otional speech mentioned the volunteer firefighters and the coast guards, and Elaine Murray rightly recognised the people who clear our road and rail services. Alison McKinnish mentioned the engineers on our rail lines. Hans Allermanic rightly recognised the contribution of the mosques and other faith services, and we should recognise the Samaritans, the street pastors and the Red Cross. Who can forget Lawrence Whitley of Glasgow Cathedral on the great work that he did in supporting the families after Clutha? Similarly, Archbishop Tartalia after the bin lorry disaster. As Dr Simpson rightly recognised, Graham Day mentioned the farmers. I have also had to help people out with snowdrifts as a farmer's daughter, but I also had to be rescued myself, so it was very good that he mentioned that. We should all remember, too, that, as Rob Gibson mentioned, personal resilience is really important. That adds up to community resistance, which has helped, as Stuart Maxwell recognised, by the first responders and the availability of defibrillators in our society. Saving lives and bringing new lives into the world is part of the day-to-day job that must be daunting, and sometimes very exciting. Keeping Scotland safe must be a job that brings a sense of satisfaction that few careers can profess to offer. I would encourage Scotland's young people to consider a career in the emergency services when they are looking at their futures. Job satisfaction rates from the recent 2014 NHS Scotland staff survey found that 85 per cent of Scottish Ambulance Service staff who answered the survey were happy to go to the extra mile at work. I would expect such survey results to be typical of all our emergency services, which reinforces the positive attitude that our workforce has for further enhancing our trust and confidence in them. It should go without saying that the Scottish Government is equally committed to supporting our emergency services to ensure that they continue to keep the whole population of Scotland safe. We heard earlier that the Scottish Government is the only Government in the UK to provide annual grant funding to its national mountain rescue service. We want to ensure that Scotland's national environment and alluring landscape is accessible to those who wish to explore it in the knowledge that help is in a hand should the unpredictable climatic conditions result in their getting into difficulty. What, as Jamie McGregor said, should still be very mindful of being well equipped when they go into the mountains. In those circumstances, the Scottish Ambulance Service has a range of specialist services that can deploy, including the National Specialist Emergency Transport and Retrieval Service, which was launched in April last year. The Scottish Ambulance Service is aimed at helping a range of critically ill patients by providing a single specialist integrated service across Scotland. Those services are world-class and highlight the fact that Scotland is leading the way in providing services that protect the people, the length and breadth of Scotland. Of course, we always want to do more and work together even more effectively. A key area where we can do more is in improving the co-ordination and effectiveness of the response to cardiac arrests. If we do this well, more lives could be saved. The Scottish Government is working with the Scottish Ambulance Service, the Scottish Fire and Rescue Service, Police Scotland, third sector organisations and other stakeholders to develop a new strategy to be launched in spring to ensure outcomes for out-of-hospital cardiac arrests in Scotland are as good as anywhere in the world. 2014 was a year that saw both tragedy and triumph. Our emergency services demonstrated that, wherever the circumstances, they have tried and tested ways of working together to provide a professional, co-ordinated and immediate response to major incidents and events. That, as has already been mentioned, was seen by all of us most recently at the tragic events in George Square on 22 December. Despite what can be only described as the worst circumstances, everyone who helped during that tragedy acted courageously and with compassion, and for that they should be very proud. Most of us can only thankfully imagine how difficult that must have been. Because of the distressing nature of the work, it is also important that emergency service staff are given the space, time and opportunity to look after their own health and wellbeing, and several members mentioned that today. The emergency services take their responsibility for staff wellbeing extremely seriously and have programmes in place to provide support. For example, the Scottish Ambulance Service provides formal counselling to all staff as part of their employee counselling service. That service supports staff with information on where to find relevant help, especially following mass casualty incidents. The Scottish Fire and Rescue work with the River Centre in Edinburgh offered treatment for trauma-related problems to all fire staff. That is an example of excellent working between our emergency services and NHS boards. The Scottish Government welcomes and encourages more of this collaborative way of working. There are also chaplans to support the services, and there are also chaplans trained for major incidents. To enhance that, the Scottish Government announced last year that money received from the UK Government due to LIBOR fines could be used for wellbeing projects to support staff within all three of the emergency services, as well as a number of other voluntary services. We should remember, however, and recognise that those services excel not only in times of tragedy but in times of celebration too. In stark contrast, our emergency services can be proud of their part in delivering the most successful and safe Commonwealth Games, where 1.2 million tickets were sold with around 690,000 games-related visitors attending events over the Games period. We should also recognise the many employers who recognise that their employees wish to be volunteers and retain firefighters and crew our lifeboats, for example, and be team members of the mountain rescue service, and they allow and let their employees off to do that work. Finally, I express my gratitude at being given the chance to offer my personal thanks to all staff within the emergency services, both onshore and offshore, including our offshore installations, because we have had some incidents related to our offshore installations. I would also like to thank all those members who expressed their thanks during the course of the debate. It would not be appropriate for the Government to direct Parliament, but, if parliamentary committees wish to encode inquiries, of course the Government will co-operate. However, I can reassure Hugh Henry, Hanson and the Labour Benches that, day in, day out, our Government ministers meet with all services mentioned to ensure that we are delivering at the very best possible level. We have all been inspired by the stories that we have heard today, and our emergency and voluntary services can be very proud of what they do. We are now moving to the next site of business, which is consideration of motion 12062, in the name of Liz Smith, on the reappointment of a member of the Standards Commission for Scotland. I call on Liz Smith to move the motion on behalf of the Scottish Parliamentary Corporate Body. I seek your permission to speak to the motion in my name as a member of the SPCB, which invites members of the Parliament to agree the reappointment of Mrs Julie Ward as member of the Standards Commission for Scotland. As members know, the Standards Commission's role is to encourage the highest ethical standards in public life, and it does that by promoting and enforcing the codes of conduct for councillors and members of devolved public bodies. In addition to promoting the codes, the commission receives reports from the commissioner for ethical standards in public life in Scotland following his investigation into an alleged breach of the code. If the commission upholds the commissioner's findings, then it determines in accordance with the legislation the sanction to be applied. Turning to the reappointment process, under the Scottish Parliamentary Commissions and Commissioners etc Act 2010, members of the commission are reappointed by the SPCB with the agreement of the Parliament. The SPCB sat as a reappointment panel on 10 December 2014. I chaired the panel and the other members were Liam McArthur and David Stewart. I thank Louise Rose for confirming by way of validation certificate that this nomination is made on merit following a fair and robust appointment process, which conform to good practice. Details of the information that is considered by the SPCB and the criteria on which Mrs Ward was assessed has been set out in the report lodged by the SPCB in Spice. Julie Ward will be, we believe, continue to promote and ensure that high ethical standards are upheld in public life by councillors and members of the devolved public bodies and we wish her continued success and her role as a member of the Standards Commission for Scotland. Presiding Officer, I move the motion in my name. The next item of business is consideration of motion 11999, in the name of Michael Matheson on the modern slavery bill, UK legislation. I call Michael Matheson to move the motion. The question this motion will put decision time to which we now come. There are five questions to be put as a result of today's business. The first question is amendment number 12060.2, in the name of Hugh Henry, which seeks to amend motion number 12060, in the name of Michael Matheson on commanding with people who keep Scotland safe in emergencies, be agreed to. Are we all agreed? The Parliament is not agreed. We move to vote. Members should cast their votes now. The result of the vote is amendment number 12060.2, in the name of Hugh Henry, is as follows. Yes, 27, no, 78. There were no abstentions. The amendment is therefore not agreed to. The next question is amendment number 12060.1, in the name of Jackson Carlaw, which seeks to amend motion number 12060, in the name of Michael Matheson on commanding with people who keep Scotland safe in emergencies, be agreed to. Are we all agreed? Yes. The amendment is not agreed to. Can I put the question again? The question is amendment number 12060.1, in the name of Jackson Carlaw, which seeks to amend motion number 12060, in the name of Michael Matheson, be agreed to. Are we all agreed? Yes. The Parliament is agreed. The next question is motion number 12060, in the name of Michael Matheson, as amended. On commanding with people who keep Scotland safe in emergencies, be agreed to. Are we all agreed? The motion is therefore agreed to. The next question is at motion number 12062, in the name of Liz Smith, on the reappointment of a member, the standards committee for Scotland, be agreed to. Are we all agreed? The motion is therefore agreed to. The next question is at motion number 111999, in the name of Michael Matheson. On the modern slavery bill, UK legislation, be agreed to. Are we all agreed? The motion is therefore agreed to. That concludes decision time and I now close this meeting.


Oteende Omondi. Apiering in this matter for the first respondent who is Alan Ochieng, also known as Haipa Barlo. The reason why we are speaking today is that you've seen the sham that has been done in this court because remember when we were here on 25th, we had seen what they had already done. There has been a social media campaign raised by the other respondents and the police at large. Initially you would see that the first respondent, Mr Alan Ochieng, also known as Barlo, was characterized as the bouncer. Therefore, at that particular time when we saw that, we raised an issue that when you characterize an Haipa as a bouncer, then definitely you've already skewed the investigation that you do. It is also important to note that criminal justice system does not begin in court. Many people only come to court to cleanse those who are culpable. First of all, let me say that I'm very sorry for the family of the late, is called who, the officer, the family of the late that met his life untimely, but we are afraid that he will never get justice because what you are seeing today is already a sham. You are being treated to a sham as a nation whereby you would see that those who would help the family of the late to get their right and justice are already released and have already been turned to be the state witnesses. Therefore we are afraid that when you talk of public interest, it does not mean that you arrest anyone and then you treat the public with a sham and then you release some people and you look for, first of all, it is important to note that one who has been charged today is charged because of his poverty. It comes from Kibera. That was what we can speak. It means that if you don't have money in this country, then even investigation does not stand with you. That is what we want to raise and with that I would let the other council also to speak before inviting our senior. Ladies and gentlemen, thank you so much for this moment. We wish to reiterate this position as the team for the representation of the first respondent. This is Angano appearing alongside my senior here but what we want to say is that we put it in record for the entire country, for the entire justice system that the latter and spirit of the constitution under article 49 should be adhered to everyone and the framers of our constitution did not arrive to this decision and to this article for specified person. Our client who has now been left in the course of this justice system has been put in that situation because of so many factors which we will probably dealt with them later but what we really want to put across in this moment is that we need to adhere to the latter and spirit of the constitution. Let us not be swayed by the matter of public opinion and public interest. Let us push the constitution to the core and whatever is the outcome of this situation is that we are going to push and to make sure that we serve justice not just to our client and to the victims situation but for the rest of the countries that each and every one of us can be able to know that whenever you have an issue you are being put across to the proper justice system. My senior has reiterated that the criminal procedure is not just the court situation the criminal procedure starts with a complaint then this is the most important investigation point that the police this year and all the required entity are supposed to adhere to so that they can be able to come out with an investigation that can be able to be put across court so that this person can put the defense and be able to be charged and each and every one of us will look at it from the face of it that indeed this person was going through the criminal justice system process has been flawed me and you know that we cannot say that the decision that will be achieved or rather reached out once a flawed system has occurred can be good. We know all the situation we know all the circumstance and we are going to team up to prepare and to make sure that this process has gone through the required situation and we come up with the proper justice system for both parties. Thank you so much Thank you My name is Jaspa Lubeto I was actually leading the respondent team as far as the first respondent is concerned and I want to first start by giving a disclaimer this matter is still very much alive and we are doing this within the context of giving information to the public because then information must circulate and we want to encourage the media you had picked this issue from the get go when all the 7 parties were presented in quotas respondents as you are aware now 6 of them have been discharged we are going to expect the media to give this matter the same attention it was giving before when we had the 6 respondents I say that because we have seen a pattern that has been orchestrated in that sense I associate myself with what my colleagues have said in the first instance when our client now the accused person in this matter was arrested he was blatantly beaten up and he was the only one who was beaten up among the 7 respondents secondly he was detained separately at Kabeta police station while the other 3 were detained at Mudangari and the other 3 detained at Riruta so we already saw that there was a common threat to isolate our client the accused person in this matter and place the blame and the responsibility on it and you can see also it was also circulated around that he was a bouncer now you have seen if you have heard about the information sheet that has been presented in quotas he has been properly captured as an ally as the hype man he has always been a hype man he is not a bouncer and we want the record to be set very clear we shall continue to evaluate the evidence that the prosecution is relying on as you have seen the prosecution has already even contradicted itself while it is using it is still showing the forms of the so-called witnesses it is still sticking on the vehicle belonging to the so-called witnesses and at the same time alleging that these are state witnesses so we can already see a lot of contradictions in this matter of course we do not want to converse this matter in the public domain we respect the process shortly we are going to rush before the high court superior court in kiyambu where our client will be arranged as far as the matter the plea taking is concerned and we shall continue to ensure that we address the issues in a particular way but we have confidence in the judicial system we are aware that ultimately we will follow in our client will receive justice so thank you very much and we will continue to engage I do not know if the family members want to speak we are here as king of the we are here we are here we are here we are here we are here we are here we are here so thank you very much very much very much very much thank you sris podium


But Linda, I think there are two things that we perhaps don't think of because we've talked about mentoring and residency programs and grow your own and these are good solutions. I think we might overlook two. Number one is we're now having the conversation that the shortage problem isn't just a recruiting problem. And I think we all tend to look at, oh, I've got to fill this bucket so I just need to turn the faucet a little more open and my bucket will fill quicker. What we're asking folks to do is look at what's pouring at the bottom of your bucket. And that's the retention problem. And I think many of our locals are surprised when we can give them some data. Not just about their shortage needs, but how their retention is such a significant part of those. And Desiree, I loved your data around that. So I think that's helpful in recognizing that it's not just about getting more people in. It's about keeping people in who are already there.


over to our man, Teddy Kegstad. Folks, we talk to Teddy every Wednesday at 40 past the hour. You can read Teddy's take on the market in his weekly newsletter, the Tiger Forex Report. Check it out at tfnn.com, folks. It comes out every Monday. He's got updates during the week. And as I talked about, man, coming into this segment, the way that we have everything impacting the markets right now from forex to commodities to rates to yields across the world, it's a great time to know what's going on in those forex markets, even if you don't trade them in terms of how shaping they are of other markets. Teddy Kegstad, good morning. Good morning, Tommy. So we always get you on an interesting day. We get you on Fed Day sometimes. Today we get you on Fed Minutes Day coming up at 2 p.m. Eastern time. We just had the retail sales going on. But maybe we kick it off in crude, as we've talked about for a while, approaching some pretty lower levels. I think we got an 86 handle, potentially, as I talk to you right now, hovering around 86 bucks for the price of crude. What's your take on this crude market? Well, definitely, where it's trading right now, that definitely is very bearish, obviously, for making lows. I mean, there's no denying that. You know, I'm a long-term bull. I think that one of the things you're seeing is a little bit of a balancing now. You know, we have, you got to remember, six months ago, we were in a much different state. You know, we had such supply issues and supply chain issues that was impacting a lot of the pricing and stuff like that. You know, I mean, remember the ports in California were jammed up with tankers, you know, going out as far as the eye could see and stuff like that.  So now the things I think are stabilizing, maybe that has a little bit to do with it. Gas prices aren't going down. So crude may be going down, but gas progress actually went up by us over 60 cents just over the past few days. You know, so I'm still a long term bull for the US or for the crude oil market. Right now I'd be very careful, you know, but I'd be really careful selling into these lows. That's for sure. If anything, I'd be trading the options and not the futures right now. Yeah. I mean, volatility in both directions, man, on these moves, we've seen a series of lower lows and lower highs and pretty remarkable that we're talking about almost two and a half months now of negative action. And we're almost back to where you were as a technical trader, man. You're talking about highs. We've looked at them before. They stick out on the chart just last October. Almost back to those price levels with everything kind of up in the air right now. And I'm sorry, I wanted to real quick, one more thing to add to that. If you look at the further out months, they're at a premium. So no matter what the expectations by the market is that we're going to have higher crude prices in the future. Yeah. I mean, I guess that would make sense coming into the winter months or energy in general. I know Europe, that's a whole show we could do a conversation. Speaking of Europe, the UK inflation this morning, which were your action on kind of the UK over there. I mean, what's it, 10 points something inflation? They think it's going up to 13.3. I'm not sure if you heard, if you were listening to the program coming into it. But right now, we're in, you know, a market where the feds, the first one to act in pretty dramatic fashion, right? We're hiking 75, 75, 50. We have higher yield. That's driving demand in the dollar that we've seen. At some point, that should shift, Teddy. But, you know, if it's a matter of, you know, when not if that could stretch out for a long period of time with what's playing out right now.  And do you see it changing at all? Well, definitely I pay attention to the yields because interest rates are definitely a function of currency pricing, depending on which leg you're talking about, you know, which side you're on. But absolutely, there's one of the reasons the dollar is so strong is because our central bank is the most aggressive at raising rates right now. You know, so that is definitely one of the factors that has helped to promote a bull market in the dollar versus most currencies, you know. Now, when you talk about like, for instance, the UK, you know, they're in a disastrous shape right now. Obviously, their numbers are not looking good. And in the EU, it's even worse. I mean, Germany's falling apart at the seams. Literally, you know, I mean, everything I've read on them in the past week just makes everything that I was looking at already a couple weeks ago pale in comparison to what they're looking at right now.  You know, so I mean, remember how a couple weeks ago, we were looking at the euro and the pound rallying versus the dollar. Now, this that move we've been talking about, or I've been saying has been a corrective move that you should view it as that because the long term trend has been obviously bullish to dollar. So we've definitely peaked in those currencies. I mean, the pound is the one that's a little bit more sideways because it has a little more stability than the EU. I mean, remember, the UK only has to deal with the UK, they really don't care what goes on in the EU anymore. You know, so so that's probably an I've been saying that for a long time that as the US dollar is a bull against these European currencies, the pounds, the one that's going to get hit the least, you know, the euro, I think is really, really set up for a free fall. You know, I mean, there is nothing, there's no even if they start to raise rates in the ECB, I don't see that that's I think that'll slow the slide. It's not going to actually give it a lift, you know, they got some issues, I would agree, man. And I just got it up here on a daily and it's a pretty well defined channel line, man. For those of you out there that love channels on a daily basis, I don't even have to draw these lines on this chart to show you that it's just bumping up against that upper boundary line. And boy, if you head down to the lower boundary line of that channel line, I got on that chart, man, we're probably talking 97 at least on that chart. Sure, sure. You know, and then as far as essential banks, you have to remember to now we have China that they're under pressure for them to start using rates, you know, so which is a completely counter trend, you know, idea as far as the central banks of the world are concerned. So if they start easing rates, that's going to really put the currency markets into a little bit of a tizzy, you know, most people don't think about the Chinese currency as far as what it really, how it relates to the rest of the world. But believe it or not, it actually does, you know, so because that would lift other currencies, not necessarily meaning that they're just going to make them bulls against the dollar. But it does change things on the economics of things because China's struggling, you know, if you remember 2008, China was literally about six months to a less than a less than a year away from other other economic collapse, because when we when the consumer engine of the United States dried up, there was no more cash coming in, the rest of the world can't support the Chinese manufacturing engine, even China can't produce, you know, support it, you know, because the average people in China, except from the major cities, they can't afford anything anyhow, you know. So and now you're looking at a situation where with COVID and all these lockdowns that whether they've had it or whether the globe had it, it's restricted commerce, you know, so all that cash, you know, we know their books are cooked to begin with, you know, but they don't have cash flow. Well, you can lie about your numbers all you want, you still don't have any money. Comes to roost totally. Yeah, so and the yen, let's jump to the yen real quick. The yen were back to 135, pushing up where we were almost when we were well day before we were chatting some ball to the what's your take on the yen right now? I sit in 135. I am bullish to yen again, you know, I mean, it's interesting because with this huge slide that we've had in crude, remember crude oil was one of the reasons that I was very bullish to US dollar yen for a long time, you know, so obviously with this pullback, that is helping to probably keep this mark, the yen that's, you know, from where it was at, I mean, it topped out below 140 and came back to almost 130 again, which 130 is the magic number for Japan because they really don't want the US dollar yen above a dollar third or 130, excuse me. Nice. And now you look at how we bounced over the past couple of sessions. I'm a bull. I think we're going to go make a run for 140. Folks, you heard the great education. Teddy, I appreciate it, man. I've learned so much over the years chatting with you and just some more of your reference and check out the Tiger 4x report under newsletters folks. Teddy, I appreciate it. We'll talk to you next week, man. Sounds good, Tommy. You guys have a great day. Have a great one.


Dear viewers, As-salamu alaykum. Thank you for joining us. I'm Ali Jassim. In today's episode of current events We will be discussing one of the greatest issues facing humanity today, global poverty. Throughout the course of this discussion, we will be asked, we will ask an attempt to address the question What does the religion of Islam have to say about it? And what are the potential Islamic solutions to this crippling global illness? In total, half of the world's population lives on less than two dollars and fifty cents per day And a quarter of the world's population lives on about a dollar per day One billion of the world's children live in poverty That is more than double the total population of the US and Canada and equal to the population of the entire African continent One in nine people in the world do not even have access to clean drinking water Which is the most basic requirement for human survival Around the world, 22,000 children die from poverty related causes every single day This amounts to 917 every hour or to put it in another way Every single minute of every single day 15 children will die of completely preventable causes Including in the next minute. In fact, poverty is a choice made by a minority of the world's population and enforced upon the rest Ultimately, it stems from the misunderstanding of the purpose of wealth Thankfully, the religion of Islam is able to shed some light on this topic Most people go through life believing that the wealth they possess is theirs And as a result, they can do whatever they want with it. In Islam, we understand that whatever we possess is from God And ultimately belongs to him and how we spend it, it is a test. In the end, as Muslims, we know that we will be held accountable for every last penny that has ever come into our possession Did we pay our zakat in khums? Did we spend our wealth in the way of Allah helping others? Or did we spend it in some luxury we didn't really need? Imam Ali Peace be upon him explained the structure of poverty perfectly when he says Surely Allah made it mandatory upon the rich that a portion of their wealth was also what would suffice the poor around them So if people go hungry naked or exhausted, it is only because the rich have deprived them Allah will take them to account for it on Resurrection Day and punish them for it Indeed, if one looks at the massive wealth of the Muslim world, it would not be difficult to solve many issues of the global poverty with that alone Or we cannot even manage to solve the problem of poverty within Muslim countries Sadly, just because our religion gives us the answers to these problems, it does not mean we always follow it That is because most of these countries are engaged in a kind of a shirk The Messenger of Allah peace be upon him says There is a calf for every nation and the calf of this nation is the dinar under him This idolatry of wealth continues to this day and even among Muslims How well do we heed the words of our Prophet Muhammad peace be upon him who said that whoever eats his fill While his neighbor goes hungry has not believed in me How well do we heed the words of Allah Almighty who has said and those who hoard the gold and silver and Do not spend it in the way of Allah inform them of a painful punishment chapter 9 verse 34 It is because Allah knows that many humans sadly love wealth with an exceeding love chapter 89 verse 20 Brothers and sisters without any further ado Let's meet our guest the director of the Human Development Center in Karbala, Sayed Husayn al-Tawheel. As-salamu alaykum Sayyidina Wa alaykum as-salam wa rahmatullahi You're doing well Sayyidina, what are the main causes of poverty in this society? poverty is a social problem from which Muslims suffer in various Islamic countries There are many reasons for this problem among these reasons are political cultural and economic in this episode I will talk about some of these reasons without categorizing them Firstly the main reason behind poverty is our negligence of the available mineral resources granted to us by God Almighty we all know that God has granted us both solid and liquid minerals beneath our grounds We are also blessed with water resources Sun and air to generate electrical power But if we don't make use of all these natural resources in a proper way, we may regret it in the future Of course such reasons are explained in detail, but I cannot explain them all due to time Hence I will briefly mention them From an Islamic point of view the negligence of the natural resources is considered to be wasteful Since God has blessed us or for better terms graced us with these blessings And it is incumbent upon us to make proper use of them A reason for the poverty we have today is the waste of extracted natural resources in a way or another And that is the main reason which may lead to poverty Along with the above mentioned reasons There is another reason which is the wrong distribution of extracted natural resources in a fair way Whether it was in the same society or among various societies of the Islamic world Maybe just maybe one might object and say that these natural resources belong to those who extract them Yes, that is right. Those who extract them have all the rights to owe them But how do they manage them? That is the question That is because God wants us to manage these resources in a specific, legitimate way Any other kind of waste such as negligence, freezing and damaging of these resources In a way that no one will be able to make use of them Especially when there are people who are in desperate need for such resources, is not accepted in Islam What is the relation between faith and poverty? Yes, no doubt, no doubt Certainly, faith guides human beings for having the natural resources in a legitimate way That is without violation and oppression of other people Also, faith guides human beings to benefit from them properly For example, to make use of them in a constructive way for themselves Their families, their societies and for humanity Because Islam is a religion for all of humanity So, there is a strong relationship between resources and faith in having the natural resources in one hand And the way people make use of them in the other hand Is poverty considered praiseworthy in Islam? If not, how was it treated in the religion? In fact, the question of whether Islam considers poverty as praiseworthy Or not has created controversy Many verses in the Holy Quran and as well as in the prophetic traditions Areled by our Holy Prophet Muhammad Peace be upon him and his family speak about this issue Focusing mainly on fighting poverty due to the fact that poverty contradicts with humanity Both materially and morally One of the supplications found in our tradition says O Allah, I seek refuge in you from poverty I seek refuge in you from humiliation So, we ask refuge with God from both poverty and humiliation However, and before I go on narrating the verses and traditions relating to fighting poverty It is important to clarify something that might give a clear image of Islam's status against poverty First of all, we have to define the word poverty Poverty is about not having enough money to meet basic needs Including food, clothing and shelter In addition to a lack of money, poverty is about not being able to send children to schools Not being able to pay for medication for an illness These are all costs of being poor The above mention completely contradicts with the message of Islam Which aims at preserving human dignity and protecting them from humiliation and poverty Along with protecting them from all other things that break the principles of humanity As a result, Islam fights poverty And that has been mentioned in more than one verse of the Holy Qur'an And prophetic traditions as well as the narrations of the Holy household Peace be upon them The commander of the faithful, Ali, son of Abu Talib Peace be upon him has said, if poverty was a man, I would kill him In another narration, it states that The keys to the happiness of man are a big house and a fast medium of transportation You see, Islam prohibited wearing old torn clothes One day, the Prophet of Islam, Muhammad, peace be upon him and his family Was sitting in the mosque in Medina Surrounded by the muhajireen and Ansar When a man entered the mosque wearing old torn clothes Once the Prophet, peace be upon him and his holy progeny, saw him He addressed his companions saying, who can take this man and clean him Then bring him back to me One of the companions agreed to give the man new clothes to look neat and tidy Then he took the man back to the holy Prophet Thus, Islam stands against poverty Because poverty, as the commander of the faithful, Ali, peace be upon him has said Poverty humiliates the soul, staggers the brain and brings worry to the heart of man The commander of the faithful, Ali, peace be upon him also said To a son, al-Hasan, al-Mujtaba, peace be upon him That the poor man is insignificant and no one listens to what he says And people don't respect him If he said the truth, people would call him a liar O son, the one who has been afflicted by extreme poverty He would be afflicted by four features Lack of conviction, shamelessness, silliness and lack of faith To sum up, Islam is against poverty and seeks dignity to all human beings As quoted in the Holy Verse Bismillah ar-Rahman ar-Raheem In the name of God, the most beneficent, the merciful Barely, we have honored the children of Adam, peace be upon him We carry them on the land and the sea And we have made provision of good things for them And we have preferred them above many of those who we created With a marked performance I know many people have considered this But how do we solve the problem of poverty? In fact, Islam fights the reasons of poverty We've mentioned why many Islamic countries suffer from poverty And we talked about the reason behind poverty Among these reasons is the negligence and the waste of natural resources And the mismanagement of them On the contrary, Islam urges us to make use of the divine grace And blessing that we have been granted In addition to this, Islam urges us to save for the future We are not used to saving what we earn If we are to calculate how much money we are wasting And look at the result, we'll find it a very large number Again, even though we have this number, we will consume it all again Islam also urges for investment And it does not only urge us to save That is to save them to invest what we had saved in order to achieve self-sufficiency In order to offer job opportunities for unemployed people Our religion urges us to seek knowledge Because one of the reasons behind poverty is the lack of good education That is to say, education in general and training in particular That is also one of the causes of unemployment That hinder us from getting benefit of our energies and possibilities Islam urges us to partake in professional integrity Our local production is highly affected by the carelessness of our employees Most of them waste their time and escape from accomplishing their duties And if we put this into consideration, it would be one of the reasons That contributes in spreading poverty Islam fights all the negative issues that were mentioned above To establish social justice among the people One of the basic principles that Islam promotes for And works to apply is social solidarity principle That is, people must express solidarity with each other And support each other to overcome all the problems That the Islamic countries face, including poverty The question is, how do they solve such a problem? In fact, they can do so by establishing institutions That undertake different activities For example, such an institution could be one that is productive That is, they could own factories or farms To produce food to the needy in suitable prices These institutions might get involved in the construction field To build houses for those who don't own houses Among them are those who want to get married from both genders In certain cases, they could help directly Those who suffer from specific illness And can't afford medication costs As these institutions should work with the spirit of Islam They also can offer loans for those who want to start a new project Yet, the project must be implemented in a legitimate way Because nowadays, we see, some people get loans And instead of starting a new project with the money They consume the money to buy unnecessary things And this phenomena is widely spread these days The loans should be offered for those willing to establish a project That helps them in their present life and in the future Moreover, they should offer job opportunities for the unemployed people As we know from the famous saying that if you come And you teach a man how to fish Then you have provided him the sustenance to eat for his entire life But if you only give him the fish, you feed him once And he will no longer have food in the future The institutions could also train people for mastering new skills Because one of the problems that prevents many of the employed people From finding job opportunity is the lack of new skills that they master For example, holding training courses on how to use computers Or holding training courses on electrical skills and etc In order to find jobs easily These are ways that could help the society solve part of its problems What is the role of the Islamic government in solving the problem of poverty? The role of the Islamic government is no different Than the role of the Muslim fighting poverty Firstly, the Islamic government must have an economic policy Because most of the time we suffer from poverty Due to the fact that there is no economic policy in the government This economic policy includes education Banks, legislations and those that facilitate local or foreign investment This policy should be set by the government Which in turn should follow the teachings of Islam In planning for an integral economic policy That covers all economic aspects of life Such as investments, making use of natural resources And enabling people to work by making facilities In the field of agriculture and industry All these tasks should be done by the Islamic government Based on the great principles of Islam I conclude this episode by reporting to you this holy tradition Far from us is the one who leaves his worldly life For the hereafter Or leaves his hereafter for the worldly life Insha'Allah this problem will be solved soon Thank you so much, Asaidna Hayyakum Brothers and sisters, this concludes today's current events We hope to see you next time We thank you dear viewers for watching And we thank our dear guest, Sayed Hussain At-Tawil, for joining us Be sure to join us again on current events Until next time, Wassalamu Alaikum Wa Rahmatullahi Wa Barakatuh


are learning from and with academics and multiple methods of engagement and as I said before I don't think we could do what we do without the early adopters and another thing I think to sort of reflect on in relation to early adopters is that early adopters can see the potential of innovation across different disciplines so they can for example get the most out of first year coordinators meetings they can get the most out of things like the university learning and teaching conference but the people who are perhaps later you know we call them the early and late majority those people who are a bit later to the game in terms of adopting innovation and their learning and teaching they really like to see examples from their own or cognate disciplines and so that's why as well as the central support that we provide we also need to help support activities within the colleges themselves and obviously the schools themselves and you know they have a process of sharing good practice as well and so I think that's everything I wanted to say really I think is that a good summary thanks thanks Vicki that is a great summary there actually there's a question in the Q&A there are two I'd like to come back to one is about how we engaged with the the cleaning staff and the other one is about how we worked with colleagues who weren't quite the early adopters so Vicki I you might want to answer the second one or start to answer the second one in the chat and I will come back to that as part of the Q&A because I think that's a really important question for us to pick up but I'll pass over to Scott for just now so thank you that's great Scott thanks hello let me just pull up the right screen to share here with you so it's been doing this where it starts on the blank screen for me hopefully that's coming through well now so yes I am or I'm probably just going to say I am the good practice advisor I'm not anymore but it's easier for me to not to need to remember my tenses so through this project as I said at the start my role was to collect, curate and disseminate examples of good practice in learning and teaching so Vicki's done a great job there of giving you an overview of all of the different networks that work at the University of Glasgow to help do things like that what I'll try to do here is show you maybe one example of a process that goes through that collection curation and dissemination process that you may choose to use as a model if you're thinking of doing something similar at your own institutions my own background is fairly abroad in terms of the experience that I have had on campus disciplinary early I am a molecular biologist originally before I moved into educational development but the the role that I did before being good practice advisor involved to seeing students at all of our levels from undergraduate to postgraduate taught it was in the biggest of rooms down to the smallest of tutorial uh to tutorial rooms so when the building was being proposed and we were working through all of our working groups to say this would be good this would be bad this doesn't work it's always good when you're standing in front of a lectern and you have one of these things to hand you know I hope I brought a range of experiences there and so if you're thinking about designing your own teams to do similar things I think that's that's one thing to look for in the in the people that you invite into those to those conversations and the the collection curation and dissemination phases of this process for me I think looked like this there were the start visits to other universities not all of us were lucky enough to get the international tickets to go to places like Australia where I think Moira and Nicola got the luxury of flying to to see and there were things published in the literature you've heard Nick and Vicki talk about these things already so we took what was out there and started to translate it into finding examples also of these things in the institution and we had showcases for staff so Vicki's just been talking about those types of things workshops to generate ideas because the value often comes from when people hear about these things from their colleagues rather than necessarily from us standing you know at the front saying this would be a good idea for you and it was really trying to get people to buy into the idea of changing their teaching so I think one of the things that Karen could probably emphasise later is the importance of saying if you were going to use one of these rooms then you really need to think about making a major investment in redesigning your teaching so that you're not shoehorning your old class designs into one of these spaces but you're rethinking what can this class offer so that when I bring the students in and maximising everybody's value for the time that they're spending in there and after the collection phase row two here is about curation so we and some of this some of this has been done and some of it was not able to be done because of the pandemic and also some of it has been done after I left the role of good practice advisor but we had plans to do things like match up people who were working on similar projects so that they could then take their pilots forward together and learn from each other and ultimately develop some internal case studies. Vicki mentioned the early adopters the room was open for the summer that we've just sort of the building was open for the summer that we've just had so there was a chance there to catch people doing things in what would be the third semester of Master's programs there before the new semester started in in September for us so we could use those to catch people and say what worked for you what didn't work for you and then disseminate these directly with targeted staff so people that we know have classes that we think are useful for these rooms so for example our first large first year large cohorts some of our degrees have around 700 students on them so those would be maybe that's too much for the actual the largest lecture theater that you've just seen but where we see that there's a value for the class we can go directly to those people and say here's this room we think it would be good for you we probably pictured your class when we were designing it have you thought about using it these are these are some suggestions heads of schools are etc etc is important in here what I find in my time being good practice advisor is that although there's notionally ahead of a certain thing in a different subject area it's not always in practice the person with the job title that you expect who actually heads up disseminating information about that particular facet of learning and teaching in reality you know at Glasgow we have around 20 different schools within our four colleges some of them have heads of school plus a head of a deputy head for learning and teaching and then there are other variations on that as well so so Professor Martin Kingsbury a colleague from Imperial College London in a conversation at a bar after a conference once said that as educational developers our tricky job is to become educational ninjas where you not only find out the local lay of the land in different school areas but also have to inset yourself into those conversations as a trusted member of staff before you can start to implement change and so having conversations that help them identify you as as a trusted person is an important part of all of this and beyond all of the stuff that we can advise on paper and I think that was one of the most important facets of my job and then dissemination back to bringing it full circle we are here today being one of the disseminators that are probably represented in row one box one up there on the top row so the case studies that I'd hoped to develop didn't actually manage to we didn't we didn't get to that stage because my role changed and the pandemic happened and a few different things combined to get in the way but one of the examples that follows a similar pattern was our approach to creating guidelines for socially distanced lab teaching right lab teaching has to happen in a lab and when the government says you can only have certain numbers of people in a lab even if you can't come into the lab at all then it means a big rethink for the staff so we as an institution I'm going to change what I'm screen sharing here as an institution created principles for the return to campus share this window please here we go so first of all there's a page here which explains what our my focus on my camera has gone explains what our guidelines about returning to campus are and then within that there are examples of people who've managed to do it successfully through the the previous what was at that point the previous year and in a similar way to what I was hoping we would have been able to create for the James McKean Smith for our new building here are some case studies which are just interviews with the staff who've made it work so within each of these there's a video with the staff member talking about what they did challenges they found and if that's your preferred mode of learning from people then the video is there if you would rather scan the page then we also have a summary of what context that person was working in so hopefully others could come along and identify something that matches their situation so maybe you're also in that school or maybe you're also you you recognize that your technological competency is of this level rather than one of the advanced ones and so maybe you want to watch this case study instead of a more advanced one and then the more you realize that you might want to watch this this case study the more detail you can dig into so we asked the people involved what they did what the benefits were for students and for staff crucially both sides of that coin we made it explicit that we were asking for both of those challenges for both of those and we got some evaluation in there as well so it was clear that this wasn't just all a good idea on paper but these this was the feedback that we'd had so that's what I think of as as my approach to the dissemination model after curating some examples from around campus and there is another good practice advisor in post now the post hasn't been deleted I'm just doing something else with my time I'm in a different different role so that's my section finished and I think I'm now shall I hand back to Moira or shall I go direct over it's just good to say thank you and in hand we're to Andrew and thank you for for setting that in context Scott I realize we've asked you to talk about previous job but you were so involved it was really helpful so thank you for that Andrew our last input around the support for students and then we'll come to the Q&A thanks yeah sure thanks so as I said at the start I work in student learning development SLD and we are kind of as Scott said the flip side of the coin here to this so Nick and Vicki and Scott in his previous role we're talking about how to engage staff and how to get staff on side with with active learning with the new building with everything that we're doing me and or my team and I are there to work directly with students and in helping them realize all of their academic abilities and academic achievements and the way in which our team is set up is we have an effective learning advisor for each of Glasgow's four colleges and then we have two effective learning advisors specifically for international students we have maths and stats advisors and then we have a really quite large team of about 38 PhD students who work as tutors with us as well our goal is to try and make students or help students it's probably the word help and make students achieve all of the best outcomes that they can possibly have and through thinking about pedagogy through thinking about assessment and through thinking about the approaches and the things that they'll be doing in in the class so what I thought I talked about today for just a couple minutes is some of the things that we as a team have done to try and firstly engage students with with these changes and to help students adapt to and adopt those new practices and so that's kind of like what Vicki was saying that there's that there's this idea of things that are not now happening to students it's not just this didactic they come they sit in a lecture hall somebody talks at them for an hour and then they leave but instead that we we really embed in students this this understanding of what is happening to them why is it happening to them in what ways is it happening to them and how are they active participants and collaborators in that entire process and there are some challenges to that for us so for example and we have a very large international cohort to come from quite radically different academic cultures and academic backgrounds where expectations can be really different to what we're asking of in in so Vicki mentioned for example this team-based learning in the Adam Smith business school and there can be challenges there and getting students on board and one of the one of the things that we do from our side is try and help students understand not just what it is that we're doing but why it is and there's that kind of justification as to why is this the thing that we're asking you to do why is this the the the approach that we take so we try really really hard to engage students in these new teaching practices practices in these new learning practices and help students then understand some of the the processes the tools the abilities and the and and to be honest the tricks of the trade and that can kind of help them through that that process in the in the most meaningful way and allow students to get all the things that out of these sessions out of these approaches out of these pedagogies that we want and it kind of what we're talking about here circles back to again what Vicki had mentioned around about the the new learning teaching strategy for Glasgow so this idea of things being student-centered and this idea of transforming curricula and skills development and what we try and do there is with the student-centeredness is have students at the heart of the discussion that we are having with with them around about pedagogies approaches class design and things to do and how to do it in the classroom and with regards to the transformation of curricula as that transforms things like assessment practices as that transforms things like teaching contact hours and so on again we try to be there to to help students engage with understand and and get to grips with changing assessment types changing assessment formats and or in changing makes it sound I want to be more positive word than that innovative assessment practices I think that's that's the kind of word that we're looking for where there can be again as Vicki mentioned these kind of push backs sometimes of okay well I'm in I'm in fourth year of my Scotland has a four-year degree structure I'm in fourth year of my undergraduate every assessment I've had until now has been an essay and now you're making me do a group presentation what do I do and there can be real student anxiety around about that so again for us it's about helping them realize why we are asking them to do this and then give them the tools to do that and so what I thought I'd kind of take us through is a couple of examples of things that we we have done around about engaging with with tech around about engaging with different types of active participation so if you let me share my screen so this first example here is a combined piece of work that it was an LTDF learning and teaching development fund project between us in student learning development and the School of Psychology and we looked at how to this is started pre-pandemic but we looked at ways to get students to best engage with lecture recordings and how to get the most out of lecture recordings so thinking about that shift that we were talking about earlier towards increasing use of lecture recording the pandemic has fast-forwarded that more than I think we would ever have anticipated would have been possible and what we realized there was that from the student perspective they were oftentimes getting a full semester's worth of teaching trying to cram it down into three days of revision two days of revision one day of revision half a day of revision before the exam and try to cope with with that kind of information overload and so we were very keen to try and help students with this idea of working through lecture recordings working through how to structure up their approaches to dealing with information especially when we lose the the traditional structure of the the one hour lecture and so it was about helping students kind of guide themselves through that we had planner examples things about smart goals setting smart goals and approaches to taking taking effective notes from recorded lectures from from video lectures in essence and every single student every single undergraduate and postgraduate student at the university was enrolled onto this course and given information about again how to how to work through this we were also really keen if I skip to the end really keen to get them to think about reflecting on their processes here so one of the things if we're getting them to engage in in this kind of much more active style of note taking this much more active style of making one of the things we want to try and get them to do was reflect on what works what hasn't worked why did it work why did it not work and again to echo Vicki and once you was talking about this the the evidence base for this of proving how and where and why this works we're really keen always to do the same thing with our students so it's not just anecdotal I say this is the best way to do it because I say but here is an evidence base so we give them things around about guidance as to as to what works why it works and how we know that we also have for example a variety of other information I'm sorry I'm sorry to interrupt I was just going to plant a question I did this in the first session while you're talking because it might help you can pick up on it as you're answering Joe has put a question in the tent about could we capture in this what the experience is for students who are studying joint programs where they've got different disciplines so I thought I hope you don't mind me interrupting but I thought might help to put that into snide while you're still talking because it might pick up yeah absolutely absolutely and actually it's a really a really good question because that's one of the again one of the the challenges that students can face oftentimes is they so we have let's pick an example we have a very broad degree structures in arts and social sciences and we can have students that are studying across arts and social sciences and they may have so I'm a historian by background so I'm going to pick on my subject they may have very old-fashioned style approaches to teaching from a historian not to say that all historians are old-fashioned but maybe they're going to their their their history class and they're getting a lecture plus seminar and then they're also doing sociology where everything is flipped and everything is is active and again that's one of the one of the challenges students face is adapting to different teaching practices in different places and so one of the one of the things that we have done is try to again explain to students what's happening to them in different classes and give them the necessary tools and the necessary structures to try and work successfully in those different assessment types assessment criteria so we might have for example here this is one of our middle courses where we look at things like learning independently but we also focus on things like working in groups and presenting giving group or giving individual presentations and the idea behind this is that for each one students are always taken through a whole variety of different workbooks so that sits under here things that they can work through things that they can engage with and again everything here is evidence-based these tend to be split up along broad subjects lines so this is arts and social sciences there's versions for our two science colleges so which scott is now one of the effective learning advisors and we also have the focus for international students as well and one of the things that i'll stop sharing the screen one of the things that we are keen to do with our international students is get them to think of themselves as being part of an academic community and being part of this kind of engagement with this intercultural global academic community so we have for example this idea of engaging with an online academic community which i'll pop in the chat again what we want to do is is embed with our students this view that they are engaging with us and engaging with each other in discussions, in debates and in a wider community so that that kind of idea of the question there about this multiple different subject areas or multiple different approaches that's partly what we would try and instill in the students is this discussion of this academic community which is varied and nuanced and that there are academic literacies that underpin each one of those types of discussions where we can where we can figure that out between us and the students and we also have if i'm looking some other sources stuff for example acknowledging that group work can quite often be any kind of group activity can quite often be a place where students will sigh and roll their eyes and we try again here to to justify the approach a little bit but then also give them really quite practical tools to best navigate through what can be a challenging situation for for for undergraduates. Outside of that we have things like how to speak up in seminars this was written by one of our our PhD students who herself had voiced the fact that she found it really quite difficult to teach up and speak up in seminars speak up in active discussions and so had this kind of reflective piece on here's what happened to me this is how I did it this is how it worked and then we have things like our active participation with our students so this idea of getting our students to do things and giving them the the recognition and the reward for that so that trying but tying back into the teaching strategies focus on skills development and we have for example the exceptional award let me get a link to that so we ran this year an award program for students who submitted any kind of research piece around about COP26 so Glasgow held COP26 well last calendar year this academic year and so we had a competition for students to engage actively in the publication and the dissemination of multi and interdisciplinary research and again it was the focus here is all about getting students to articulate an exam and exemplify this kind of active participation in again to echo what Vicki had said this idea of being a world-changing student or a world world changer and we used COP26 as a really strong example of how can how can our students contribute to this world-changing discussion so going forward and what we are moving into doing is putting together a new portfolio of provision specifically on active learning so looking at a student explanation a student guide to active learning a student guide to how to succeed with active learning what it is that it means and how to work on that and we also have a range of new peer learning staff that will be joining the team very very soon which will look at embedding a whole bunch more of peer learning peer assessment and peer support in order to kind of further exemplify this active participation so we will have things like peer assisted learning schemes working within subject but also peer assisted learning schemes working within for example some of our student accommodation and will it's this idea of again further embedding the curricula and the models that Vicki was talking about and that Scott was talking about to help our students adapt and adopt those new practices. Thank you Andrew I am very impressed with your ability to answer questions drop in links and keep talking that's quite an achievement I envy you. Thank you everybody we have some questions I haven't lost the there was an early question before lots of the interaction on the chat which is great to see thank you for all of that about timetabling so Karen I wondered if I could put two questions to you one is one that I have partially answered in the chat and that's from Suzanne about our cleaning staff and you know the impact on them from a number of the changes and you know we did have some sessions with them where we were sharing our ideas and asking for their feedback on the pilot spaces and so that's one area I wondered if there was anything more that you would want to say because you know they really are key and we've changed a lot about how they work and the other one is a question about timetabling and in what way are we I guess changing how we do the timetabling in order to support these changes in teaching practice so if we maybe take those two together and then I'll pick up another one about the non-early adopters. Yes so in terms of the facilities teams I guess there was a partly a coincidence that we went through some restructuring of those teams at the same time as we were opening the hub but actually right from the start when we were designing the building and thinking about how that would function we knew we needed those people to work differently so it was always a different operational model that was created as part of that and seeing them as part of a team that is supporting all aspects of the building so whether that's a student not sure where to find a particular room or facility whether that's academic staff not sure where's the on button for the projector or resetting furniture where that's appropriate and recognizing that we don't want to spend all our time moving the chairs so they all sit in neat rows but sometimes stuff you know finds its way into different parts of the building and we need it back in the room so that we can accommodate the number of people that it's intended so we worked really closely with them and and because it was a completely new team and they were able to work in the building before we opened it to anybody it meant they got very comfortable in and around the building they understood how it functioned they understood the kind of pinch points and they understood the kind of flows around the building so there's some kind of natural flows that we see so they were then geared up to support that and we operate a model that supports the building over its full opening hours so traditionally in the university you know the cleaning staff for example are either in very early you know five and six o'clock in the morning to to get the place ready for for the standard working day or they're in in the evenings sort of starting work perhaps at five o'clock and we recognize that in the building with the kind of flow of people I mean there's in the region of three thousand seats in the building of one kind or another so you're likely to be having many thousands of people moving through the building over the course of the day a cleaning and management regime that is just two hours before anybody arrives and maybe two hours after they've all gone it was just not going to to meet the need so it it did require just as we had to rethink teaching and rethink the kind of space that we were creating we had to rethink the operational model as well and that was really important on the timetabling piece yes timetabling was always the tricky one I think what was hugely helpful was that we did identify these early adopters people that were already looking to transform their teaching and were really waiting for the the space opportunity to catch up with their aspirations and with what they were already trying to do in what we might kindly describe suboptimal locations but but having them knowing who therefore was was likely to be working out of that building using that building for their teaching meant that we could work with them at a really detailed level on their timetable on how that is structured so what are the group sizes what do we how do we describe those activities so students have a sense of of what they're going to engage in and also when does that teaching happen because you know that there are there's only 22 teaching rooms in the building so not everybody could get in and not everybody can get in at 10 o'clock on a Tuesday which always seems to be the most popular time in the week and therefore what opportunities were there to shift things to so people taught at different times or indeed in different ways so you know we've got some people moving away from a structure where they would have quite a large cohort meeting in in in two lecture sessions a week but then that cohort split into 10 or 12 smaller seminar groups who would meet you know at separate 10 or 12 hour slots to to a structure where they've they've put the the lecture and the seminar together so they have a two hour block of time called it something different and they've just split the whole cohort into into two groups and they meet as a whole so that's in the region of 250 students meeting together in one of the really large rooms to do something that is much more interactive is probably requiring them to have done some pre-work but enabling them to have a really good chunk of time to engage with the material but that in itself can't just happen on a whim or overnight we really had to work quite hard to find the slots that would work around the choice that students have in their timetable but having the early adopters having those volunteers was was enabled us to do that. Thanks Karen and that's hopefully taking us into the early adopters question a little bit more actually and Vicki and Nick may want to come into the in on this just to answer directly Hannah's question about early adopters and we don't we don't have these spaces across the entire campus so by working with those who are engaged and who want to do this work or wear school has a clear strategy for for doing this kind of work we're focusing our energy there and there are other spaces for others to use as Karen has said they're not always quite what we would like but but that that allows that kind of balance and we're just trying to to gently through the learning and teaching strategy help people rethink the curriculum and make those gentle incremental steps to change I think there's a point in the chat about people's workload and time and availability and you know unless we work with colleagues in light of their workload and in light of their confidence and their confidence and their competence to build up those skills to do things at a pace that works for them we'll really not have that level of engagement but Vicki talked before about the importance of hearing success stories from someone who teaches in your discipline and I think that's also really important that where we have early adopters whatever academic discipline they're teaching and they will be in a sense some of the best advocates to their colleagues who are perhaps more nervous or apprehensive or circumspect about the value of some of this they will be the best advocates and of course the students are hugely important here you know they they will they give us I learned talked in the earlier session about the representative structure you know they're embedded in talking to us about their experience what they find effective to help their learning so what we try to do is to build on all of those conversations and support people to change in a way that that they they can engage with constructively rather than forcing something on the one they're they're not ready and so I don't know if that answers it adequately Hannah but that's kind of the approach that we take that Vicki and Vicki you want to come in on that one yeah I was just going to say you've used a phrase before Moira and I think it's really appropriate it's meeting people where they are so it's not about throwing people in at the deep end so for example if you had a new member of staff and they weren't particularly confident in terms of active learning you wouldn't suddenly put them into one of the big rooms with about eight to twelve tables round so that this is completely kind of unfamiliar to them it's about scaffolding that process and it's about enabling people to try things out in a low risk fashion and so for example you know let's get started in some of the smaller rooms or use some of the existing teal spaces on campus and then reflect on that that practice within the context of the PG CAP itself the emphasis is on creating a safe learning environment for our staff because that's what we want them to do for our students is create a safe space where students feel able to participate and contribute and so I think we want to do the same it's not about throwing them in at the deep end and sometimes it's even just small changes to practice so it could be something like a teaching observation and somebody's delivered a very teacher-centered session so we would work with them individually to think are there ways to make your teaching more participative you know walk techniques even something as basic as think per share could you bring that in to give students a chance to to contribute so it's starting in small ways rather than than a complete transformation for people who aren't ready and let's not forget that this is ongoing this will always be ongoing there is no point where you say that's great we've done it everybody does active learning well no it's not happening I mean it is interesting to see the shift throughout the years man I've been in this job for over 20 years so I've been dealing with PG CAPs with you know the whole environment it was learning technologies at a point where there wasn't even a name for learning technologies so it was a long time ago and it's fascinating because of all the work that we have been doing over all these many years in all universities I would say certainly in Britain but I suppose also in the world in Europe and things like the PG CAP where the new lecturers come in and they really start reflecting and learning and and changing things how the bulk if for lack for a better word of staff is actually more and more towards active approaches quite simply because it just eventually changes eventually comes through I mean I remember 15 years ago technology wasn't ubiquitous and it kind of feels like yesterday or sometimes it feels like a very long long time ago but I think a lot has changed over the last can you imagine if the pandemic had happened 10 years ago just 10 years ago we would have had so many more problems so really it is a continuous program of working together partnerships learning changing transformation and also who knows what's going to happen in another 10 years if the world's still standing so this whole idea you mentioned in the previous session hybrid learning and teaching I don't know I frankly have no idea if there ever will be some sort of technology like Star Trek wise or I don't know what's that really enables hybrid teaching and learning I don't know maybe there will be maybe there won't be and I think the openness and the and the willingness to take in and change and to form continuously I think that's just important and exciting in higher education next Scott yeah I just had something to say springboarding off of Vicky's comments and yours about meeting people where they are one thing I've noticed I think it's to do with one thing I've noticed in the past couple of weeks which I think is to do with our internal administrative cycles every year is that people have been contacting me to find out where they can find the videos where they were shown talking about how they innovated in some way and find a positive impact for their students so another targeting option if you're thinking about trying to influence change is clearly to get the people who want to be able to show off later that they've done something probably because it's going to make a good addition to their promotion applications or their publication portfolio and and then maybe that's a way of identifying people that can be early adopters rather than waiting for the early adopters to just be the first people to come to your door and or the other element of it might be it occurred to me that we've got all of these people with that lab case study bank that I showed who have identified successes and then those successes can be the starters for other conversations with people who I could go along to and say so what's the biggest challenge that you face in your subject area right now oh that's interesting because this person found a really excellent solution to that so have you thought about doing that actually one that's just prompted me to to pick up on something that Vicki mentioned before so Vicki and her input and Scott just there talking about seeing people's impact reminded me to clarify we have a we have a scheme that Vicki mentioned called LTDF learning and teaching development fund and Andrew referred to that too it's a it's a fund that's there to stimulate and support innovations in learning and teaching and assessment and we have expanded elements of that and this year we've launched some student staff partnership schemes that we've trialled before but we're doing them on a much larger scale but I think just to put this into context very often it's relatively small awards in terms of financial awards that people need just to to employ an intern for example for a few weeks to help with an evaluation or to gather data from students or from colleagues and I think that makes a big difference it just you know in a way it goes back to the workload question that somebody mentioned before it just gives people a little bit of resource to help evaluate their practice or to bring someone in to to support them to do something that they want to do but they might just be struggling for time but the totality of that helps us to build up an evidence base for you know what things have worked and actually what things haven't worked and I think we've tried to be open with you today that you know we're not finished the job here and there are some things that that we haven't got answers to yet that we would like to have answers to and I dare say there will be things that we've tried that we wouldn't do again and certainly from the pilot rooms there are there are setups for the audio visual and technology that we we tried but we wouldn't do again so you know really making sure that we incorporate that into our evidence base is important but it doesn't always take large quantities of money it can be done quite effectively by just some relatively small funds for colleagues to to support them and so I thought that might be something to just to share with people I'm I'm aware that there's a question about learning contact hours so Hans has asked and do we see a listening of the number of contact hours so fewer lectures but more effective working group hours in combination with asynchronous preparing and again I'm very happy for others to come in on this I I think that that will happen but I think the question for me is what's the adjudicational design behind that I think that you know there's there's been a tendency I think during the pandemic for for the narrative across the sector and not necessarily from universities to be about you know online is bad and it's not such good quality or such good value and I think people are trying to rethink their teaching whilst articulating where is asynchronous where are asynchronous learning materials that students can work through independently actually a really good important part of a learning experience alongside face-to-face interactive sessions and so the way we've been trying to think about it and we have to sort of do at the moment slightly differently each year depending on where we are with the pandemic was to say to to colleagues think about what is the best use of time when you have students with you in person what is that you really want to spend that time doing and then how do you scaffold around about that in ways that allow the students to achieve their learning outcomes and you know kind of little shift in the emphasis between kind of the larger group lectures to sort of large but smaller group seminars could that make a big difference supported by asynchronous learning materials and trying to shift the conversation from being about teaching or contact hours which we often think of from the point of view of the teacher to learning hours on this course if we think that there's a hundred hours of learning how how do we expect students to manage that hundred hours of their time including the assessment and then what does that mean for how we structure the the teaching sessions and the use and access of resources and I would say some of the feedback we had during the pandemic was that staff were trying so hard to give students lots of support that actually it was too much support and they didn't quite know how to manage all of that material so the sessions that Andrew described are so important there but we have to be very clear with students you know what is a reasonable amount of asynchronous material or for them to work through and how do we use that effectively in the class so that we we think through that process from their perspective and I don't know whether others want to say anything more about that. Mike just if when I think the way to do I agree entirely and I think the way or an important element to that is then also helping our students understand when there when things are asynchronous that there's a justification for things to be asynchronous and that that there are approaches to be able to deal with that when things are synchronous again there's a justification for that to be synchronous and to give students the the tools the abilities the hints and tips even of how to how to engage most successfully with that and I think I kind of take a what you were saying that murder that the kind of negative discussion in the media around about what what we had been doing I think is really well I'm biased I think it's really unfair and really harsh and I think that the student perspective of that hasn't always been as negative as the press has have been portraying and I think that the the crucial element one of the things again that we've really tried we've tried really really hard to do is explain to students and engage students in the discussion as to what it is we are doing at different points how we're doing that and why we're doing that so it goes back to that whole kind of partnership thing of saying okay if we're doing x y and z here are the reasons why we're doing that and here's the approaches that you might take in order to get to get the most out of that and I think from from my team's perspective I think that's the success bit for us yeah I agree thanks Nick just just to add to what Andrew said is so right and I think just so that students understand why they're doing something um I've heard students many times say oh they're making us do this group work again I don't like group work without ever having been told why they might be doing group work and any kind of learning activity needs with it an understanding of why they're actually doing it what might be the outcomes and linking it all back to the ILOs to the assessment at the end to I mean the good hold alignment and it's so important that students know and understand I mean after all would anybody want to do something that they don't have no idea why they're doing it just for the sake of doing so absolutely what Andrew said yes from a staff point of view as well because we need to support that thanks Nick okay I'm not seeing any other questions coming through and I think we've picked up on the questions in the chat but if any of my colleagues have spotted anything that I've missed please let me know I just wanted to explain I've popped in a link to a video on YouTube from colleagues at Nanyang Technological University one of the things that we've not talked about hugely at the moment is team teaching and we've talked a lot about team-based learning but actually a lot of our new spaces give us the opportunity to do more kind of interdisciplinary team teaching and so I put that video link in because in the video Premon Rajalingam who's been leading a lot of the work there talks about the ways in which the medical school have brought different disciplines together to teach in a room together a large scale version of one of the images that Vicky shared as a scale-up type room so I just thought that might be of interest to some of you to take a look at what they've been doing Premon spoke at one of our learning and teaching conferences about his experience and it's really interesting to hear and just how they've developed that and how they've supported their own colleagues so again I would if that's of interest to you I would commend them and Premon's very open to sharing his experience too so you might might want to follow that up with him. I think if they're, oh Jo's just popped on a question if you're interested to see how learning expectations morph you see differences or patterns between different disciplines and parts of the university. Okay so I'm not sure if you mean student expectations here Jo or if you're meaning staff expectations maybe we can say a little bit about both. I don't know if we're seeing a pattern that relates to disciplines as such I think maybe the pattern relates to the size of the cohort so what we're seeing is where people have large cohort students they're thinking about how they can change their practices that's typically more to do with undergraduate programs where they're they're much larger groups of students and I would say that the disciplines where there's a disciplinary dimension perhaps those who have lab teaching are also thinking differently about what's the what's the balance between that lab teaching small group teaching it's not a lab based activity and those larger typically larger lecture type activities and they're currently in the process of rethinking they might keep their lecture slot in the timetable for reasons Karen has explained it's not always easy to move because it could clash but they might keep that slot but do something differently in there so I think the experience of the last couple of years is is getting everybody to think but particularly those who have those larger cohorts for whom it's been traditionally harder to do something other than a typical lecture if you like and I think I would also just say we're not saying a lecture is a bad thing and I think that's important you know a well-designed lecture is really good experience and we designed the lecture theater for a reason but it's it's about how we structure that and how we engage and how we get students to engage actively so it's not that we're saying no big groups but we are seeing people think differently about how they engage with those larger groups in those settings I would add to that that working across the institution and across all disciplines of course I do see some differences but I think that also comes in part from the tradition of the discipline you know we have disciplines that have like 500 years of a certain tradition so of course that will influence that I think it is everything from a staff point of view that Moira mentioned plus history I think as in the tradition of the history of how somebody might be working with it if you're used to small tutorial groups if that what you did used to do 100 years ago then that is something that you might want to go for nowadays so there are different approaches really in the disciplines that I see to some of these active learning things and if you're just used to to lectures because you used to just write on a big blackboard for an hour then you might have a different approach and I'm not saying that it's not acceptable to write on a big blackboard for an hour because I have been taught to understand that sometimes that's actually very necessary yeah for illustrating things I was going to bring Andrew oh sorry I was going to bring Andrew in a second I'll put his hands up but Karen you go first then I'll come to Andrew because I think the students the expectations are changing and we need to to really align then but Karen yes and it was the student aspect I wanted to pick up on I think what we're seeing is their behaviour is changing so how they want to engage in study so I mean partly the opportunity that we've created with the gender queuing Smith but actually the way that is then being adopted in other teaching spaces so what we are seeing is students coming together to study so it's almost a kind of social study and whether that is a number of students just working alongside each other all on different things but they want to be together in a space or they are actually working together on the same thing and whether it's projects coming together to watch their online video content and things like that there's this real sort of social need it appears and we're seeing an awful lot of that and I think that's quite important for us to both recognize and understand what what role that will continue to play I mean you know it may have been a feature of the pandemic and the fact that there was there was not a lot of face-to-face teaching or in-person teaching going on and that that kind of social contact need that we all have at the base of our humanity or it might just be a new way that students wish to engage in learning and learn together and that obviously has implications for our space but it has implications perhaps for the the kind of activities that we might set as part of that learning curriculum. Seems like a great place for Andrew to pick up from. Yeah thanks I think there are two kind of points off from that I think the first one is as Catam was talking about this idea of the places and the spaces and one of the things that we see when we're when we're talking with students now is that they as Karen says they want to do things in groups much much more than we would have ever so I've been working in this job for for a decade now and even in that decade things have changed really substantially from students wanting to come in have one-to-one appointments with us have one-to-one discussions to now wanting to come in and do things in in groups and and stay in those groups and I think it was Nicola this morning was talking about this or Lauren was talking about this idea of the sticky campus and I think some of the the the things that we've seen through the the pandemic and the impacts of the pandemic are that we as an institution I think have a responsibility in a in a duty to provide that space for students to be able to to do things and work together in a way that maybe before the pandemic we I think we were starting to realise and but the pandemic really really pushed forward at least in I think in our in my team's thinking around about this sense of community student engagement and student student collaboration and that we have to we have to help that and whereas I think pre-pandemic quite a lot of time we just assumed that it happened or let it happen and but now it's much more much more built in and on the second point was off of what and off of what Nick was saying around about this idea of the the kind of the leadership of of change or the implementation of change I think a lot of the times can come from the students and and the patterns that we see I think from the students tends to be that there is something cool and exciting that happens in subject x the students talk about what's happening in subject x to students in subject y students in subject y then start talking about the thing that's happening in subject x and there's this kind of grounds well I guess of of sharing of good practice via the student voice so I can the example that always sticks out to me here is there is in our business school and there are some really really really brilliant courses that engage with the private sector that engage with industry that get students working in groups doing group group presentations my team are brought in to help along with that to help them kind of build up a portfolio of of provision in a portfolio of of presentations to businesses and the students love it and they get so much out of it it's it's a genuine challenge they are really challenged but they love it and then some of them are also studying subjects in for example economic and social history and so economic and social history have kind of adopted a similar type of thing just from this spreading of news amongst the students and I think to go back to the the earlier comment around about how do you get those later age adopters to me that's one of the really nice easy ways of get students to say professor x does this can we do that because it's so cool and it's brilliant and I loved it it's the the easiest one thank you Andrew yeah Joe I think you asked us a question that we can't really do justice to can we it's it's got so many dimensions to it but thank you for asking it because I think it's it's the right place to to land here at the end of the seminar we this whole project's been about designing for the future and as Nick has said but it's keeping on changing and we have to be able to adapt and you know your question has illustrated absolutely why we need to do that and the students are so key in helping us think about that and so it was a it was a great question to finish on I'm aware that it's almost half past so I think I'll hand over to Ivana in a moment and but just to say thank you very much to everybody for um spending almost the whole day with us and for all your questions and for all the very positive feedback that you've given us we've been so pleased to be able to share our experience and I very much hope it's been useful to you all and so now I will pass to back to the guilt thank you very much I can only say a big thanks from the guilt to all the speakers to you Moira for hosting this seminar I think not only your contributions but only your willingness to share was really appreciated by by all the participants we've had more than 80 participants join the seminar throughout the day so thank you very much from our side I can only say that the aim was with the inside paper and the discussions that we started a year ago the aim was not just to have these these discussions within our member universities but really to go beyond the wider sector and that's why these discussions and this seminar today is important I can only say thank you once again and invite you all to our closing event of the guilt seminar series in tubing and in June so I hope to see you all there thank you very much goodbye