The Poor and Vulnerable in the Society Essay Example | Topics and Well Written Essays - 500 words

The Poor and Vulnerable in the Society - Essay Example The above examples illustrate how much God cares for the poor. Christians have the responsibility to emulate these examples because they represent God on earth. Justice in the society is measured by how the poor and vulnerable are treated. If they are sidelined or treated as second citizens, it is because such a society lacks morals and the ethical responsibility needed for fairness to reign. However, when the poor are given a voice, justice flows. Therefore, Christians should be in the forefront defending the rights of the disadvantaged in society, as this is what is meant by true religion. People blame the poor and vulnerable for their states. These societies equate wealth with hard work. The affluent are praised for their possession. They are considered as superiors because of the material gains they have. On the other hand, the poor are treated as inferior because they do not have wealth acquisitions (Sellers 124-127). They are regarded as worthless or given difficult tasks to perform because they do not have any other option. However, with such treatment, the rich secure their future while worsening matters for the poor (Ark 55-59). It becomes difficult for the poor to break the cycle of poverty because they are overloaded with work for little pay. Their condition is prolonged not because they are lazy, but because they are not given equal opportunities as their fellow wealthy counterparts. They have to struggle to survive yet the rich glide through life. However, when chances are provided equally for all, the poor get the opportunity to improve their circumstances. The elite has the advantage to better education. Knowledge puts them ahead in life. It provides them the probability of securing a well-paying job. It puts them ahead in the corporate world. In third world countries, a good education is a huge privilege for many. Illiteracy has been a huge cause of poverty. However, there are countries that have abolished  school fees in public schools. In such institutions, the class turns up is high.  

Assignment Essay Example | Topics and Well Written Essays - 750 words - 11

Assignment - Essay Example ng bewildered, a middle-aged woman in black corporate attire suddenly laughed and exclaimed that she forgot her access pass at home after going to a vacation leave with her friends at church. In a matter of seconds, she was already chatting with me as she most probably gleaned that I was the insecure first-timer who was supposed to show up that day. Even from the start of our meeting, I already noticed that she had a very pleasant personality and she was very sociable in her own way. This account manager, or â€Å"relationship manager† as our division terms it, eventually became one of my good mentors. For me, she was a good mentor not just because she was friendly and approachable, but rather because she didn’t judge other people, including me, by how they merely look. After that incident, I’ve met different kinds of people in our company, with different ages, occupations, and income. And I was certain that though other people may seem different, we should never be indifferent in our relationships with them. Everyday that I went to work, I was never sure what my mentors would ask me to work on or what they would have me do. Was I going to sit all day long in meetings with clients and bosses, or perhaps scan complete documents, or maybe create project IDs and service requests then endorse them to other employees? How should I act when I’m in front of clients, or bosses, or when I ask other employees in my division for help in operating the systems of my division? I really wasn’t sure. But with everyday passing as a trainee, I figured precisely how to answer all of these questions. Aside from all the technicalities of the business, to be courteous, to be considerate, and to be polite were all part of our company’s corporate culture. As our mentor in human resources helped me understand, working in a firm is, like being a music lover or an urban dweller, a lifestyle preference. Most employees in our company, if not all, were sure to stay with the company

The Struggle Of The Free Papua Movement Research Paper

The Struggle Of The Free Papua Movement - Research Paper Example Their public statement has been quoted as saying, "We are not terrorists! We do not want modern life! We refuse any kinds of development: religious groups, aid agencies, and governmental organizations just Leave Us Alone, Please!"8 OPM has also been a strong opponent of the transmigration policy of Indonesian government by which migration of non-natives to West Papua was encouraged.9 The way OPM has organized and mobilized itself in the course of its history is a unique social phenomenon and it has been often observed that about 80 to 90 percent of Papuan people had their sympathies with the OPM.10 But it has always been the common people who have carried forward the resistance movement as they constituted the soldiers of this freedom army.11 The Act of Free Choice, the consultation exercise conducted by the Indonesian government under the monitoring of the UN, that attached West Papua to Indonesia officially, was later criticized as being a farcical exercise.12 King has called it, à ¢â‚¬Å"an outrageous exercise in duplicity, intimidation, and coercion on Indonesia’s part.†13 In 1971, OPM declared the formation of an independent Republic of West Papua.14 The organization, since its inception until the recent times, had depended mainly on Guerilla warfare, by making thick forests its hideouts.15 In 1977, OPM militants sabotaged the fuel and slurry transportation of the Indonesian mining company, Freeport Indonesia by cutting pipelines, as the company did not heed OPM’ demands of extortion.16 This mining company was given a free hand by the Indonesian government to exploit the rich copper and gold resources of the Southern Papuan highlands.17 And this mining industry contributed to about 50% of the GDP of Indonesia.18 In 1977, the Papuans under the leadership of OPM also refused to vote in the second general elections.19 In this way, the struggle of OPM has many dimensions- economic, ethnic, environmental, and political. Figures have shown that â€Å"100000 Papuans or ten percent of the Papuan population has been killed by Indonesian troops since Indonesia gained control of the territory.†20 This shows how repressive and cruel the measures taken by the Indonesian government to defeat the resistance of OPM have been. It was in this light that in 1982, OPM set up a subsidiary organization, OPM Revolutionary Council (OPMRC) to promote its demand for independence through international diplomatic interventions.21 It was since 1998 that OPM began to participate in public political dialogues.

Assignment Essay Example | Topics and Well Written Essays - 750 words - 11

Assignment - Essay Example ng bewildered, a middle-aged woman in black corporate attire suddenly laughed and exclaimed that she forgot her access pass at home after going to a vacation leave with her friends at church. In a matter of seconds, she was already chatting with me as she most probably gleaned that I was the insecure first-timer who was supposed to show up that day. Even from the start of our meeting, I already noticed that she had a very pleasant personality and she was very sociable in her own way. This account manager, or â€Å"relationship manager† as our division terms it, eventually became one of my good mentors. For me, she was a good mentor not just because she was friendly and approachable, but rather because she didn’t judge other people, including me, by how they merely look. After that incident, I’ve met different kinds of people in our company, with different ages, occupations, and income. And I was certain that though other people may seem different, we should never be indifferent in our relationships with them. Everyday that I went to work, I was never sure what my mentors would ask me to work on or what they would have me do. Was I going to sit all day long in meetings with clients and bosses, or perhaps scan complete documents, or maybe create project IDs and service requests then endorse them to other employees? How should I act when I’m in front of clients, or bosses, or when I ask other employees in my division for help in operating the systems of my division? I really wasn’t sure. But with everyday passing as a trainee, I figured precisely how to answer all of these questions. Aside from all the technicalities of the business, to be courteous, to be considerate, and to be polite were all part of our company’s corporate culture. As our mentor in human resources helped me understand, working in a firm is, like being a music lover or an urban dweller, a lifestyle preference. Most employees in our company, if not all, were sure to stay with the company

What are the effects of Globalization on Poverty and Inequality Research Paper

What are the effects of Globalization on Poverty and Inequality worldwide - Research Paper Example In addition , since it brings with it more fast domestic fiscal transformation, globalization can be troublemaking and can create losers and at the same time winners. It there are no additional causes than these, globalization remains the subject matter which there is a lot of debate. There seems to be an extensive conformity that global inequality broadened for much of the past two to three centuries, and the total number of populace living in excessive poverty augmented although the percentage in extensive poverty reduced over this period. Since 1980, however, there is a little proof that these tendencies have not continued, and may in reality have kept back. There have been two significant tendencies from 1980. Foremost of this has been an increase of rate in growth in a lot of the most populous nations in the globe, predominantly the Asian nations for instance, India and China. These nations which were amongst the poorest in the globe as in recent times as 1980, have all developed rapidly as compared to the developed nations, in terms of per capita. Fundamentally, as a result of this improved fiscal performance in the populous nations, the most meagre one fifth of nations in 1980 had a populace weighted yearly per capita rate of growth of 4 percent for close to seventeen years since 1980, contrasted with 1.8 percent for the wealthiest fifth of nations over the same time frame, as David Dollar indicates. The experience of the most rapid growth taking place in the most meagre nations is a novel one, in any case in modern times, with the rates of growth for this particular group of nations in the previous twenty years that is 1960-1980 bei ng 1.9 percent for the meagre faction and 3.2 percent for the wealthy faction. ... experience of the most rapid growth taking place in the most meagre nations is a novel one, in any case in modern times, with the rates of growth for this particular group of nations in the previous twenty years that is 1960-1980 being 1.9 percent for the meagre faction and 3.2 percent for the wealthy faction. The second and a lot more challenging tendency have been the constant poor fiscal performance of a lot of nations in Africa, with a number of nations experiencing turn downs in average standards of living, not only comparative to the wealthy nations, however, in complete terms. These two contrasting tendencies have had significant repercussions for poverty and inequality globally over the years. Global economic incorporation has been continuing for an extraordinarily long time. As a matter of fact, globalization is not anything new. What is new in the current wave of globalization is the manner in which countries that are developing are incorporating with wealthy nations (Basu, 2008). As in prior waves of incorporation, this transformation is influenced partially by intentional policy decisions. A number of the debates regarding globalization concerns it impact on meager nations and poor individuals. The most significant aspect is that the reduction of poverty in nations with low incomes is extremely closely connected to the GDP growth rate. The speeded up development of low income nations has brought about exceptional reduction in poverty. By poverty, it refers to existing below a number of total thresholds. A lot of poverty evaluations are performed with a nations’ individual line of poverty, which are set in nation context and logically are at variance. A lot of exceedingly poor persons globally are peasants, and they exist to a broad extent on their

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

One Day By David Nicholls Literature Essay

One Day By David Nicholls Literature Essay Born in 1966 in Eastleigh, Hampshire. David attended Toynbee Comprehensive school, and attended Barton Peveril Sixth Form College, before going to the University of Bristol in 1985 to study English Literature and Drama. Having graduated, and keen to pursue a career as an actor, he won a scholarship to study at the American Musical and Dramatic Academy in New York, before returning to London in 1991. There he worked in a number of bars and restaurants before finally earning an Equity card. He worked sporadically as an actor for the next eight years, appearing in plays at Battersea Arts Centre, the Finborough, West Yorkshire Playhouse and Birmingham Rep. In between jobs he worked as a bookseller at Waterstones, Notting Hill. A three year stint at the Royal National Theatre followed, understudying and playing small parts in, amongst others, Arcadia, Machinal, Inadmissable Evidence and The Seagull. During this period, he began to read plays and film scripts as a freelance reader, before taking a job at BBC Radio Drama as a script reader/researcher. This led to script-editing jobs at London Weekend Television and Tiger Aspect Productions. During this period, he began to write, developing an adaptation of Sam Shepards stage-play Simpatico with the director Matthew Warchus, an old friend from University. He also wrote his first original script, a situation comedy about frustrated waiters, Waiting, which was later optioned by the BBC. Simpatico was turned into a feature film in 1999, starring Sharon Stone, Catherine Keener, Jeff Bridges, Nick Nolte and Albert Finney. This allowed David to start writing full-time, and his first TV production followed soon afterwards; I Saw You, a one-off romantic-comedy starring Paul Rhys and Fay Ripley, which won best single play at the annual BANFF television festival. Four episodes of Cold Feet followed, and since then David has written for film and TV as well as fiction. He has been twice nominated for BAFTA awards and his first novel, Starter for 10 was featured on the first Richard and Judy Book Club. Davids TV credits include an updated version of Much Ado About Nothing, with Damian Lewis and Sarah Parrish (BAFTA nominated Best Single Play) and the one-off play After Sun, starring Peter Capaldi and Sarah Parrish. An acclaimed adaptation of Tess of the DUrbervilles followed, starring Gemma Arterton, Eddie Redmayne, Hans Matheson and Jodie Whittaker. In fiction, he has written three novels, Starter for Ten, The Understudy and One Day. In film, Simpatico was followed by the movie version of Starter for Ten, directed by Tom Vaughan, with James MacAvoy and Rebecca Hall, and an adaptation of Blake Morrisons memoir And When Did You Last See Your Father? directed by Anand Tucker, and starring Colin Firth, Jim Broadbent and Julie Stevenson. The feature film version of One Day, directed by Lone Scherfig, began production in July 2010, with Anne Hathaway, Jim Sturgess, Romola Garai, Rafe Spall, Jodie Whittaker, Ken Stott and Patricia Clarkson. At present, David is writing his fourth novel, as well as working on a feature-film version of Dickens Great Expectations. David lives in North London with his partner Hannah and two children. Review: Two students at the University of Edinburgh -Emma Morley and Dexter Mayhew- meet for the first time on the night of their graduation, on 15 July 1988. They had one really nice night together but neither of them expects anything more permanent than that, so they became friends and went on with their lives. One Day revisits Emma and Dexter on this day, St Swithins Day, over the next 20 years. They meet again and again at the same time and on the same day each year while the friendship goes stronger and they never lose track of each other. But there is one thing they can ´t realize: that the love of their lives is right in front of them and they keep on trying to find another person. Dexter dates several girls and even got married with one of them, which who he became a father and an husband. On the other hand, Emma tries to have a serious relationship with her boyfriends but that is never possible because there is always something that goes wrong. After all these complicated relationships of both, Dexter marriage goes wrong and the only person that is always there to help him in every moment is Emma. They meet again because Dexter is feeling terrible and they decide that they should finally be together. They start dating and they Emma move in with Dexter. The both of them are finally happy and together, living their lives and at the same time, Dexter raises, with Emma ´s help, his beautiful daughter. The only thing that they want to change in their lives is their home. They already found a nice job and Dexter opened a coffee shop, his first serious job. Emma helped Dexter move on with his life, and they are very well with each other. But something happened: Emma had an accident and died and Dexter ´s life gets ruined. Dexter couldn ´t handle that situation so he started to drink again and not taking good care of him. It was an awful period of Dexter ´s life but he knew he had a daughter and that he had to take care of her so he tries to rebuild his own life. He moves on and starts to date one of his employees, trying to be happy again. Characters: Emma Morley- Emma, the idealistic, played bass in an all-girl band . . . variously called Throat, Slaughterhouse Six and Bad Biscuit. Joined a strident arts collective called Sledgehammer Theatre Cooperative (intent on doing really good, exciting original political devised work). Took a job at a Mexican restaurant called Loco Caliente. On the other side, she is an principled socialist and she writes poetry, is an aspiring writer. She was a teacher and did some plays with her students because of her taste for reading. Dexter Mayhew- Dexter Mayhew is the typical cute boy that loves to party every single day. Loves alcohol, cigarettes and travelling. He worked as a TV presenter on tawdry late-night television shows like Largin It, a loud lad-fest with rock bands and movie star guests, and cage dancers as backup. Completely in love with Emma, but keeps on chasing other women. Suffers a lot with the pain of lost. He is very confident, very handsome and has a large parental home in the Cotswolds. Quotes: You can live your whole life not realising that what youre looking for is right in front of you. Just kidding was exactly what people wrote when they meant every word. when will you stop trying to educate me, I wonder? Never I hope. Loco Caliente means Crazy Hot; Hot because the air-conditioning doesn ´t work, crazy because that ´s what you ´d have to be to eat here. You ´re gorgeous, you old hag, and if I could give you just one gift ever for the rest of your life it would be this. Confidence. Either that or a scented candle. If you have to keep something secret it ´s because you shouldn ´t be doing it in the first place! Life is failing to imitate art. The true writer, the born writer, will scribble words on scraps of litter, the back of a bus ticket, on the wall of a cell. Friends are like clothes: fine while they lasted but eventually they wore thin or you grew out of them. -The future. My career. It ´s not what I expected. -It never is, is it? The future? That is what makes it so fucking EXCITING! Catarina Rodrigues Fernandes 12 °F