Contractual hours: 35 Basis Edinburgh Napier University’s Schools of Computing and Engineering & the Built Environment have around 200 academics, 3,100 campus-based students, and deliver programmes with professional accreditations from the British Computer Society, Institution of Engineering and Technology, Chartered Institute of Building and others. We have excellent computing, engineering and construction lab facilities based in the heart of Edinburgh, Scotland's inspiring capital. The latest UK national research assessment, REF 2021, places our Computer Science research in the top-30 in the whole UK and 3rd best in Scotland (both in power ranking). In terms of research impact 100% of our work achieved the highest rating (4*), a performance achieved only by six other universities in the whole UK. We currently have an opportunity available for an academic or researcher with expertise in Games, Computer Graphics or Games-related Software Engineering or related fields to join the Software Engineering and Computer Games Engineering research groups where you can add to the work of the experienced team. The Role: As a lecturer, you will be a member of our Software Engineering Technology subject group with: A research allowance of at least 30% of your time to build your research – which can be increased further through external funding. Support for travel to conferences and to establish collaborations. Extensive training and development opportunities through our Human Resources (HR) and Research, Innovation and Enterprise Office (RIE). Support for grant applications and post-award running of grants from professional services colleagues and the RIE. Opportunities to lead and join PhD student supervisory teams. Opportunities to contribute to the leadership of the research group. This post will also give you the opportunity to explore Computer Games Design, Games Development, Game Middleware and Games Engine, Computer Graphics, Animation, Visualisation, User Interface Design, Human-Machine Interaction, Physical Sensing, and Human Factors in Software Systems. With 30% time allocation for research, this role will allow you to explore novel and emerging areas of software engineering, deliver excellent quality research papers and secure substantial external research funding. There is support for travel to conferences, purchasing equipment and developing your network, a range of development opportunities, as well as mentorship by a Professor as we will aim to have you quickly join a PhD student supervisory team. If you do not have membership of the Higher Education Academy's professional membership scheme, you will be expected to study towards a PGCert in Teaching and Learning supported by the Department of Learning and Teaching Enhancement (DLTE), or to gain membership through another route. For a full role profile please click here. Who we are looking for: A doctoral level qualification in the relevant discipline. Excellent track record of research publications appropriate for the career stage. Evidence of a professional academic and research profile alongside a commitment to sustained continuous professional/academic development. Sufficient breadth and depth of experience in one or more of the areas mentioned above to develop high quality teaching/learning and research programmes. Relevant teaching experience appropriate for the career stage. Commitment to face to face, blended, and online teaching for both on-campus and off-campus delivery in UK and overseas Benefits we offer: Competitive salary and minimum 41 days annual leave, with excellent benefits including our generous pension scheme (Employer contribution of 23% - Scottish Teachers Superannuation Scheme). Additional Information: Edinburgh Napier University achieved excellent results in the Research Excellence Framework (2021) showing our growing strength and capability as a research institution. REF 2021 assessed 68% of our research as either “world-leading” or “internationally excellent”, up 15% since 2014. Additionally, the University’s research power metric rocketed from 250 to 718, making Edinburgh Napier the top ranking Scottish modern university for both research power and research impact. The University’s improved power rating will now see our research funding increase as we take significant strides to grow our reputation as a research-focused institution as well as a teaching one. We are confident that we are well on our way to establishing ourselves as one of the UK’s world-leading universities in research. Salary: £40,927 to £50,296 per annum - Grade 6 Application closing date: 27/07/2022 at 11:59pm Interview date: Week commencing TBC 2022 The University is committed to inclusion, demonstrated through our work in respect of our diversity awards and accreditations and holds Disability Confident, Career Positive and Stonewall Scotland Diversity Champion status. More details can be found here
Do you want to inspire and support the next generation? Are you looking for a new challenge with excellent benefits? North Warwickshire and South Leicestershire College is one of the largest and most successful colleges in the region. We understand the importance of recruiting talented and passionate people that are central to all College achievements and are the driving force in the success of our learners. We are committed to equality, diversity and inclusion. Our College welcomes staff and students from a diverse range of backgrounds and recognise that diversity and difference brings richness to our College. Being inclusive and enabling people to thrive and give their best is essential to our College and enables us to deliver the best possible services to our student communities. We are proud to be a Disability Confident Employer. We are a Forces Friendly Employer and we are committed to our Armed Forces Covenant If you need support to apply for this role or would just like to have a chat, please email [email protected] Equity, diversity, and inclusion are integral to everything that we do. We are committed to these values, and they are central to our mission. We encourage applications from all backgrounds and communities, and we are more than happy to discuss any reasonable adjustments that you may require. We aim to support our employees in achieving a healthy work-life balance. We recognise that many of our employees have responsibilities and are committed to providing support for our employees. We are working hard to support flexible and new ways of working where possible, and offer a range of benefits All our roles are subject to an enhanced DBS check. Attachments: Photography Lecturer JD 28.6.2022.pdf
About ARU: ARU is a global university transforming lives through innovative, inclusive and entrepreneurial education and research. We are ranked in the world’s top 350 HEIs in the 2021 Times Higher Education World University Rankings and in the top ten mainstream universities in the country for the proportion of UK undergraduates in employment 15 months after graduating. We have campuses in Cambridge, Chelmsford, London and Peterborough with around 2,500 staff and 35,000 students from 180 countries. With a focussed civic mission, we are committed to working with others through education, research and knowledge exchange to enhance the economic, cultural and social wellbeing of the communities in which we work and live. About the role: The Faculty of Health, Education, Medicine & Social Care is the largest faculty in the university with over 9000 students and 500 staff. We pursue innovative approaches to develop and deliver curricula to meet the ever-changing educational needs of the Education, Health and Social Care workforce, offering a range of undergraduate and postgraduate courses, from foundation degrees to doctoral study including a comprehensive continuing professional development portfolio. Our dynamic approach ensures that our students are well supported and receive a high quality, evidence-informed, educational experience. The recent Research Excellence Framework acknowledges the world-leading education, health and social care researchers in our faculty, and we are seeking to further develop and support research, innovation, and knowledge exchange with further investment. We are seeking to appoint a new Deputy Dean (Quality and Partnerships) with the vision and strategic acumen to support us on our journey to further increase our reputation, profile and the quality of the faculty portfolio. You will be a member of the faculty executive team, with strategic oversight and a leading role in the implementation of associated operational plans related to quality and partnerships, apprenticeships, and international activity. Bringing exceptional ambassadorial and interpersonal skills, you will represent the faculty to the outside world with a range of stakeholders including but not limited to the Health Education England, Professional Statutory Regulatory Bodies, Integrated Care Boards, NHS Trusts, Local Authorities and Schools. You will ensure our expertise is communicated, relationships are embedded, and the quality of our provision is recognised, whilst leading on the continuous review of our current education-focused partnerships regionally, nationally, and internationally. You will be a qualified practitioner in one of the discipline areas within the faculty and hold a PhD or Professional Doctorate with extensive experience linked to the faculty portfolio, involving undergraduate and postgraduate teaching and learning. You will possess the ability to think innovatively with an enthusiastic and flexible approach, and demonstrate commitment to our values and development of the faculty. We are supported in this appointment by executive search firm, Perrett Laver. For further details, including the job description, person specification and information on how to apply, please visit https://candidates.perrettlaver.com/vacancies quoting reference 5905. The closing date for applications is midnight (BST) on Monday 1st August 2022. For an informal conversation about the role, please contact Research Associate, Benedict Olie on +44 (0)20 7340 6239 or [email protected] We are committed to safeguarding and promoting welfare of our staff and students and expect all staff to share this commitment. We value diversity at ARU and welcome applications from all sections of the community. Committed to being inclusive and open to discuss flexible working.
July 1 marks the 25th anniversary of Hong Kong’s handover from British colonial rule to the People’s Republic of China. The restrictions on how the anniversary is being held are symbolic of how much things have changed in Hong Kong in the past few years. Several major media outlets are blocked from covering the anniversary ceremony attended by China’s president, Xi Jinping, drones have been banned from the city and political activists have been told by the city’s national security police not to protest. The past two years have seen significant changes in Hong Kong’s freedoms. National security police have arrested more than 180 leading activists, journalists, scholars, clergy and ordinary citizens in the past 23 months. More than 68 civil society organisations and media outlets have decided to close down for safety reasons and worries about political consequences. And in January 2022, lawyer Chow Hang-tung was sentenced to 15 months in prison for helping organise an annual vigil, commemorating the 1989 Tiananmen Square protests in Beijing. Twenty-five years ago, some observers hoped China would experiment in giving Hong Kong freedoms that were not available on the mainland. It was also expected to be a model for Taiwan’s reunification with China. The Chinese government initially decided to govern Hong Kong using the “one country, two systems” policy, allowing Hong Kong’s existing systems and ways of life to remain after the handover in 1997. This included a free-market economy, independent courts and laws safeguarding basic political rights. However, in the past two years, Hong Kong’s rule of law and political freedoms have been significantly eroded by the extensive use of a China-imposed national security law to make it easier to prosecute protesters and giving Beijing more authority over Hong Kong. It has also introduced a new electoral system that has stripped Hong Kong of most of its opposition politicians. China has also reduced the number of seats elected by the public in the Hong Kong legislature, and citizens calling for elections to be boycotted could now be sentenced to jail. Read more: Hong Kong: how China's new national security law subverts the territory's cherished rule of law Significantly, the UN Human Rights Committee will review Hong Kong’s implementation of the International Covenant on Civil and Political Rights (ICCPR) in July. As part of the handover, China promised Hong Kong would have fundamental rights and freedoms under the ICCPR and other international human rights treaties and enjoy full democracy in the future. However, in June 2020, a year after massive pro-democracy protests, China created a new national security law for Hong Kong. It included making crimes of secession, subversion, terrorism and collusion with foreign forces punishable by a maximum sentence of life in prison, and allowing people who were suspected of breaking the law to be wiretapped or put under surveillance. It gave China wide-ranging new powers. Past perspective Even before the handover, there was mutual distrust between the Chinese authorities and Hong Kong citizens, partly due to the regime’s military crackdown on student democracy protests in Tiananmen Square. The Chinese authorities saw Hongkongers’ support for the students as a threat of subversion. In contrast, the people of Hong Kong believed that increased democracy was the only way to safeguard their ways of life and resist China’s harsh rule after the handover. Human rights protections were put in place as part of the Hong Kong handover agreement between the UK and China in 1997. Bob Henry/Alamy In 1990, China revised the final draft of the Basic Law, a constitutional-like document for post-handover Hong Kong, which included rights to free expression and assembly, by prohibiting foreign political organisations from conducting “political activities” in the region, and banning political organisations establishing ties with foreign political organisations or bodies. Currently, seven international human rights treaties apply to Hong Kong, covering issues such as political freedoms, torture, women’s rights and rights of people with disabilities. Local courts and civil society have been striving to build on these rights in Hong Kong for decades. But the Hong Kong and Chinese authorities have steadily eroded these protections. The Hong Kong government has repeatedly ignored the recommendations of the UN Human Rights Committee to amend the existing rule that criminalises peaceful assembly, as well as an order that punishes individuals and groups making anti-government speeches. The Hong Kong Court of Final Appeal has failed to denounce those illiberal laws. The reluctance of Hong Kong’s local authorities to improve the legal rules has sowed the seeds of legal repression today. The government frequently uses those laws to arrest and charge peaceful activists, pro-democracy lawmakers and journalists. Democratic rights disappear The standing committee of China’s National People’s Congress, the country’s top legislative body, has repeatedly used its power to overturn the ruling of Hong Kong’s top court or to influence ongoing constitutional review cases. During the 2019 protests against an extradition bill that would send criminal suspects to China to be tried, the Chinese authorities publicly criticised a Hong Kong court ruling that stopped the local government using its emergency powers to put an anti-mask law in place. In a significant extension of its powers, Beijing declared the decision unconstitutional. As the Georgetown Center for Asian Law observed, the new security law has undermined judicial independence, leading to an erosion of the principle of a fair trial in criminal courts. In March 2021, China also introduced an election overhaul barring any meaningful opposition from running in future elections. Observers see the drastic shift of Hong Kong’s political and legal system as incompatible with the agreements China made 25 years ago. Unlike the early days of the handover, Hong Kong’s independent court, civil society organisations and its semi-democratic legislature are unable to provide effective checks on China’s government anymore. If the new leadership of Hong Kong continues to ignore any commitment to its international human rights obligations, the city is inevitably heading towards the elimination of free expression, political freedoms and the rule of law.
All too often, hope is equated to a desire for something fleeting: good results on an exam, the win of a favourite team, the wanted present. Quite whether something so insubstantial can actually be called “hope”, though, is a question that has taken on particular poignancy over the last two years. After the challenges we’ve collectively – and globally – faced since March 2020, people, and young people in particular, are by all accounts feeling overwhelmed. Many might feel despondent, even hopeless. Depression and anxiety increased by nearly 10% in the general UK population during the first lockdown with another 7% surge in January 2021. For university students the rise in mental health challenges is even more alarming. The Humen mental health charity has warned that nearly half of the COVID-cohort of students have had their university experience adversely affected by mental health difficulties. Young people creating, making, doing and campaigning is what hope as action looks like. Loubna Benamer | Unsplash, FAL _ This article is part of Quarter Life, a series about issues affecting those of us in our twenties and thirties. From the challenges of beginning a career and taking care of our mental health, to the excitement of starting a family, adopting a pet or just making friends as an adult. The articles in this series explore the questions and bring answers as we navigate this turbulent period of life._ You may be interested in: ‘Hope’ isn’t mere wishful thinking – it’s a valuable tool we can put to work in a crisis Five life-affirming words we should bring back into use Five tips for discussing diversity at work with those who seem dismissive or resistant Due to isolation and further restrictions, anxiety and depression among university students has indeed risen by 50% above the normal baseline. COVID, of course, is not solely to blame here. The pandemic, along with the climate crisis, has only compounded the harms wrought by racism, misogyny, transphobia and classism, among other ills. My research explores how hope begins in a place of despair – in the desire to make things better. Too often conceived of as a sentiment, hope is better understood as an action. How hope is an imperative One of my favourite poets, Emily Dickinson, wrote the following verse in 1891. It is lovely imagery, but to my mind, too cute and incomplete: ‘Hope’ is the thing with feathers – That perches in the soul – And sings the tune without the words – And never stops – at all – I find Caitlin Seida’s 2018 revisioning of Dickinson’s words more accurate. In a poem entitled, Hope is Not a Bird, Emily, It’s a Sewer Rat Seida says that hope is not a thing with feathers but “an ugly thing with teeth and claws and patchy fur that’s seen some shit”. It’s the gritty, nasty little carrier of such diseases as Optimism, persistence, Perseverance and joy This chimes with German theologian Jürgen Moltmann’s definition of hope as a stubborn desire, stemming from difficult times and oppression, to see a better, alternative future. More than a feeling, hope is persistence. Ehimetalor Akhere Unuabona | Unsplash, FAL Much as feminist author bell hooks says of love that it is “a doing”, hope too can be described as a doing. It may be an optimistic feeling, but it is, primarily, an imperative: to persist and persevere. In 2003, feminist and environmental activist Rebecca Solnit wrote a book entitled Hope in the Dark, about acting even when there is immense uncertainty, but acting nonetheless. As she explained in 2016: “It is important to say what hope is not; it is not the belief that everything was, is or will be fine. The evidence is all around us of tremendous suffering and destruction. The hope I am interested in is about broad perspectives with specific possibilities, ones that invite or demand that we act.” Such acting cannot be divorced from the collective. Hope is outwardly focused on the community and society. It holds within it a deep sense of responsibility. As a former dissident against the USSR, Czech playwright Vaclav Havel, in his 1997 book, The Art of the Impossible, underlined our having a “universal sense of responsibility” to our communities and to each other: Genuine hope is humanity’s profound and essentially archetypal certainty … that our life on this earth is not just random. Similarly, civil rights activist and Black Lives Matter supporter DeRay McKesson has described how he came by hope through facing down the many threats against his life and safety: Hope is the belief that our tomorrows can be better than our todays, when we talk about being hopeful for a future in which black bodies are not considered weapons, it is so easy to deride hope as a platitude, or even as an enemy of progress. But hope can also be a driving force. How learning can be hope-giving As an educator, I am acutely conscious of how much the lives of students have been fundamentally shaped, and their educational journey, disrupted by the pandemic. Learning as hope, despite obstacles. Keith Luke | Unsplash, FAL There are ongoing debates about whether students have received a poorer education because of the impact of lockdowns, where students could not meet for class in person, and in some cases, unable to travel to the university. At first glance, it may seem like those enrolled at university between 2020 and 2022 might be mourning the loss of something deeply valuable about their educational experience. Time at school or university is about academic learning, of course. But it is also, as philosopher Martha Nussbaum points out in her 1997 book, Cultivating Humanity, about building community, figuring out your core values, and making plans for the future. Young people who have graduated during the pandemic have persevered in the face of immense challenges. They are already navigating issues – from racism to the climate crisis and gender fluidity – that many others are still making sense of. They are here, campaigning, starting, making, doing – learning. This is what hope as action looks like.