Thesis Writing Group - on a monthly basis I meet with fellow students from similar faculties to share our writing experiences and gain support from the facilitor to develop our writing production
At the very beginning of my first year I was advised by the Student Union respresentative to attend as many courses and workshops as possible as afterwards I would have hardly any time spare: advice I wisely followed as shown below.
Academic Writing Series
I attended a series of workshops over the course of the year to address important academic writing skills and techniques, these have included:
Ordering a critical argument; Reporting using critical resources: paraphrase, summary and synthesis; Elements of structure and organisation; Grammatical accuracy, morphology and syntax; Paragraph construction, elements and transition; Revision, proofreading and editing for clarity; Strategies for manipulating semantics and emphasis in writing; Presenting academic writing to specific audiences.
Research skills development
Managing the research process - time and practical project managment
Information management - comprehensive literature searching: journal articles and beyond, disseminating the research beyond journals
Personal and professional development
Mindfulness for work and study
To analyse the data from my research I attended and was awarded the University of Warwick IT Services certificates for completing courses on:
NVivo9 - Working with Data
IBM SPSS Statistics 19 - Data Operations; Statistical Methods
MATLAB - Data Analysis
United through Diversity Workshop (Sept 2012) held at the Rico Arena, Coventry, with Yr 9 pupils from all regions of the LEA. The preliminary aim was to unite the authority with its distinct socio-economic bands through the children by considering 6 protectected characterisitics - age, disability, gender reassignment, race, religion or belief, and sexual orientation.
Discussion topics for KS 3 Gender group: Gender identity and life choices from stories
1. What is the biggest gender issue in society as whole and in schools and in the classroom?
2. What changes in education are taking currently taking place in schools in respect of equal opportunities? Why and by whom are they being introduced?
3. Where do you see yourself in five years and ten years time? How will the two positions reflect your financial position and status in society?
4. Can you describe what are the relationships between story and life? What are the gender implications if any?
5. How are stories able to help responses to oppression (i.e. dominant influences), resist conformation and being silenced, and provoke the untold?
6. What judgments to moral dilemmas do the stories that you enjoy cause, what limitations do they create, what certainties do they guarantee?
7. With the life experience that you have gained, what stories do you think would be most beneficial to share with young children today in preparation for their future family and career choices?
The Gender group performed a play to show the benefit for both boys and girls if positive strategies are adopted within schools.
Introduction: Q - What do we want? A - Gender Equality
Need to change opinions now so gender equality is accepted in society, especially in the following areas:
- Sport - rugby, dance - open opportunities for all sections in sport. This year was the first time women competed in boxing in the Olympics, making it for the first time a zero all-male sports event since 776BC. Boxing paradoxically a violent full-contact sport but essential for self-defence and establishing authority. Men too, this is the first time in a 100 years the Bristish gymnasts have won a gold medal. All this makes for a better all-rounded society.
- Clothing/fashion - Boys and girls should be able to wear shorts to school in the summer, rather than either skirts or long trousers. Like girls, boys should have the freedom to cut their hair the length they choose. All this supports individual expression, with girls and boys being allowed to dress in practical rather than conformist ways. Clothes define who we are, they are also a means to hide behind. Self-esteem is greatly effected by them, for example brands and how this affects perceived status and personal value.
- Lessons - need to remove gendered bias towards specific subjects, such as girls and textiles and boys with woodwork.
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Clubs, societies and hobbies - For example as with singing, clubs are often found to be a girl-only choral group and boy-keep-out rap bands. Only be advertising to gender that these groups are not so popular with can these associations be challenged.
Conclusion: Raise awareness of the advantages of gender equality in society
Through the media and education to make it better for everyone.
Important messages can be delivered in Early Childhood, the sooner the better.
