“body type” has always been a general term to express the entire shape, size and proportions of a person, including excess weight and obesity.

When I was obese I couldn’t pull off crop tops because of my body size, it was incredibly unflattering, and now that I’m a healthy weight I still can’t pull off crop tops because of my body proportions, I have a short torso.

Body type encompasses both scenarios, so it’s often thought of as a polite way to tell someone something is unflattering without singling out specific “flaws” in their body.

Yup, that’s what the meds are called.

The only reason I’d ever use a brand name is if I genuinely need a specific brand (I have allergies so there are some brands I can’t have because of the inactive ingredients they use) or if I physically can’t pronounce the generic name.

Diclofenac is a prime example. No matter how many times I study the word and practice, I can’t stop myself from saying “dick flen ick” when I get to the chemist. Which is just so wrong. So I ask for “the generic Voltaren”

But I’m also just as likely to ask for a drug by its class if I can’t pronounce the name.

Eg: the beta blockers I used to be on, I’d have to think really, really hard to say “Propranolol” because otherwise I’d end up accidentally saying “propofol”. Not too big of a deal because obviously If I’m picking up a prescription for Propranolol and I ask for propofol the pharmacist is just going to chuckle and correct me. But to avoid it I’d just say “I’m here to pick up a my beta blocker script for, [name] [birthdate]”.

I’m an IT teacher at a community centre, I genuinely never thought I would see the day when a student younger than me enrolled. I wrongly assumed my role as a public educator would just fade out as younger generations required generally less training around computers.

Obviously courses in disability service centres would remain, and accredited training for people to kick off or retarget their careers would still exist.

But the person at the local library who meets twice a week and teaches grandma how to close the tabs on her phone felt like a job that was destined to die.

I’m in my 30s and this year I have a few teenagers in my class. The conversations are hilarious, they don’t know how to read a file location adreess or open a program that isn’t pinned to the taskbar, but at the same time, I don’t know how to access the notifications bar on an iPhone or quickly find the wifi settings without going through general settings…because I went from windows to 98, to a blackberry, to an Android, just like they went from an ipad toddler to an iPhone teen, and only now are they having Windows 11 thrown at them, and of all the computers to try and learn to use, this wouldn’t be my first recommendation (but it’s what our government funds us to teach 🤷‍♀️)

The skill divide is so hard to explain too. My elderly students just stare blankly at one screen, overwhelmed and confused, unsure how to recognise anything. Nothing stands out as a link, or a click able button, because the entire visual landscape is new to them. There is often a lot of hand holding which can be frustrating especially when you made a huge breakthrough in their confidence and independence only to have come in the next week feeling insecure about their skills because they’ve forgotten a little bit, or had a bad spam caller over the weekend who made them want to never touch a computer again.

Then the teens, who know what links look like and generally what they do will rush ahead, they may not know what it is exactly they’re trying to do, but they think they know what end result is expected and they generally know how to avoid catastrophic issues so they just barrel ahead, I’ll see them make 40 clicks a second for something that usually takes 2, because they’re throwing spaghetti at the wall.

I had a project last week. Dead simple. Save a linked file to a target location, import the file into another program through either drag and drop or browsing for the file, then change 1 thing, and export the final file into another target location, as specified on the activity sheet.

Barely 5 minutes in, I’m still helping Brenda get her mouse dongle plugged in, and one of the teens is finished. And yes, they have every file I asked for, and every edit I asked for, but both are just sitting in the downloads folder. And now we’re at the end looking back, the teen is confused because they have the edited file that is required to "finish*, how is it wrong, and I’m trying to explain why skipping the steps about target locations means they’ll have to start again because this activity is all about target locations and I don’t actually give two shits about this file I just need them to put things in and out of a folder until they can explain to me “a folder is a container” and not just stare into space because a folder is a black hole on their phone things they save go to until they need them again and just download them again.

I mean, I’d be confused and concerned too if a time travelling European from the 18th century stepped off a boat in 1492