Previous Employment

I have had a wide range of employment experience, as can be seen below (I am aware that this section needs a rework).

Current

IT & Web Employment

Research & Lecturing Employment

May 2005 - December 2006		Interdisciplinary Research Officer, University of Manchester A new post in which I promoted cross-subject research and provide support for bids and grants within the School of Arts, Histories and Cultures. I continually worked with senior staff, including the Director of CIDRA (Professor Frank Mort), Director of Research (Professor Alison Sharrock), and Postgraduate Director (Professor Bertrand Taithe) and Head of School (Professor Penny Summerfield), along with the Research Development Manager on the development of CIDRA and interdisciplinary research activities, fitting with the School, Faculty and University aims. I looked to provide space for, and promote conversations amongst, staff and the postgraduate community, especially highlighting the interdisciplinary agenda, and providing the social spaces in which new ideas can flourish. In collaboration with Professor Frank Mort, for 2005/6, I have organised a successful lecture series, with accompanying graduate masterclasses, entitled "Doing Cultural History Now",, with a number of prestigious speakers, including Professor Peter Burke (Cambridge); Professor Lynn Nead (Birkbeck), Professor Miri Rubin (Queen Mary), Professor Roy Foster (Oxford), Professor David Konstan ( Brown), Professor Gyan Prakash (Princeton). Within this theme, we have hosted Professor Alessandro Portelli (La Sapienza, Rome), Simon Visiting Professor 2005/6 for three visits. The above have all included a number of social duties alongside logistics arrangements. In 2006/7, CIDRA's research theme was Visual Cultures, with an accompanying lecture series entitled "Visual Knowledges", which I co-organised with Professor Janet Wolff, completing the logistic arrangements before leaving the post. Within this theme, we have successfully bid for University funding for a Visiting Professor, Professor Douglas Crimp (Rochester), for whom I will made logistic arrangements, and helped to host for his first visit. I project managed a large international conference for July 2007, entitled "War and our World", ensuring that this is explicitly interdisciplinary, to fit with CIDRA's aims. In collaboration with the Director of CIDRA, I explored internal and external funding (and fundraising) opportunities for CIDRA's work. I worked with other members of the Research Office team to populate a funding opportunities database, particularly with regard to European and interdisciplinary funding, and I provided support for a large AHRC grant. I liaised with colleagues in the School's Postgraduate Office, External Relations team and relevant Faculty and Central Offices regarding interdisciplinary research activities in the School. I co-ordinated all aspects of the day-to-day running of CIDRA, managing four separate budgets. I acted as Secretary (where appropriate) to a number of related meetings, especially those with affiliated Research Centres (for which I have created a concise audit document to allow senior staff to reassess the policy towards such centres). I looked to create policy and 'best practice' documents where appropriate to ensure smooth running of CIDRA in the long-term. I maintained CIDRA's website content (www.manchester.ac.uk/cidra), contribute to the Research Office newsletter. I developed a mailing list for CIDRA's activities, and ensured appropriate marketing and PR activities were carried out. I attended appropriate training opportunities, both for personal development, and for appropriate knowledge, including courses on project management, and developing expertise in funding applications and fEC. I provided sessions on 'using visual materials in an interdisciplinary way', and on 'time management' in association with the SAGE Graduate programme. See CIDRA
Undergraduate Courses, University College Winchester (formerly King Alfred's College)
March - May 2004		'Photography and Advertising', Media Studies Catalogue summary: 'The module introduces students to a set of core debates and issues relating to the study of advertising media. Case studies from print and broadcast media will be examined in relation to issues of identity, representation and power. The module will draw on key readings and encourage students to engage in debates around the cultural critique of advertising.' A first year module that I took over four weeks into the course. Through lectures, seminars, group and individual tutorials, I presented, and encouraged students to engage with, the semiotic approach to advertising. Elements I taught included advertising history, branding, regulation, race and ethnicity, gender, and celebrity. I assessed work through presentations and essays.
February - May 2004		'Research and Representation', Media Studies Introduction to handbook: 'On the module you will engage with academic debates about representation and be introduced to methods and practices for media and film research. You will also select an area of media and (or) film representation for a 3,000-4,000 word research project. Tutorials and workshops are provided to support your independent work on the project. Upon successful completion of the module you will be able to drawn upon a range of concepts and theories in order to analyse representation in media and film texts.' A second year team-taught module which I supported at short notice: Through seminars, tutorials, presentations, and assessment of written work, I supported students in an independent research project in an area of their own interest. I encouraged students in the use of theoretical approaches offered by Barthes (semiotics) and Foucault (discourse analysis).
February 2004		'Web Design', American Studies I offered one week of a two week practical introductory course, in conjunction with the College IT Trainer. Using Dreamweaver, I encouraged students to think about issues regarding usability and effectiveness, with a particular focus on search strategies and structuring information online.
October 1999 - January 2002		'Using Visual Images as Historical Sources', Case Study co-ordinator within 'The Historian's Evidence and Skills', History Indicative outline content: 'This module introduces History as a discipline that makes sense of the past by analysing surviving evidence. It introduces students to the range of such evidence, from documentary to physical and visual, and to the libraries, record offices, museums, art galleries, and townscapes where it is to be found. It introduces students to the generic and specific skills required by the practice of History and to their transferability to other contexts, especially employment. Students use such evidence and skills to solve simple historical problems in case studies on particular topics both as teams in class and as individuals. They learn basic historical conventions and apply them to their own assignments.' For three years I co-ordinated a 6-week team-taught first year case study. I annually updated the course outline and reading list. I prepared and presented lectures including the use of photography, propaganda films, feature films and posters as historical evidence. I wrote and assessed exam papers, ran revision sessions, and designed a website to accompany the course: http://www.ww2poster.co.uk/visual.
May 1999		'Industrial Society in Crisis, 1914-1940', History Catalogue summary: 'This module takes as its theme the response that the British state and society made to the pressures created by industrialisation and urbanisation. It aims to elucidate change in social and political attitudes and structures in response to the criticism of the nature of modern society that emerged during the late nineteenth century and the First World War.' An individual lecture presented to third year students: Selected elements of my research project, relevant to the issues under study within the module. A particular focus on posters relevant to the Beveridge Report (1942).
October 2000 - December 2000		'Victorian Britain', History Catalogue summary: 'The module investigates one of the most remarkable periods of national history. The changes in population and means of production and the rise of a middle class ethos will form a foundation for the examination of other aspects of the geographical and cultural landscape of Britain. These will include the economic, political and scientific theories that gave rise to distinctive practice in art, state intervention and social politics. The paradox of a Christianity which was both under threat and an apparent foundation for much of the philanthropic and cultural activity of the era will be examined.' One year working on a team-taught module, aimed at first year students: Seminar preparation, particularly working with visual media (cartoons/maps). Tutorial support. Assessment via essays.
March 1999 & 2000		'New Approaches to History', History Catalogue summary: 'This module examines the development of the professional practice of History in the 20th century. It considers generally and through examples the extension of range, from political and constitutional history through economic history to a plethora of sub-disciplines, new insights offered by History from Below and Gender History, the development of interdisciplinary connections (e.g. literature, sociology, archaeology), the exploitation of new sources, new techniques, and new technology.' Two years spend supporting a second year module, particularly assessment elements: I took seminars, tutorials, and assessed work via essays and presentations. Presentations were focused upon assessment of historical journals.
April 1998		'The United Kingdom, 1900-1997', History Catalogue summary: 'The module will begin with a brief overview of the period. It will move into a critical chronological survey of the political, social, and economic developments of the periods 1900-14; 1914-45; and 1945-present.' An individual lecture presented to first year students: A summary of my research project, avoiding complex language. Audience specific preparation.
Postgraduate, University College Winchester (formerly King Alfred's College) I contributed elements of the evening postgraduate research training course, covering the following topics
February/November 2002, February/November 2004		'Web Design for Research This course provided an introduction to using Dreamweaver The course briefly addressed issues of usability and accessibility.
November 2003; February 2007		Research Posters Using PowerPoint, the course considered how to present PhD research without overloading the medium, including how to structure information.
February/November 2003; March 2005		PowerPoint for Research The course considered how to use PowerPoint to present PhD research through presentations. The course included the importance of concentrating on information rather than special effects
I also presented elements of my research, including presentations on project design, and completing the PhD.

Other Employment

December 2002 - February 2003		Research Assistant, King Alfred's College, Winchester A well-received ENEF funded project, to which I delivered my part to time. I used the statistics package SPSS to enter quantitative and qualitative data, including adding new variables, from confidential questionnaires in a consistent manner. I ensured that the category definitions were accurately recorded, and discussed patterns and findings with other members of the team.
October 1997 - September 2000		Research Studentship, PhD by Research Working to College formal outlines and deadlines, I wrote project proposals, produced regular reports for the supervisory team and degree committees I managed my research budget, and successfully applied for further funding. I attended relevant training sessions, including subject-based methodology, art and ideology, propaganda, and more practical courses on digitisation, copyright workshops, and databases.
June 1991 - February 2001		Temporary Work, Various Locations. Whilst studying, I have taken various short-term posts (more details). As an optical advisor for Boots Opticians, I had to deal with sensitive personal information, aid customer choices, and carry out administrative tasks. Other short term and part time posts have included cleaning, catering, supermarket, and secretarial and administrative posts. Prior to the initial degree, I spent five months in Brazil, working as a volunteer within a family home, and in a home for rescued street children.