It will come as no surprise to those working in the UK’s higher education (HE) sector that universities are currently suffused with anxiety. The University and College Union (UCU) has recently been in dispute with employers over proposed changes to the USS pension scheme, and the most sustained period of industrial action in the sector’s history has highlighted the fears staff have for the security of their futures post-retirement. Such unprecedented strike action needs to be situated within the wider context of a public sector undergoing transformation: while the concept remains contested, the influence of “neoliberal” ideas on universities can most clearly be seen in Success as a Knowledge Economy – the government white paper that preceded the 2017 Higher Education and Research Act – which states: “Competition between providers in any market incentivises them to raise their game, offering consumers a greater choice of more innovative and better quality products and services at lower cost. Higher education is no exception.” Yet what might “raising our game” mean for academic staff? The university has been described as an “anxiety machine”: the creeping marketisation of the sector along with pressure to recruit students (now “consumers”), increasing managerialism, and the implementation of processes of audit – such as the REF and TEF – to evaluate performance have arguably contributed to a progressively anxious landscape in which to labour. In 2016/17, 34% of academic staff were employed on fixed-term contracts – a figure likely to be disputed by the UCU, since in 2016 it estimated the extent of casualisation in the sector to be closer to 54% once atypical contracts had been taken into consideration. In addition to pressures facing many staff in universities – such as time-management, meeting growing employer expectations, and the evaluation of performance – “casualised” contracts present particular challenges for those facing employment uncertainty: in a material sense, this can be a case of keeping up with... Who has been in dispute recently over proposed changes to the USS pension scheme? - The UCA - The Universal Health Team - The University and College Union (UCU) - not enough information
The University and College Union (UCU)

The violent ambush that killed five Dallas police officers and wounded seven more could have been a lot worse, the city's police chief says. Dallas Chief of Police David Brown told CNN Sunday that the slain gunman told police negotiators he wanted to "kill white people, especially white officers." Bomb making materials and a journal were found at Johnson's home during a search Friday. "The material were such that it was large enough to have devastating effects throughout our city and our North Texas area," Brown said. Micah Xavier Johnson, 25, was killed by police in the deadly attack Thursday night during a protest against police killings of African American men. Since the shooting deaths of two black men by white police officers over two days last week, protests have been held across the country. Scores of demonstrators have been arrested, with one flash point being the southern city of Baton Rouge, Louisiana, where DeRay McKesson, one of the most prominent activists linked to the police reform protest movement Black Lives Matter, live streamed his own arrest. Police defended his arrest as a matter of public safety, but demonstrators told U.S. news outlets they believe McKesson was targeted. McKesson was freed on bond Sunday afternoon after being charged with obstructing a highway. "I remain disappointed in the Baton Rouge police, who continue to provoke protesters for peacefully protesting. There's a lot of work to be done, with this police department specifically,'' he said. But Louisiana Governor John Bel Edwards disagreed with McKesson's assessment. The governor told a news conference Sunday that he is proud of the state's law enforcement officers, calling their response to the protests "moderate." In the northern city of St. Paul, Minnesota, where a second man, Philando Castile, was shot to death last week by a policeman after a traffic stop for a broken tail light, hundreds of protesters hurled firecrackers, rocks and bottles at police on Saturday. The heavily armed officers used smoke grenades and... What does Louisiana Governor John Bel Edwards probably - not enough information - believe in the "upholding of the black letter law" - disagree with protesters - sided with the police
not enough information

Creating a self portrait is not your typical selfie! When I taught in the traditional classroom, creating self portraits was something I had students do whether they were four or nine. In fact, I’d have them draw one on the first day of school and one toward the end of the year and to see the change over time was always so interesting. At least once during the year, likely toward the beginning, I would center a lesson around self portraits. In younger classes, there would be more than one. Creating a self portrait teaches students to be aware of themselves. Where is her head in relation to her body? Where are her feet in relation to her legs? It also teaches children spatial awareness. Where should he begin…with his feet or with his head? Where on the paper should his head be placed? How far down should his arms go? How can his whole body fit on a single piece of paper? A Lesson on Creating Self Portraits Whether you are in a classroom, or teaching a child at home, here is a simple lesson on creating self portraits geared toward young children, anywhere from age 2 through age 6. Keep in mind that their final product will show various levels of writing development, depending on what stage of writing they are in. (Basically, a two-year-old’s drawing should look very different than that of a five-year-old.) The teacher will need to model how to draw a self portrait. Gather the children around an easel or board and clip a paper to it. Narrate the process as you walk through the steps. “I am going to draw a picture of myself. I am going to start with my head.” Use your hands to show your actual head on yourself so students are aware of what you talking about. The visuals also help English Language Learners (if you’re teaching in an English speaking classroom.) and build vocabulary for all students. How long would the author wait before they had the children do a second self portrait? - five years later - almost a full school year - when they graduate high school - not enough information

almost a full school year