportLists]--><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Aims<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->to increase students’ ability to handle
day-to-day problems that are common during adolescence. <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->To promote optimism by teaching students to
think more realistically about the problems they encounter<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->To teach key skills (assertiveness, creative
brainstorming, decision-making, relaxation and several other coping skills).<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Research findings:<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Reduces and prevents symptoms of depression.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Reduces hopelessness.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Prevents clinical levels of depression and
anxiety.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iv.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Reduces and prevents anxiety.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>v.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Reduces conduct problems.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>vi.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->PRP works equally well for children of different
racial and ethnic backgrounds.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"></p><!--[if !supportLists]--><o:p></o:p><p style="text-align: left;"></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><span style="text-indent: -18pt;">2</span><span style="font-size: xx-small; text-indent: -18pt;">. </span><span style="text-indent: -18pt;">Geelong Grammar School</span></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-align: left; text-indent: -18pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a. <span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><!--[endif]-->Teaching Positive Education</p></blockquote><p></p><p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->“The backbone of the course was discovering and
using their own signature strengths.”(p.89)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->How to build more positive emotion (10<sup>th</sup>
Grade)<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 144pt; mso-add-space: auto; mso-list: l3 level4 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Gratitude Journal - What Went Well<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 144pt; mso-add-space: auto; mso-list: l3 level4 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->ABC Model: How beliefs (B) about an adversity
(A) – and not the adversity itself – cause the consequent (C) feelings.
Development of ‘real-time resilience’.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 144pt; mso-add-space: auto; mso-list: l3 level4 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Active-constructive responding (ACR) with a
friend and the importance of a 3:1 <a href="https://en.wikipedia.org/wiki/Critical_positivity_ratio">Losada
positive-to-negative ratio</a>.<o:p></o:p></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; text-align: left; text-indent: -18pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Embedding Positive Education </p></blockquote><p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; text-align: left; text-indent: -18pt;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l3 level3 lfo3; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Geelong teachers embedded positive education
into academic courses, on the sports field, in pastoral counselling, in music
and in the chapel.<o:p></o:p></p>
<blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; text-align: left; text-indent: -18pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Living Positive Education</p></blockquote><p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: left; text-indent: -18pt;"></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><span style="text-indent: -18pt;">3.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="text-indent: -18pt;">Positive Computing p.93</span></blockquote><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]-->“Personal Flourishing Assistant” mobile app that
tags experiences to build a “positive portfolio” – e.g. four peak moments from
the last week.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><a href="http://www.avantgame.com/">www.avantgame.com</a>
-games that build character strengths.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l3 level1 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->A new measure of prosperity<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 72pt; mso-add-space: auto; mso-list: l3 level2 lfo3; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->“The aim of wealth should not be to blindly produce
a higher GDP but to produce more wellbeing.” (p.96)<o:p></o:p></p>
<h3 style="text-align: left;">Sociology, Psychology and Positive Character</h3><h2><o:p></o:p></h2>
<p class="MsoNormal">Social science has highjacked society’s thinking with the philosophy
that the <i>environment</i>, rather than <i>character</i> or heredity is a
better explanation of what people do.<o:p></o:p></p>
<p class="MsoNormal">The consequence of this is four-fold:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo4; text-indent: -18pt;"></p><ul style="text-align: left;"><li>Individuals are no longer responsible for their
actions, since the causes lie not in the person but in the situation;</li><li>Social science must isolate the situations that
shape crime, ignorance, prejudice, failure and all the other ills that befall
human beings, so that these situations can be corrected.</li><li>The focus of inquiry must be bad events;</li><li>We are driven by the past rather than drawn to
the future.</li></ul><!--[if !supportLists]--><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l2 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l2 level1 lfo4; text-indent: -18pt;"><!--[if !supportLists]--><o:p></o:p></p>
<p class="MsoNormal">Positive Psychology has a different approach</p><p class="MsoNormal"></p><ul style="text-align: left;"><li><span style="text-indent: -18pt;">The world can be bettered by identifying and
then shaping character, both good and bad.</span></li></ul><p></p><p class="MsoListParagraph" style="mso-list: l0 level1 lfo5; text-indent: -18pt;"><!--[if !supportLists]--><o:p></o:p></p>
<h3 style="text-align: left;"><span style="font-size: medium;">Elements of Success </span></h3><h2><o:p></o:p></h2>
<p class="MsoNormal">Theory: <u>Achievement = skill x effort</u><span style="mso-spacerun: yes;"> </span>-<span style="mso-spacerun: yes;"> </span>Angela
Duckworth<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l4 level1 lfo6; text-indent: -18pt;"></p><ol style="text-align: left;"><li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Speed – of thought, processing</li></ol><!--[if !supportLists]--><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Achievement = skill x effort<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->The more skilled, the faster you can go<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->The faster, the more material on automatic, the
more one knows about the task.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo6; text-indent: -18pt;"></p><ol style="text-align: left;"><li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Slowness:</li></ol><!--[if !supportLists]--><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Speed and anxiety go together<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Children who process too fast - <a href="https://toolsofthemind.org/">Tools of the Mind curriculum</a><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->The voluntary, heavyweight processes of
achievement, such as planning, refining, checking for errors and creativity.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->The faster the speed, the more the knowledge,
and thus the more time left for these executive functions to be used.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo6; text-indent: -18pt;"></p><ol style="text-align: left;"><li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->The Rate of Learning</li></ol><!--[if !supportLists]--><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->How fast new information can be deposited into
the back account of automatic knowledge, allowing even more time for the slow
executive processes.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l4 level1 lfo6; text-indent: -18pt;"></p><ol style="text-align: left;"><li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Effort: = time on task <span style="mso-spacerun: yes;"> </span><u>*this has a multiplier effect</u></li></ol><!--[if !supportLists]--><o:p></o:p><p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->“Deliberate Practice” = the amount of time and
energy you spend on deliberate practice.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Self-discipline is the character trait that
engenders deliberate practice<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Measuring self-discipline – composite measure<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l4 level3 lfo6; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>i.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Eysenck Junior Impulsiveness scale<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l4 level3 lfo6; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>ii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->A parent and teacher self-control rating scale<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 108pt; mso-add-space: auto; mso-list: l4 level3 lfo6; mso-text-indent-alt: -9.0pt; text-indent: -108pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7pt "Times New Roman";">
</span>iii.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->Delay of gratification<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 72pt; mso-add-space: auto; mso-list: l4 level2 lfo6; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]-->GRIT (the never yielding form of
self-discipline) test p.121<o:p></o:p></p>
<p class="MsoNormal">“The real leverage that you have for more achievement is more
effort.” (p.125)<o:p></o:p></p>
<p class="MsoNormal">Effort multiplies existing skill and knowledge.<o:p></o:p></p>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-89702510706657619652020-11-24T01:28:00.002+00:002020-11-24T01:29:59.578+00:00How to promote Staff Wellbeing<iframe allowfullscreen="" frameborder="0" height="345" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/ASZW8pvcsudUZF" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <div style="margin-bottom: 5px;"><br /></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-15859765575085123102020-11-12T05:10:00.000+00:002020-11-12T05:10:07.796+00:00The Future of Teaching, Learning, Assessment and Qualifications in a post-Covid-19 worldA presentation given to the HMC Academic Deputies Conference on Friday 13th November 2020.
The presentation looks at how Teaching & Learning and Assessment & Qualifications are likely to change in the post-Covid-19 world.<div><br /></div>
<div style="text-align: center;"><iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/37CQzrkBWzkY7Q" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="525"> </iframe></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-77424586658539821672020-10-14T08:14:00.002+01:002020-10-14T08:14:38.155+01:00They think it's all over . . . well it's not yet!<p>FOBISIA Webinar given on Wednesday 14th September 2020.</p><p>Preparing for Potential School Closures due to 2nd and 3rd Wave Covid-19 Outbreaks</p>
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/23hwHwcwXvcBVx" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="500"> </iframe> <div style="margin-bottom: 5px;"><br /></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-33492636804819529332020-09-23T03:11:00.006+01:002020-09-26T01:53:14.964+01:00The COVID-19 legacy: What does the future hold for international schools?<p>A Webinar given on 23rd September 2020 which discusses the
likely impact of Covid-19 school disruption on the future of schooling. It
looks in particular at</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"></p><ol style="text-align: left;"><li>the Future of Teaching & Learning, </li><li>the Future of Assessment and Qualifications</li><li>the Future of Continuing Professional Development, and</li><li>the Future of International School Teacher Recruitment.</li></ol><o:p></o:p><p></p>
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<p class="MsoNormal">The webinar concludes with a discussion about the qualities that School Leaders will require going forward</p>
The video of the webinar is here:<div><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="285" src="https://www.youtube.com/embed/7jucumtcDTY" width="425"></iframe> </div><div><br /></div><div> The slides are here:</div><div>
<iframe allowfullscreen="" frameborder="0" height="285" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/juMt54hwrCt4ci" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe><div style="margin-bottom: 5px;"><br /></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-33232479718782338882020-09-09T10:05:00.005+01:002020-09-18T09:26:21.800+01:00International School Recruitment in a Post-Covid-19 World - Tes WebinarA Tes Webinar given on Wednesday 9th September 2020 looking at the likely impact of Covid-19 on International Teacher and School Leader Recruitment for 2021.<div><br /></div><div>Video here</div><div>
<iframe allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/zdCn0y9Un74" width="560"></iframe>
</div><div><br /></div><div>Slides here<div>
<iframe allowfullscreen="" frameborder="0" height="350" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/cCqQyNvOl0VH1U" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="560"> </iframe></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-18417051959088415122020-08-26T11:28:00.005+01:002020-08-26T12:28:52.843+01:00The Ethics of AI in EducationA presentation given at the Middle East Teaching and Learning Conference on 26th August 2020.<div><br /></div><div>The video is available here:</div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="385" src="https://www.youtube.com/embed/c-s65lHa30Q" width="595" youtube-src-id="c-s65lHa30Q"></iframe></div><br /><div><div><br /></div><div>The slides are available here:<br /><div><br /></div><div>
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This presentation looks at how AI works, how it is being used presently in Education and then outline some concerns about how AI might be used in education in the future. <div><br /></div><div>In it I argue that AI has a much greater part to play in Education – particularly in making education more widely available in the developing world and in reducing the cost of education.
The talk then moves on to discuss general ethical concerns about how AI is being used in society, looking at the issue of how we program autonomous vehicles as a case in point. I then outline five areas of concern about the use (and potential abuse) of AI in education arguing that we need to have a much more informed debate before things go too far. With this in mind, I close with some suggestions for courses and reading that might help colleagues to become better informed about the subject.</div></div></div>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-50972658579060801892020-05-14T07:10:00.001+01:002020-05-18T02:20:33.501+01:00COVID19 – Progress Report and Planning for School Reopening - ISBA WebinarAn Independent Schools Bursars Association (ISBA) webinar given by Mark Steed on Thursday 14th May 2020 updating on how Kellett School in Hong Kong is preparing for reopening the school after 15 weeks of Covid-19 closures.<br />
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The Webinar is here:<br />
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The Slides are here:<br />
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Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-6559504880035779032020-04-16T03:22:00.001+01:002020-04-17T04:11:25.436+01:00How to attract teachers to work in your school - a COBIS WebinarA COBIS webinar given on 16th April 2020 on teacher recruitment to international schools. The presentation looks at innovative ways of finding talent and ways in which schools can position themselves by building their recruitment brand.<br />
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The Video of the Webinar can be seen here<br />
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The PowerPoint Slides are here:<br />
<iframe allowfullscreen="" frameborder="0" height="375" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/ixnhhhM2QjGjyO" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="560"> </iframe> <br />
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Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-66910387475244891532020-04-01T10:22:00.001+01:002020-04-29T09:25:50.132+01:00 How to support pupil, staff and parental wellbeing when your school is closedA Tes Webinar presented on 1st and on the 29th April 2020, drawing on the experience of Kellett School In Hong during the closures because of Covid-19<br />
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<iframe allowfullscreen="" frameborder="0" height="385" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/1tDCIzCVDd1jEG" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe> <br />
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Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-5873432382736087772020-03-26T10:27:00.002+00:002020-03-31T03:20:50.204+01:00Covid-19 - How a school is dealing with it 40 days onWebinar presentation slide deck. ISBA Webinar 26th March 2020 outlining how Kellett School in Hong Kong has coped with an extended school closure.<br />
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<iframe allowfullscreen="" frameborder="0" height="370" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/key/56qqam2kwEEmOg" style="border-width: 1px; border: 1px solid #ccc; margin-bottom: 5px; max-width: 100%;" width="595"> </iframe>Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-55595359992516857972020-03-05T00:02:00.001+00:002020-03-05T00:02:05.200+00:00Preparing for Covid-19 Closures - Pt1: Advice for School Business Managers:<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyYlPgK9Gcr3p1XwWVxBJKXwDVoAR5o_OJClSFA8ktgsDDEBTDavuNGf6gX02bfUFX1ZUnDPlMyLhxFdwdJ1t908goue99C_IQP11YG5BBVeA1vGipSsxT1YrOpGgnsn2ijw8r3cSx8Hk/s1600/COVID-19.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="152" data-original-width="331" height="91" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyYlPgK9Gcr3p1XwWVxBJKXwDVoAR5o_OJClSFA8ktgsDDEBTDavuNGf6gX02bfUFX1ZUnDPlMyLhxFdwdJ1t908goue99C_IQP11YG5BBVeA1vGipSsxT1YrOpGgnsn2ijw8r3cSx8Hk/s200/COVID-19.jpg" width="200" /></a></div>
The following advice is offered to fee-charging schools (UK Independent Schools and International Schools) on how they should prepare for Covid-19 closures in light of our experience in Hong Kong.<br />
<h3>
School Site Preparations </h3>
Schools obviously need to follow the medical advice issued in their local jurisdiction. However, schools should prepare for this this by endeavouring secure essential supplies.<br />
<br />
<br />
In advance of this, schools would be well advised to order stocks of:<div>
<ol>
<li>masks; </li>
<li>hand sanitizer – install more permanent points around the school; bottles need to be available in every classroom, if supplies allow; </li>
<li>cleaning fluid; </li>
<li>"pistol-style” thermometers as these are most effective for monitoring temperature on entry to the school; </li>
<li>toilet roll! </li>
</ol>
Put in place other measures and protocols: </div>
<div>
<ol>
<li>Reduce the number of points of entry to the school site so that each point can be supervised (heat checks, hand sanitization, travel declaration etc.); </li>
<li>Create travel declaration forms: everyone coming onto site to make a declaration re. their travel history during the past 14/28 days and warranting that they have not knowingly come into contact with anyone who has the virus; </li>
<li>Arrange for more regular cleaning of the school site: - 3 or 4 times a day; This may entail limiting the use of the site; </li>
<li>Keep internal (non-fire) doors open to reduce the amount of physical contact that staff and students have with door handles ; </li>
<li>If disinfectant supplies are low, consider draining the swimming pool – swimming pools use up significant cleaning resources: the double concentration used to clean the poolside for a week can be watered down to clean the school for a month. </li>
</ol>
</div>
<h3>
Financial Preparations – “Cash is King” </h3>
<div>
One of the challenges that faces fee-charging schools at this time is that they are likely to be sending out the Term 3 fee bills during when the school is closed for an uncertain period of time. It should be recognised that most schools have little choice but to so this for reasons explained below. Bills are never popular and this is all the more the case where there is a perception that they are being charged for a service which they are not receiving. In addition, schools are likely to be faced with requests for refunds on any extra-curricular activity (ECAs) fees, bus fees, and charges for instrumental music lessons. </div>
<div>
Most schools operate with limited cash reserves (usually about 3 months/ a term's fees). Schools therefore should make preparations for late or non-payment, demands for fee reductions, children being withdrawn from the School at no notice, and the cost of a proportion of associated legal disputes. Whilst robust parent-school contracts might mean that these issues are likely to be resolved in the school’s favour in time, short-term non-payment does pose a significant problem for schools.
Whilst school fees make up the lion share of a school’s income, be aware that a Covid-19 closure is likely to have a significant hit on the income from term-time and holiday lettings. </div>
<div>
With three payment points each year, the cash-flow cycle for schools is lumpy at the the best of times. This particular crisis could not have come at a worse time of year, for, typically, the Term 3 fee round has to fund five months of teachers’ salaries (April to August), end of service gratuities (if applicable) and a portion of summer works.
Because of these factors, schools need to put in place measures to shore up the school’s cash position. This is easier said than done. Schools have a much higher proportion of fixed committed expenditure than many other industries: teacher salaries typically account for 75% of a budget. In practice there is very little flexibility. </div>
<div>
Schools therefore need to look into ways of preserving cash by looking for payment holidays on any borrowing, increasing lines of credit with their bankers, as well as delaying any discretionary expenditure (e.g. summer works).
Furthermore, requests for refunds for ECAs, bussing and Music Lessons are best managed by giving credits for the following term, rather than giving full refunds, thus preserving cash. </div>
<div>
From a parental perspective schools fulfil three functions: first, teaching and learning – the preparation for examinations and university entry; secondly, easy access to an extra-curricular programme; and, thirdly, childcare. The relative importance of each of these aspects varies depending on the age of the child. When schools are closed for long periods of time, as necessitated by the Covid-19 virus, schools are only able to fulfil the first of these functions. In the medium term, schools will need to decide if they are going to offer a discount or a fee freeze in order to appease or retain parents. This is likely to vary between schools and context, depending on future demand for places at the school.<br />
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Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0tag:blogger.com,1999:blog-618066295420401291.post-15268334763141670942020-02-02T14:28:00.004+00:002020-02-02T14:39:19.663+00:00Daniel Susskind A World Without Work (2020) Summary of Key Arguments<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEDZP5b56zNP1TBdu-lSLwEcddkhLfhbu8w81cWd6OzbuX-BFk5At_EDBYZ176T_-5KgJ0FRbvUeoLKrQ8dJReB0plEPjjZ1zaMSNiwTgdNMfL3-9_6v2ql8IgvOXlYFblDGEknHwcgN4/s1600/Susskind+World+Without+Work.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="499" data-original-width="326" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEDZP5b56zNP1TBdu-lSLwEcddkhLfhbu8w81cWd6OzbuX-BFk5At_EDBYZ176T_-5KgJ0FRbvUeoLKrQ8dJReB0plEPjjZ1zaMSNiwTgdNMfL3-9_6v2ql8IgvOXlYFblDGEknHwcgN4/s200/Susskind+World+Without+Work.jpg" width="130" /></a></div>
Daniel Susskind, Economics don at Balliol Oxford, leads the reader through a persuasive well-structured argument that the automation that we are seeing today will be profoundly different from technological change in the past. The consequence of this is that we need to rethink the status of work and look to new ways to shape our society in a ‘world without work’.<br />
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<h3>
The Context </h3>
<h4>
Ch.1. A History of Misplaced Anxiety </h4>
A survey of the effect of technology on work over the past three centuries is characterised by two rival forces: <b>a harmful substituting force </b>which displaces human beings from performing particular tasks because the technology is faster or cheaper; and <b>a helpful complementing force</b> which raises demand for the work of humans to perform other tasks (e.g. the rollout of ATM machines did not replace bank tellers, but it meant that their role changed to provide customers with a better service p.26)<br />
The helpful complementing force to date has done this in 3 ways:<br />
<ol>
<li>the <b>Productivity Effect</b>: machines have made displaced workers more productive at other activities; </li>
<li>the <b>Bigger Pie Effect:</b> technology has made economies and incomes around the world much bigger; </li>
<li>the <b>Changing Pie Effect</b>: technology changed how consumers spend their incomes and how producers make goods and services available.</li>
</ol>
<blockquote class="tr_bq">
“Up until now, in the battle between the harmful substituting force and helpful complementing force, the latter has won out and there has always been large enough demand for the work that human beings do” (p.28)</blockquote>
<h4>
Ch.2. The Age of Labour </h4>
“a time when successive waves of technological progress have broadly benefited rather than harmed workers.”
Autor-Levy-Murnane ALM Hypothesis: Machines could readily perform the ‘routine’ tasks in a job, but would struggle with the ‘non-routine’ ones (p.39)
Technological progress is neither skill-biased or unskilled-biased it was task-biased (p.40).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBvGiViiFkV6krARyPHwzV4aDcpqBd9ZvkCAOu7Wwu7A32xT8xonZ6AVW4ItVB6Y-kGVAPuV5hVivGYaNDVs052OskZZduAvBlG2GyUWh2aCVrwTktsLCnPhrSarnes1LIBZ0H3cPeGSg/s1600/Sorting+Tasks.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="318" data-original-width="1350" height="93" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBvGiViiFkV6krARyPHwzV4aDcpqBd9ZvkCAOu7Wwu7A32xT8xonZ6AVW4ItVB6Y-kGVAPuV5hVivGYaNDVs052OskZZduAvBlG2GyUWh2aCVrwTktsLCnPhrSarnes1LIBZ0H3cPeGSg/s400/Sorting+Tasks.JPG" width="400" /></a></div>
<h4>
Ch.3. The Pragmatist Revolution and Ch,4. Underestimating Machines</h4>
Greek Poet Archilochus: ‘The fox knows many things, but the hedgehog knows one big thing.’ p.64 – “we should be wary not of one omnipotent fox, but of an army of industrious hedgehogs” p.67)<br />
<b>AI Purists</b> (cognitive scientists) closely observe human beings acting intelligently and try to build machines like them. This approach and the quest for Artificial General Intelligence AGI, to date, has failed. (c.f. the omnipotent fox remains illusive)<br />
<b>AI Pragmatists </b>(computer scientists) take a task that requires intelligence when performed by a human being and build a machine to perform it in a fundamentally different way – relying on advances in processing power and data storage. The quest for Artificial Narrow Intelligence ANI is proving quite fruitful (c.f. the army of industrious hedgehogs).<br />
<blockquote class="tr_bq">
“The temptation is to say that because machines cannot reason like us, they will never exercise judgement; because they cannot think like us they will never exercise creativity; because they cannot feel like us, they will never be empathic. All that may be right. But it fails to recognise that machines might be able to carry out tasks that require empathy, judgement or creativity when done by a human being – but doing them in some entirely different fashion.” (p.72-73)</blockquote>
<blockquote class="tr_bq">
“We do not need to solve the mysteries of how the brain and mind operate to build machines that can outperform human beings.” (p.74)</blockquote>
<h3>
The Threat </h3>
<h4>
5. Task Encroachment </h4>
Technology is encroaching on all areas of work: Manual capabilities (agriculture, driverless cars, car manufacturing, construction industry, 3D printing); Cognitive capabilities (Law, Medicine, Education, Finance, Insurance, Botany, Journalism, Military – “Computational creativity”) Affective Capabilities (“affective computing”, “social robotics”)<br />
Task encroachment will be taken up at different paces. Because<br />
<ol>
<li>“some tasks are far harder to automate than others”; </li>
<li>in some industries the cost of human labour is low and complexity of automation is high (e.g. cleaning, hairdressing, table-waiting); </li>
<li>different cultures and jurisdictions will have different attitudes and regulations. </li>
</ol>
<h4>
Ch.6. Frictional Technical Unemployment </h4>
“There is still work to be done by human beings; the problem is that not all workers are able to reach out and take it up” (p.99).<br />
Three reasons for this:<br />
<ol>
<li>A <b>Skills Mismatch</b> (work available for much more qualified or more skilful); </li>
<li>An <b>Identity Mismatch</b> (work available but doesn’t fit will self-image – not a graduate job, or a man’s job – jobless lorry drivers may not want to do “pink collar” work such as child care); </li>
<li>A <b>Place Mismatch</b> (the work available may be in a different part of the country/ world) </li>
</ol>
There will be 3 consequences of Frictional Unemployment: the “technological overcrowding, with people packing into a residual pool of whatever work remains within their reach” (p.109):<br />
<ol>
<li>there will be downward pressure on wages; </li>
<li>there will be downward pressure on the quality of the work; </li>
<li>there will be downward pressure on the status of the work available (rich-poor, master-servant divide). </li>
</ol>
<h4>
Ch.7. Structural Technical Unemployment </h4>
In the future the Complementing Force is likely to be much weaker: 1) The <b>Productivity Effect</b> – “As task encroachment continues, human capabilities will be come irrelevant . . . for more and more tasks” (p.114); 2) The <b>Bigger-Pie Effect</b> – “a growing demand for good may mean not more demand for the work of human beings, but merely more demand for machines” (p.116); 3) The <b>Changing Pie Effect </b>– for consumers, “As task encroachment continues, it becomes more and more likely that changes in demand for goods will not turn out to be a boost in demand for the work of humans, but of machines” (p.119); and for producers, “As task encroachment continues, will it not become sensible to allocate more of the complex new tasks to machines instead?” (p.121).<br />
<blockquote class="tr_bq">
“It is a mistake to think that there is likely to be enough demand for them [human beings] to keep everyone in work” (p.124). </blockquote>
For Susskind, at present there is an assumption that human beings are superior to machines; in future we may need to assume that we are inferior.<br />
<blockquote class="tr_bq">
“Just as today, we talk about ‘horsepower’ harking back to a time when the pulling power of a draft horse was a measure that mattered, future generations may come to use the term ‘manpower’ as a similar kind of throwback, a relic of a time when human beings considered themselves so economically important that they crowned themselves as the unit of measurement” (p.130). </blockquote>
<h4>
Ch. 8. Technology and Inequality </h4>
<blockquote class="tr_bq">
“The largest economic pies, belonging to the most prosperous nations, are being shared out less equally in the past” (p.137) </blockquote>
The longstanding relationships between traditional (33.3%) and human capital (66.6%) is changing: Traditional Capital “is everything owned by the residents and governments of a given country at a given point of time, provided that it can be traded on some market” (p.133). Human Capital is “the entire bundle of skills and talents that people build up over their lives and put to use in their work” (p.134).<br />
Susskind identifies three trends (p.146):<br />
<ol>
<li>“human capital is less evenly distributed”; </li>
<li>“human capital is becoming less and less valuable relatively to traditional capital”; </li>
<li>“traditional capital is distributed in an extraordinarily uneven fashion”. </li>
</ol>
<blockquote class="tr_bq">
“Today many people lack traditional capital, but still earn an income from the work that they do, a return on their human capital. Technological unemployment threatens to dry up this latter stream of income as well, leaving them with nothing at all” (p.149). </blockquote>
<h3>
The Response </h3>
<h4>
Ch.9. Education and its Limits </h4>
<blockquote class="tr_bq">
“’More education’ remains our best response at the moment to the threat of technological employment."</blockquote>
We can do this in 3 ways:<br />
<ol>
<li><b>What we teach:</b> “do not prepare people for tasks that we know that machines can already do better; or activities that we can reasonably predict will be done better by machines very soon” (p.158)
N.B. “Many tasks that cannot yet be automated are found not in the best-paid roles, but in jobs like social workers, paramedics and schoolteachers.” </li>
<li><b>How we teach: </b>non traditional blended-learning and online learning methods need to become more commonplace. </li>
<li><b>When we teach:</b> we need to move to a world of life-long learning: “People will have to grow comfortable with moving in and out of education, repeatedly, throughout their lives. We will have to constantly re-educate ourselves” (p.160). </li>
</ol>
BUT<br />
<blockquote class="tr_bq">
“Even the best existing education systems cannot provide the literacy, numeracy and problem-solving skills that are required to help the majority of workers compete with today’s machines” (p.165). </blockquote>
<blockquote class="tr_bq">
“Some people may cease to be of economic value: unable to put their human capital to productive use, and unable to re-educate themselves to gain other useful skills” (p.166). </blockquote>
<blockquote class="tr_bq">
“Education will also struggle to solve the problem of structural technological unemployment. If there is not enough demand for the work that people are training to do, a world-class education will be of little help” (p.166). </blockquote>
<h4>
Ch. 10. The Big State </h4>
The role for the state in the C21 world without work is to deal with the looming disparities and inequalities in society. It will do this through <b>taxation </b>and <b>redistribution </b>of income and wealth.
<b>Taxation: </b><br />
<ol>
<li>1) taxing workers who have managed to escape the harmful effects of task encroachment; </li>
<li>2) taxing capital – taxing “the income that flows to owners of increasingly valuable traditional capital” (p.176); </li>
<li>taxing big business – this needs to be tackled at a global level. </li>
</ol>
<br />
<b>Redistribution: </b>Susskind rejects the idea of <b>Universal Basic Income (UBI)</b> which has no strings attached. He has an excellent critique of the problems associated with membership criteria for UBI. He argues instead for a <b>Conditional Basic Income (CBI) </b>which requires recipients to contribute in some way (to be defined) to society. This is based on a view of ‘contributive justice’ whereby everyone feels that their fellow citizens are giving back to society. His vision is for a ‘Capital-sharing State’ and a ‘Labour-supporting State’.<br />
<h4>
Ch. 11. Big Tech </h4>
For Susskind, Big Tech companies are here to stay for two reasons:<br />
<br />
<ol>
<li>Expensive Resources: it costs enormous amount to develop new technologies – huge amounts of data, world-leading software, and extraordinarily powerful hardware. Small firms cannot compete and talented ones just get bought out. </li>
<li>Network effects – networks are more rewarding the bigger they get. </li>
</ol>
Susskind rejects the economic arguments against large monopolistic firms – most are not abusing their monopoly economically. Instead he questions their political and social influence. Here he argues for <b>new regulatory institutions </b>which can insist on greater transparency and ensure that liberty, democracy and social justice are not under threat.<br />
<h4>
Ch,12. Meaning and Purpose </h4>
A world without work throws up philosophical questions about how human beings find meaning; and practical questions of how people will spend their leisure time: volunteering, unpaid work, community required activities (see Conditional Basic Income above).<br />
<blockquote class="tr_bq">
“A job is not simply a source of income but of meaning, purpose and direction in life as well” (p.215). </blockquote>
In the C21 “Work is the opium of the People”. Work has meaning beyond the purely economic.
“The problem is not simply how to live, but how to live well” (p.236).<br />
<b>Revisiting Education.</b> Spartan King Agesilaus: ‘the purpose of education is to teach children the skills that they will use when they grow up.’ Perhaps schools should prepare young people for a world of leisure: character, virtue, life skills education.<br />
<blockquote class="tr_bq">
“If free time does become a bigger part of our lives, then it is likely also to become a bigger part of the State’s role as well” (p.234) </blockquote>
A world without work throws up three fundamental problems:<br />
<ol>
<li>the problem of inequality; </li>
<li>the problem of political power; </li>
<li>the problem of meaning.
</li>
</ol>
<br />
This is an important book - essential reading for anyone who is interested in preparing young people for the future.Mark S. Steedhttp://www.blogger.com/profile/14553896714267081021noreply@blogger.com0