Travers-Murison

2006-11-05T00:10:00.000-08:00

EMPLOYMENT APPLICATION
PERSONAL DETAILS

James Travers-Murison

LLB. BA. (Monash) Dip. FTW&P (Aus. Coll. Journ.) Grad. Dip. Ed. (Aus. Cath. Univ.) Cert. IV Small Bus. Manag.

Mobile: 0429 532156 Telstra

Date of Birth: 24/6/64

Career profile

James Travers-Murison was born in the UK. His schooling was at Glamorgan, Trinity then Melbourne Grammar, elite private schools. He was brought up by a mother who taught in schools as a head of department, then as a senior lecturer in education at La Trobe University. She was head of the diploma of education, Dr Molly Travers. His Aunt was senior lecturer in special education at Melbourne University, Dr Pat Long, and his other Aunt was senior lecturer and assistant dean at ANU, Slavic Languages, Margaret Travers. Their mother was a Hawker from South Australia, original settlers and her grandfather was a founding father of South Australia, speaker and treasurer in the parliament, George Hawker, and her mother was the daughter of Sir William Stawell, first Attorney General, writer of Victoria's Constitution, longest serving Chief Justice and many times Acting Governor of Victoria, Chancellor of Melbourne University. James’s father was a professional soldier and officer in the Gordon Highlanders and then the Australian Infantry. He came from the Murison family who had made a fortune in the Jute trade in the 19th Century.

He studied law, psychology [achieving a high distinction in his first year], economics and modern history at Monash University, then did his articles at a well respected law firm in Melbourne, Sly & Weigal now Deacons. He then worked at E & Y and KPMG London doing corporate tax consulting. Having had a mystical meeting in a castle with a devotee of Paramahansa Yogananda after a relationship failure, under extreme pressure at work doing a job he was disillusioned with due to its extremely materialistic nature and depressing internal politics, he eventually gave up his job and travelled Europe then the Middle East where he became vegetarian and virtually gave up alcohol. He occasionally used marijuana which he had first tried a few times whilst at University and then given it up only to try hash several times whilst in London, this became more frequent in Europe. He ended up in India for 2 years searching for the meaning of life. Having practised many techniques of yoga, chanting and meditation, living in monasteries and ashrams including Osho, Chenrezig, Siddha, Sivananda, Hare Krisna and Satyananda, he became aware of the importance of integrating the intellect with spiritual practices, music, art, diet and physical movements. Learning holistic massage at a Rainbow Healing Festival near Bristol, UK. in 1992, colourpuncture therapy at Osho Multiversity in Puna, India in 1994 opened his mind to alternative medicine. Primal, Tantra, Breath, Modern Dance, Aikido, Tai Chi courses and classes in Puna have educated him in a multitude of techniques for deconditioning the mind. This gave him an awareness of the incredible potential of the human being, and its ability to free itself unconditionally from all suffering and so ascend to an angelic god state, beyond the conception of the mortal mind. To merge with the Higher Spirit’s light body and so incarnate as both physical and angelic beings.

However he was also made aware of the flaws that arise in large religious organisations. Corruption in the guise of attaining spirituality and manipulation in deconditioning techniques, lack of followup were all prevalent in Puna. Sexual experimentation which was encouraged there led him to despair at the abuse of the sacred nature of the sexual act and its isolation from love and commitment. Part of the deconditioning process encouraged the disregard for obeying authority and acting honestly in society on the grounds that it was manipulating and disempowering us and that spiritual advancement must take precedence. This led James to commit two acts of fraud, which were completely inconsistent with his character. He obtained a false government visa to stay longer in the ashram and he withdrew the maximum amount he could obtain on his credit card, purchased travellers cheques, sold them on the black market and claimed them as lost. The money was paid to the ashram in return for courses. In 1996 he repaid Thomas Cook an excess of the amount falsely claimed realising that dishonesty is never justified by the ends, nor the corruption of the other party.

He found some answers in yoga and came back to Australia. He believed that the future lay in alternative lifestyle, however experimentation with marijuana, psychodelic fungi and a minute quantity of LSD, combined with pranayama ultimately led to bad effects.

In 1995 he was introduced to indigenous communities at Lockhart and the Gospel of Peace of St John and the Essenes at Pascoe River, Cape York, during enlightened experiences with psychedelics. At Elliot Falls he was finding the dreamtime and communing with nature naked in the bush in one of the most remote and inaccessible national parks in the world, Jardine NP. However due to misuse of Australia's excessive over protectionism in its mental health laws he was reported and sectioned [for observation] under the Mental Health Act in 1995 despite protesting that it was a breach of human rights. Using his legal skills he avoided being drugged by doctors. This led to his brief but frightening incarceration in Cairns Base Hospital’s psychiatric ward. Released after 48 hours [the decision being that he was not psychotic], however there is no doubt he was in a confused state. Something of his spirit died after that experience, but he gave up all drugs and alcohol, nevertheless his condition developed into depression and possibly a mild form of psychosis.

In 1996 he worked voluntarily in Community TV for Optus and Channel 31 and produced a documentary on the Wilderness Society and was working on another on the Torres Strait Island women. He stayed with alleged breatharian and Sia Baba devotee Hillarion at Ravenshoe. As an amateur naturalist photographer and artist, James painted in India and Cape York, also in Melbourne his home town. He realised the dimensions of nature can never be fully captured by man. In 1997 started writing his autobiography, a satirical sci-fi mystery and a film on JC and Tibetan Buddhism; he did a diploma in Journalism, wrote an independent report on aboriginal alcoholism and government negligence in Cape York, which he considered turning into a Masters of Law. He freelanced on social and environmental issues such as logging at Goolengook, human rights abuses in Kashmir and Vietnam. He also wrote poetry. In 1998 he met Michelle McKann and attempted to start a national intelligent person’s gloss magazine, “T-M”. For a list of his articles and work click here. When this fell through he moved into the Siddha Yoga ashram in Fitzroy in 1999. However when he attempted to get involved with management and questioned the operation of the ashram he was asked to leave.

After this he came across Viktoras Kulvinskas’ Planetary Healers Manual and then the Essene Church of Christ and went on a three month rawfood fast visiting rawfood experts such as Zalan in Daylesford. At the Retreat near Kyogle he witnessed terminal cancer patients being cured by Rawfoods, juices and enemas. He then visited fruitarian Rene Beresford in Cairns and the inimitable John Fielder at Clohsey River. However he heard and met people there who had had bad experiences living long term on rawfoods – teeth rotting, allergic reactions - and he found Fielder’s behaviour erratic and gave the diet up personally feeling ungrounded and lacking energy. Going on Rawfood fasts since then, whether for a day or a couple of weeks, he has seen the effects on the body, mind and spirit of Rawfood diets, and its uplifting effect on the soul.

Having gone to ANU to study astro-physics in 2000, after 2 months he realised the spiritual futility in an academic system, based on cramming information and manipulating mathematical formulas without putting precedence on theoretical knowledge, and a complete absence of holistic integration of body-mind-spirit, which he believes is devolving humanity to bio-robotic life via career-specialisation, and evolving our replacement, an automated silicon intelligence. (see Physics). It was then that he formulated the idea of the UOCA organisation.

He started an Ezine based on the earlier magazine with government assistance under NEIS. Doing a small business management certificate for the business plan of www.TMMAG.COM ultimately the government lacked the foresight to see its potential. He went ahead alone producing a prototype on the Internet while doing work experience briefly at Canberra Times and in 2001 he started a diploma of education at UC teaching Social Sciences, however he quickly realised the system of teaching children was so entrenched in a retrogressive value system it would be almost impossible to change from within. He realised a completely new system of education was required based on a rawfood diet, yoga and spiritual awareness – a prototype system that would allow all children to become geniuses and enlightened entities to lead humanity out of its industrialised robotic compartmentalised darkness. He has been on committees to help East Timor and create the ROCKS, an ecologically sustainable community centre in Canberra, as well as developing self-organisation at the Co-op.

In 2002 he went raw again and stayed with rawfood yogini Gangashwara, rawfood author of Ecoeating Sapody Brook, Natural Hygienist Dana Clare, Neil Skilbeck founder of the college of Myropractics and lived with Rene Beresford for 6 weeks. However again finding problems with lack of energy, he reduced to 90% raw. Doing 10 classes of Ashtanga yoga a week, and trying to set up a rawfood community, Project Eden and an ezine under another NEIS scheme, burnt out he headed back to India via Sri Lanka. Visiting Sia Baba, Sivananda ashram, Auroville, Bohdgaya, Mother Teresa’s centres, he left frustrated. Arriving in WA in 2003 he backpacked to NT and lived in Darwin beginning work on an alternative Communist Manifesto to Marx. Trying out tour guiding at Uluru, he then went to Tasmania and did the overland trail.

2004 he requalified as a secondary teacher in the Catholic University doing teaching rounds at his old school. Disappointed with the course and Catholicism he headed to NZ, almost went raw again, fasted and had interesting spiritual experiences with Tibetan Buddhists, Gentle Earth, Satyananda, and tramping for many days in the mountains of particularly the South Island; doing rigerous and dangerous trails up to 8 days long such as Dusky, Aspiring, Rees-Dart, Siberia, Kepler-Cables, Copeland, Abel Tasman, Tongariro and Stewart Island. But he realised nature as beautiful and powerful as it is, is not the answer to man’s dilemma. After staying with Matreya, he returned to Australia trying to reconnect with Osho. But it was not to be. Instead, he almost went insane around Brisbane. Finally getting restalyne injections in his expression lines which caused a massive allergic reaction and intense spinal pain. He returned to Melbourne exhausted, but soon began trying to heal his schizophrenic brother through yoga and intense exercise. Got a job teaching in a rough outback mining town called Biloela, but was forced to resign when he confronted the school about its treatment of students. He went back to India in late 2005. But again after 6 months could not find the answers and instead became very sick with hepatitis in Rishikesh and again ended up in a Christian ashram, Sattal. He left for the California, came across the fundamentalist neo-Christian cult 12 Tribes in Escondido, then Yogananda's rebel community Ananda, at Nevada City, but was forced out of both places as a result of Samadhi experiences. He tried to connect with River Canyon rawfooders, but was rejected there. Despondent and broke he returned to Melbourne. At 51 Campbell he did CRT emergency teaching in Hughesdale Primary Grade 5-6 for 2 separate days before having the agency told that his performance was unsatisfactory. He went to Satyananda in Mangrove Mountain to do Yoga Studies but quit, and eventually headed to Costa Rica to do rawfoods at Pachamama. Corruption and drug abuse in the community there led to him investigating several other rawfood communities including Art of Union, and a Christian Organic farm then touring Central America, scuba diving and writing a short story on Ancient Mayans. He is now back in Melbourne. Stayed briefly at Atisha Tibetan Buddhist Monastery near Bendigo. Then with rawfooder Bruce Standish in his organic grocery, after that was for a short time with Yogi Corey at Caro Yoga. Recently stayed with Thai monks at Bhodavana Monastery and was again asked to leave and climbed Mt Bogong. Having met Lorien, a young spiritual aspirant, they have been endeavouring to find a suitable ashram location. After fruit picking in Shepparton, James realised that the capitalistic system always exploits the poorest and most unskilled of labourers, and destroys the beauty of nature in its greed to obtain the most profit. Others have now joined UOCA and an ashram may be set up in North Queensland. He then went to stay in a Tibetan Monastery near Bendigo, called Atisha, and is now on journey in Asia. Having visited Indonesia and coming across the Way of Mastery in Ubud, then to Malaysia and now in India. He spent time doing yoga in Sivananda Ashram in Kerala and is now back in Australia after teaching in Korea.

Summary

I am a professional teacher who has many life experiences and trained in many formal and alternative disciplines. I am currently looking for the opportunity to establish myself within a formal teaching environment to assist in reforming the Education System using alternative teaching methods that I have researched in Australia and overseas.

You will find me to be a dedicated, loyal teacher who can communicate and emphasis with a wide variety of people and students. I pride myself on my professionalism, risk taking, revolutionary new ideas and willingness to further develop my learning/skills and I have the passion to deliver the best possible teaching methods and gain the best results for my students

DEMONSTRATED TEACHING EXPERIENCE

I have taught maths years 8-9, history years 9 and 11, commerce year 10, legal studies year 11, and business year 11 in Victoria and Queensland at private and government schools.

Education

1982 - 1987 Monash University Melbourne
Arts/Law Degree
Tax law – distinction
Psychology 109 – high distinction

1996 – 1997 Australian College of Journalism Sydney
Diploma of Journalism

2000 Qskills Canberra
Cert. IV Small Business Management

2004 ACU Melbourne
Graduate Diploma of Education Secondary
Methods – SOSE History, Commerce (Legal Studies)

Professional experience

2009

ESL Teacher

Gochang High School - Years 10-11 Korea

2006-8
Contracted Relief Teacher
Hughesdale Primary School – Years 5-6 Chadstone
Wantirna College - Years 7-11 Wantirna

2005
Biloela High School
Secondary school teacher for Maths Years 8 and 9, Legal Studies Year 11, Business Studies Year 11 – temporary contract
Queensland

1995 – 2003 Enligtenart (freelance/sole proprietor)
Journalist, editor and web designing / financial manager of tmmag.com ezine Cairns,
Canberra, Melbourne

1990 – 1991 KPMG
Corporate Tax Consultant London

1989 Ernst & Young
Corporate Tax Consultant Melbourne

1988 – 1989 Sly & Weigal (now Deacons)
Articled Clerk Melbourne

Professional memberships
Admitted as Solicitor of the Supreme Court of Victoria 27 Feb. 1989
Admitted as Member of Australian Media Syndicate Oct 1997
Registered as secondary teacher in Queensland June 2005
Registered as secondary teacher in Victoria Oct 2006
Registered as ESL teacher Korea April 2009

Volunteer experience
Community legal service worker in Cairns and Melbourne

Interests/ activities
Cycling, trekking, swimming, yoga, travelling, photography, water colour painting and writing

References

Peter Newbury, head of History, Melbourne Grammar 03 9868 7173

Mathew O’Meara , head of Business Studies, Melbourne Grammar 03 9868 7172

Sandra Venneri, Legal Studies Teacher, De La Salle College Malvern 03 9509 3011

Dr Peter Morris, history/SOSE method lecturer, ACU p.morris@aquinas.acu.edu.au
03 5336 5381

Personal

Lesly Ryall, French teacher, Castlemaine Secondary College 03 5472 5447
Shirley Painter, Latin teacher, retired from St Catherines Anglican Girl’s School 03 9531 3143
Pat Lennon. partner Lennon Settle Lawyers in Elizabeth St., Melbourne
03- 9670 5999 lenset@lenset.legal.net.au

Teaching Rounds

De La Salle Catholic School, Malvern
April- May 2004 (4 weeks)
Year 10 Commerce
Year 9 Australian History

Melbourne Grammar School
August – September (5 weeks)
Year 11 Legal Studies (x 2 classes)
Year 11 American History

Key Selection Criteria

Given my age, experience and qualifications I am expecting to be assessed on a higher grade level than a student just out of university.

I will use this application to apply for all positions going in your school – History, Legal, English, ESL, Politics, Geography, Maths, Drama, Psychology and the Graduate Teacher position.

I am using the standard KSC to answer your selection criteria which you should find all the answers in.

KSC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

Please see appendix for relevant method area.

Assessment and reporting see answer to 3.

KSC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

Understanding of teacher learning implications and trends:

I felt as if I was a member of a team in all schools I taught at during teaching rounds. We worked together to find the best possible syllabus to present to the children and assess them. Advice was well received by both sides in a transactionist sense that ensured mutual respect and a positive outcome that improved student learning. For instance assessment criteria for a unit commerce assignment was passed to me by another teacher and I then modified and enhanced the criteria and discussed this with him and my alterations were adopted.

I have a commitment to student centred and cooperative learning, which I implemented on my teaching rounds. I encouraged students to learn using a variety of methods, from overheads, handouts, quizzes, and concrete models such as historical artefacts. Low to high order thinking was incorporated in case studies I prepared with questions that I then assessed, this included group activities where the class was divided into geographic locations representing countries involved in WWI to explain the causes of the war. This was very effective in concretely representing to children with visual/spatial and bodily/kinesthetic intelligences so that they had a clear comprehension of the conflict. I believe in developing a complete holistic human being as an essential part of education. My practical experience should reinforce this.

Behaviour management

Major issues were obtaining:
1) student attention and quiet during class and
2) ensuring students understood and completed work assigned.

1) In Year 9 History I had several ADHD students who disrupted the class. Through using a range of intervention strategies as outlined by Rogers the situation was managed. This included escalating rules reinforced depending on behaviour based on shared responsibility. Tactical ignoring, waiting for quiet, giving clear and simple instructions, slowly explaining the rules of the classroom and obtaining mutual 0agreement from the class, writing names on the board, asking for explanations and giving of apologies, detentions, talking to students after class and parent and school counselling. In Biloela I used the Responsible Thinking Classroom to ensure student cooperation through management plans prepared by them. I had gross reservations about this system, which as a result was not supported properly by the school.
2) Individually checking students by walking round the classroom and ensuring written material and homework was handed in and marked, followed by going through the answers the next lesson. Setting and marking tests and assignments. Creating a competitive atmosphere to achieve the best.

I have been in contact with Education Queensland who need to completely review the RTC system of discipline with a view to creating a system that -
1. puts students in a position where they are involved in creating the system and enforcing it so taking responsibility for their actions so that they actually change their behaviour.
2. is kind and compassionate and is worded and enforced as such in its dialogue.
3. insists that plans made by students are fulfilled
4. streamlines paperwork for the teacher and is simple and easy to impose.
5. has minimum interference on teaching time and in fact reinforces teaching.
6. creates a spirit of cooperation between teacher and student and the class as a whole.
7. creates an atmosphere that gives inspiration and hope to students and does not take them away from being taught in the class so getting further behind. For instance rather than being placed in a room to write a plan, being sent for remedial help in learning if appropriate.
8. a system of discipline that applies to areas outside the classroom. A system for dealing with playground misbehaviour that adopts similar strategies as a revised RTC. For instance playing with the students rather than sitting as a security guard come spy over them in the playground duty. Only once did I see a teacher engage with the students in this manner and it was the only time I saw a positive loving and happy connection between teacher and student in the playground duty.
9. a system of behaviour management that creates a loving and nurturing environment for the student where the teacher is seen as friend and mentor, a partner working together with the student.

Developing positive, caring relationships in a safe environment by working collaboratively and co-operatively with each person being valued and respected is a central tenet of my teaching style. I endeavour to develop resilience, self-confidence and a sense of personal efficacy and identity in the students I have taught by embracing a healthy lifestyle and an optimistic and hopeful outlook through developing emotional intelligence and accepting responsibility for creating a preferred personal future, at the local, national and global level. I have taught history and commerce students to connect with and making sense of the world by becoming adaptive, flexible, autonomous learners and pursuing excellence by being reflective and continually seeking to improve and explore diverse ways of knowing, thinking and learning.

Our education system is based on a 17th century Prussian military method of teaching. Everyone is taught the same thing at the same level in large numbers on the basis of economic efficiency. They are forced to sit at desks for large periods of time in uniforms and in rectangular patterns of seating. Little regard is taken for the individual and their different modalities and levels of learning. One wonders why they become disruptive.

I have been involved in many psycho-therapy techniques at Osho Multiversity in Poona, India. These included hypnosis, primal, rebalancing, colourpuncture and meditation therapies. These were based on a combination of Western Jungian psychology and Eastern mystical traditions. I have intensely studied religious texts and experiences, lived in retreats, monasteries and ashrams, both according to an Eastern and Western tradition from a psychological viewpoint endeavoring to achieve a synthesis towards self realisation of the human condition. I believe in an ethical basis to living and caring for life, and as such I am vegetarian, and do not consume alcohol or any intoxicants.

I value highly seeking to inculcate in all that I do the fundamental humanist values of student centred cooperative teaching where the teacher is the guide leading the student to discover knowledge, charity, truth and justice. Flowing from education is the expectation that social awareness, compassion for the underprivileged and desire for a more just society will become an integral part of each young person's educational experience.

I agree with Preshil’s philosophy that the student should be “led to challenge conventional custom and opinion, and to tolerate a state of uncertainty and ambiguity - even to welcome it as a necessary stage in the process of learning.” To this extent I am a follower of Vygotsky’s sociocultural theory using scaffolding by learning through proximal zones of development to stimulate imaginative play faculties in students via intersubjectivity (a process where individuals participating in the same activity with different perspectives arrive at a shared understanding) and would institute a transactionist learning style to encourage student understanding with high levels of self efficacy and joy.

I would like to work with a school to try adopting a yoga system where exercise and asana posture to improve posture, health and mental concentration incorporating meditation would be ideal to calm students and improve results. Also I would like to encourage vegetarian, wholefoods organic diet free of junk food to see if it improves health, vitality and academic results, while reducing ADHD type behaviour which has been linked to diet. Arnold Schwarzanegger has already banned junk food for sale to students in California. The yoga system which is holistic and spiritual incorporating a belief in loving kindness and unity of all things would give students an excellent base to become loving, peaceful and compassionate citizens. Furthermore such a system is completely non-sectarian, in other words one can belong to any and all religions or even be non-religious. There is no necessity to believe in God.

I believe this to be the most positive and peaceful method of education possible. If it can deliver the sort of academic results I believe it can then it should become the future system for education on this planet and replace the traditional European militaristic system.

A yoga system based school may be consistent with where the general public is at anyway:
1. Yoga is practised everywhere by many Australians.
2. The third highest immigrants [after NZ and UK] are Indians and fourth Chinese, who would be very open to a yoga based education system. Judging by the fact that Chinese and Indian students perform much better than any other students suggests that perhaps their culture of yoga and meditation may be an influencing factor which needs further investigation to improve our education system.
3. Meditation is generally recognised as an important tool to control the mind by almost all scientific authorities and is widely practised in Australia.
4. Vegetarian diet is prevalent in Australia, growing exponentially and is environmentally far less damaging and uses less resources, furthermore countless research shows its beneficial effects on the health, including 50% less degenerative diseases by vegetarians. With obesity at 30% amongst school children this is an obvious solution.

KSC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

I prepared unit assessment material and criteria, and marked all students work. The broad range of assessment tasks to not disadvantage students with differing learning modalities which included, in commerce use of written reports, excel spreadsheets and internet skills. I marked this final assessment in the unit using the CSF method of rating each item according to outcome based CSF criteria and wrote their reports for the parents using the schools computer reporting system and data analysis to inform teachers of improved student learning.

In legal studies assessment included portfolios based on articles students found by research. In year 9 history role-plays conducted in groups formed the basis of mock
interviews into riots on the goldfields from which essay reports were written. Supervising teachers commented that my preparation and knowledge of subject was excellent. Marking of assessment showed students had met the outcomes set.

In Biloela I marked all maths exams again based on a CSF criteria outcome system for the term for Years 8 and 9 and was commended for my thoroughness. Discussions with departmental head led to analysis of student results data with view to improving methods of teaching students in key learning areas pin-pointed as in need of improvement.

I offered incentives to students to perform well in the Year 9 Maths exam – offering an emblazoned ‘Australia’ pen to the top 6 students. This was ridiculed by students. Nonetheless I fulfilled my offer and gave the pens stating that students who do well should not be put down but encouraged and looked up to. I went through the answers after the exam. One student complained that their first teacher that year wrote out the answers and working for them when correcting their work. I told them that I had checked with the head of maths and that what I had done was more than adequate (in fact she had said in a written note that my marking was excellent). I had generally where a clear attempt to answer the question had been made, corrected and shown how to solve the problem on their papers. I said it was up to them to concentrate and watch how I answered the questions on the board and write down the answers and workings, or to see me if they still could not understand. As it was I had spent till 2am marking their papers the night before. Therefore, I believe in a teaching method that encourages students to take responsibility for their learning through self discipline, rather than putting an onerous burden on teachers to mark and correct everything.

I was also trying to use a variety of approaches to address classroom management. In Year 8 Maths I had bought a box of funny animal noses to offer as incentives to difficult students to behave. I was about to institute this process the next term.

In Maths teaching students with such a broad range of ability needs strategies outside the norm of traditional teaching. I commented many times that the classes should be streamed. Teaching students with high intelligence with those that can barely grasp basic concepts leads to disruption by intelligent students when explanations are given to the class at a level basic enough for the students having difficulties and disruption by the lesser students when explanations are made at a level for the more intelligent students. It is very difficult to teach in this situation. The result is the students having difficulties learn very little as not enough time is given to them to explain the basic concepts they need to learn to advance. The smarter students are not educated to the best of their ability due to the time spent dealing with the students having difficulties. The boys in particular see no need to show working of their maths solutions despite being constantly told to do so.

For instance a Year 9 Maths student who was disruptive but competent at his work, I RTCed (Responsible Thinking Classroom discipline procedure) because he insisted I take his exam paper away before the exam was complete. I told him the papers were to stay until the exam was over and that he should check his work or sit quietly. He refused to do this disrupting other students. I spoke to him later and asked him to have his parents sign the RTC plan, but I discovered he was living at home with his sister while his parents were away on a cruise. From discussions with other people I discovered that Biloela attracted working class people looking for quick money and high wages on the mines and power station. That as a result their kids were spoilt, given large allowances, but not adequately looked after or valued. That education was not valued.

Some teaching methods I would like to implement are organically based so more flexible and flowing, however I would need the backing of the school. Group teaching and using students of higher ability to teach those of lesser ability. In the last week I organised a seating plan in my Maths classes to institute this. Students working at multiple levels on many tasks – according to ability. Team teaching using at least 2 teachers to take each class. Classes to be broken into groups according to students capacity and wishes. Maximum 15 students per class, except when team teaching maximum 15 per teacher. More concrete modelling, and games to learn concepts up to Year 10. Interactivity with other areas of learning i.e. combining maths classes with science – learning trigonometry with physics. Geography with history and maths – Biloela’s history combined with its location and using maths compass orientation to work out how the area was settled, etc. More holistic less compartmentalised.

KSC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

Getting on with other staff members is vital in my approach to teaching though if you want a ‘yes’ man don’t employ me. If you’re a school interested in change and trying new ideas then I’m your man. I will confront people where I think problems exist and I won’t back down tell they are solved. I am not working just for the salary otherwise I would have remained a lawyer. I was stabbed in the back by the principal in Biloela, who lied to cover himself and I have learned from that (the matter is likely to go before the Ombudsman). If you employ me you will find at best an honest person, at worst an obstinate perfectionist, who can have a laugh if you give him a chance. I have sought help where necessary without overly imposing on others precious time. I have tried to get to the core of students problems to resolve them and insisted on properly applying Responsible Thinking Classroom plans with students (sometimes with administrations help). In Biloela I used seating plans to bring smarter students working with those with problems.

For instance in VCE legal studies, all taught on the Harkness method round table, I adopted multiple intelligences by incorporating role-plays of tribunals, miming and using interview groups where one student acted as solicitor and the other as client. This was all interspersed with case studies taken from current newspaper articles or hypotheticals created by myself. This combination of didactic and emotional intelligence spectrums allowed students to play and learn in balance and humour, which built rapport between us and enhanced mutual respect. Consequently students would come to me after class for help and would chat to me about various aspects of their lives, and some friendships developed as a result of this empathy that allowed deeper issues to be addressed.

I attended staff meetings and departmental meetings on curriculum development in the schools as well as after-school professional development classes with other staff members on teaching strategies such as multiple intelligences. I also attended the Legal Studies end of year conference and workshops. I collaborated with library, computer and IT staff to teach lessons and obtain materials for students. I have had students use excel, word, powerpoint, data projectors, internet and library research resources for assessments and presentations in classes. I have used computer labs and integrated lessons with student laptops. I use a Palm organiser and I web design.

I have put into use this professional learning. For instance librarians were used to explain research techniques to students. Year co-ordinators were consulted in disciplining students. Team teaching was used several times very effectively. Harkness method was used as part of a school program to enhance co-operative learning. In Melbourne Grammar the business studies head was consulted to produce a unit on Sports Law in Legal Studies Year 11. At my volition a community solicitor who had been at the school was brought in to take a class. Artefacts from the State Museum were used in Australian history Year 9. I have taught in state, private and Catholic schools so have an ability to fit into many community environments. I got on well with staff in all schools and had many lively discussions about curriculum and student management.

I felt as if I was a member of a team in all schools I taught at during teaching rounds. We worked together to find the best possible syllabus to present to the children and assess them. Advice was well received by both sides in a transactionist sense that ensured mutual respect and a positive outcome that improved student learning. For instance assessment criteria for a unit commerce assignment was passed to me by another teacher and I then modified and enhanced the criteria and discussed this with him and my alterations were adopted.
Supportive and flexible CEO, team leader and worker.

At Enligtenart with our small team I constantly had to develop a thorough systematic practical plan in which output and cost-time factors were meticulously monitored to fit in with budget policy. Bonuses were paid for quality results which directly corresponded to increasing customers and the level of increase in client demand for return work. Alternative incentive schemes for team results were adopted, for instance a research journalist I employed was given an option over a book/film produced for her innovative way of interpreting my handwriting.
My personal assistant was offered a 15% partnership share on condition of remaining in employment for 3 years and building up a successful PR image for the firm and magazine. Fringe benefits in the form of lunches, holidays and group meditation sessions were instituted after lengthy dialogue and intricate negotiations. In this way we created and lived our dream for a better world, not just for us, but for all future employees.

In KPMG and my own business I have developed and implemented conflict resolution procedures between staff based on self analysis and open dialogue with a supervisor present. External contract negotiation for casual, temporary staff and sub contracted service providers has been an essential skill that I have developed in my business.

I was a member of the Food Cooperative, Self Organisation Committee, a group formed to implement and develop a management system based on co-operation and consensus through non-confrontation and self-assessment techniques to encourage group projects.

KSC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

Co-curricular activities

Outdoor Education and Sport
I attended cross-country events at Melbourne Grammar. I am very keen on the outdoors and may do further education in this area. I believe meditation, yoga and physical exercise is essential for a balanced education. I would like to be involved in adventure camps. I have trekked in the Himalayas, across the Middle East, around Australia, particularly the outback and recently 5 months in New Zealand [doing the rigorous Dusky Track solo]. I love bushwalking and nature. I put a high degree of emphasis on protecting the environment and have been involved in many voluntary organisations that promote this. I like cross country skiing, scuba diving, cycling, squash, tennis, golf and swimming. I was captain of Hockey at Melbourne Grammar in Year 9 for the B side.

Yoga and PE
I regularly work out in the gym and do yoga. I believe it is essential to keep children active rather than sitting at their desks all day for good education. However I am strongly opposed to creating an ultra competitive sporting environment that humiliates and discourages weaker students whilst idolising the strongest. I have practised yoga for 14 years (spending two years in India), follow the philosophy, do not drink alcohol and am vegetarian and am considering doing a yoga teacher traineeship, so I could teach yoga at schools. I would like to be involved in Physical Education in the school and may be doing further studies in this area.

Media
I would like to be involved with the school magazine as I have media experience.

Student Welfare
I would like to be involved in a drug education program at the school. Also in a committee involving students to assess and reform student behaviour and classroom management.

School based program development

I have spent the last year and a half in Australia, New Zealand, India and USA looking at alternative schools and methods to better educate students. Schools I have observed have been based on using yoga, vegetarian diet, meditation and open multi-level, team-taught classrooms catering to individual multiple intelligences using different assessment for different students according to their unique abilities with a view to create gifted students. Creativity, music, dance and art has been an important part, as well as developing academic brilliance, excellence in cottage industry skills and survival outdoor adventure abilities.

Schools include:
India
Ram (Hari Das) - Haredwar - orphanage
Joshua Tree - Pushkar - for the poor
Future and Transition School - Auroville - alternative based on Integral Yoga
New Zealand
Palmerston North - alternative school
Australia
Booroobin Sudbury School - Maleny - alternative Sudbury school
USA
Ananda School - Nevada City - alternative based on Yogananda's teachings

In my diploma of education I qualified in human development and special needs, adolescent mental health and learning educational psychology. I have taught special needs classes as extras in Biloela High School and found it very rewarding. I looked after physically and mentally handicapped children in Mother Teresa's in Calcutta, India.

Yoga based schools teaching children at Ananda in California gains higher results across all areas than high schools and produces more peaceful, loving and broadminded individuals who cope better in the world. Statistics on their past students prove this. The school in Auroville, India also shows this result. The last 15 years I have been practicing yoga and mediation and have tried many different systems.

I wish to investigate different forms of teaching environment from the standard square, all seated in rows classes. Different styles and shapes of classroom seating including the New York Henderson technique using large round table used in Melbourne Grammar in humanities and many prestigious private schools in the USA.
1. Consider ergonomics of class.
2. Environmental impact reducing energy use.
3. Spinal and back health of students in seating and movement. Knee based seats for instance.
4. Dynamic style classes allowing fluidity and movement within the class assessing student attention span and ability to remain sitting for fixed lengths of time and the health consequences of this immobility contributing to for instance obesity and lack of proper exercise.
5. Multiple intelligences incorporated within the class design.
6. Information technology built into the classroom set up.
7. Merging multi discipline teaching and team teaching in formulating classroom design.

In running Enligtenart Freelance Photojournalism and TMMAG.COM (affiliated to the Australian College of Journalism and Australian News Syndicate) my own private business, I started various workplace practices, which expanded my staff’s abilities and health. My appreciation of implementing these practices should pay dividends in any corporate department I join. Skills such as employing staff, all client contact, purchasing and furnishing office equipment and choosing premises, where ergonomics, economy and spinal health were considered of vital importance.

I have also taught stress relaxation therapies to individuals and groups which I learned at the Osho Community. I have taught Sivananda Yoga at Osho Samaya and been involved in organising and assisting in meditation retreats, as well as general administration and designing their website. Having practised many techniques of yoga, chanting and meditation, living in monasteries and ashrams including Osho, Chenrezig, Siddha, Sivananda, Hare Krisna and Satyananda, I became aware of the importance of integrating the intellect with spiritual practices, music, art, diet and physical movements. Learning holistic massage at a Rainbow Healing Festival near Bristol, UK. In 1992, colourpuncture therapy at Osho Multiversity in Puna, India in 1994 opened my mind to alternative medicine. Hypnotherapy, Kinesiology, Rebalancing, Primal, Tantra, Breath, Modern Dance, Aikido, Tai Chi courses and classes over two years in Puna have educated me in a multitude of techniques for deconditioning the mind.

Personal attributes of innovation and focus on delivery with an appreciation of key human resource service management policies and reforms, such as Workplace Diversity, Employee Participation, financial management and OH&S.

Alternative business health stress therapies including yoga, meditation and rawfood/veganism/macrobiotic diet were incorporated in my business. I implemented a democratic procedure for consultation and participation in work procedures through regular staff meetings and a social agenda. Computerising the business (calendar, planning, accounts, tax, sales, advertising, files and file management), was done in a manner to ensure greatest efficiency and concern to improve and maintain good health through lessening stress generated in attempting to obtain and deal with information. In all these situations, it was necessary to adapt to and implement change, as well as monitor and maintain my own standing and that of my staff. There was a large increase in productivity as a result of these innovations being implemented. Before this, I believe RMIT business and law studies adopted a meditation and yoga room partly because of my inspiration.

As a volunteer solicitor at a community legal centre in Cairns, East Bentleigh, and then Fitzroy, I had direct client contact, dealing with problem clients and coordinating with reception in a small team environment where EEO and OH&S were highly regarded in a multicultural racially unprejudiced work place.

This exemplifies my commitment to customer and employee health.

Computer skills:
I am skilled in Microsoft word, works, iphoto express, photoshop, access, publisher, printmaster gold, powerpoint and excel spreadsheets achieving 87 to 95 % in skill tests on Mac and IBMs. I extensively used Internet in researching articles and doing reports in my business. I used e-mail to conduct business operations, to interview clients and research. I am proficient at Outlook and using their planning system in conjunction with a Palm IIIc handheld organiser. I can use basic MYOB and Quicken accounting software.
I can touchtype 27 words per minute with 100 % accuracy.
I am teaching myself html programming and webdesign using Eversoft’s 1st Page 2000 Hardcore, but know Frontpage and Dreamweaver [ a copy for viewing of http://tmmag.com ezine is available on request]. Much of the webdesign work was done by myself or in conjunction with webdesigners.

We were working on a database based on cgi bin. This was to include password access and credit card payments. Pop up menus were being developed. Banner advertising was being used. Internet marketing using banner exchange, pyramid schemes, search engines, to gain hits was carried out or investigated. A photo gallery was being developed and I am expert at computer manipulating photos for the web. ISPs were approached to sell magazine content for their portals. Manipulation of their web site page to include tmmag content menu bars was part of the sales package.
My business had computers with printers, CD burners, Zip drives, webcam, natural keyboards, usb ports, scanners, all of which I can install and use.
Apart from this I was studying mathematics, physics, astrophysics and computer science at A.N.U. in 2000.

Ability to implement departmental policy and utilise information technology systems.
At KPMG I set up from scratch and ran the department’s taxadmin computer system, which controlled deadlines for preparation of returns, notices, objections, appeals and assessments. This required extensive follow up of managers, where deadlines had expired and they had failed to record their actions on the computer or more importantly had failed to act. I developed team leadership skills at KPMG as outlined above and below. I trained up my successor to the taxadmin computer system and produced an increase in productivity of departmental tax computations and an increase in tax advice.

The methodology of implementation developed by myself in conjunction with the Department Head, increased client satisfaction over the year of implementation. Our department led the 12 tax departments in efficiency in this area. All these administrative roles required developing congenial intercourse between within and external to the Departments. My experience in computer systems means I have the ability to analyse, interpret, consolidate and link legislation and policy in an information system. My computer literacy will mean I will understand computer software.

Appendix - subject methods I can teach:

Alphabetical order

Commerce
I have taught BCT business in Biloela High School (one month temporary contract) at Year 11 standard. In BCT I taught basic secretarial skills. During teaching rounds I taught Commerce Year 10. I studied one year of accounting and econometrics at Monash and was studying a tax qualification in the UK. I have also worked as a corporate tax consultant for international accounting firms in Melbourne and London, so I am able to teach commerce up to year 10 and possibly accounting at year 11, although I am not an accountant. I attempted to start a magazine and have a Certificate IV in Small Business Management, a Certificate in Small Business Bookkeeping and have done extensive business planning for my own business ideas.
I studied econometrics and accounting at Monash University. Apart from giving advice and researching law as a solicitor, while working at Ernst & Whinney (now Ernst & Young) as a Corporate tax consultant my responsibilities included giving advice, on CGT, rollovers, interest, dividends, fringe benefits, S.25, deduction and depreciation expenses. This often resulted in discussions with the department head, senior managers and partners. This necessitated an understanding of complex and highly technical legislation, economic concepts and policy and communicating these concepts to stakeholders.

Main achievements:
•writing sections of primary production tax manual, re income averaging, land degradation, water storage, repairs, lease vs. buy,
•IPS White paper advice on US position on formula's to assess transfer pricing
•S100A and Crimes Tax Offences Act advice on professional liability in transferring losses in a group
•SUPER preservation funds taxability
•McDonnell Douglas Joint Venture tax structure
•CGT vs S.25 Paccor capital lease and sale arrangements whether deemed a business
In KPMG I was required at monthly meetings of the entire Department to present explanations together with latest updates in complex legislative changes.

I was in a team in KPMG whose tasks involved transferring group losses within company structures including drafting formula agreements for ACT group relief and carryback claims, and DTR, for a major investment group. I supervised drafting these agreements and co-ordinating deadlines and prioritising arrangements with clients and the Tax office. This entailed strict timetabling to meet compliance deadlines. Priorities and budget targets had to be set to win and keep clients. Initiative was required when clients' demands conflicted with prior instructions and this often occurred when clients were planning structural changes to their groups.
Preparing bills, justifying them to senior managers and recording in 6 minute blocks time spent on a client was required. I had to balance working full time with studying The Association of Taxation Income Institute exams (U.K.) and this required precise time management and maximum utilisation of exam preparation methods.

I have given capital gains tax advice on share transfers, property transactions, rollover relief, rebasing, including intra-group transactions. Often I was under considerable pressure to complete many tasks and give complex advice. Some of my best work was produced at these times. I had to have a good grasp of tax legislation to understand the context of these transactions and the motivating force behind these corporations’ tax policies.

I started up a business in Canberra then Cairns that produced the internet magazine or intelligent person’s ezine called tmmag.com which covered social, environmental and political reform issues, tourism, alternative health and satirical literature. I taught myself webdesigning, internet marketing, business plan writing. I did a small business management course through NEIS. I computerised the business using Outlook, synchronised with Palm organisers, used MYOB and Quicken for the accounts and GST. I approached large and small ISPs to sell the ezine as content for their web portals. Media advertising and presentations to potential clients of the ezine was vital. Market research analysis was designed and conducted. Banner layouts and promotional articles were written for clients. A first edition was produced with extensive photography. Financial reasons caused the closure of this business. Hours were long and irregular.

TMMAG.COM internet magazine which I ran made connections to the Cairns tourist industry which have developed my skills in relation to marketing an enterprise, seeking investment and negotiating projects with the private sector, including the Cairns Regional Economic Development Corporation, Cairns Connect.com, PDIS, and community art and writing groups such as Arts Nexus, Jute and others.

I have been extensively connected to non-governmental organisations. I assisted in charity work and with lobby groups, Joshua Tree Promotions, Special Kids, The Wilderness Society, Here for Life, Animal Liberation and Chose Cruelty Free, such as raising funds, and by giving tax and legal advice under the Equal Opportunities Act. I am experienced in dealing with difficult people and extremists through conciliation processes.

I have the ability to liaise effectively with stakeholders, particularly in relation to local government projects. I discussed the Report on indigenous alcoholism referred to in Criteria Two with community council clerk, ATSIC lawyers and Ministerial advisors as well as the ombudsman, liquor licensing authority, Professors of Law and a QC.

As part of my business in Melbourne I negotiated for community grants from local councils in relation to charitable photography exhibitions for schools, for instance one on rural indigenous village life in India that I had stayed at and was trying to assist through ‘Save the Children’ to help educate primary schoolchildren. This required me to liase extensively with government officials and attend council meetings, as well as complete and provide extensive documentation and forms.

I also made all contract and client negotiation in a small venture I made in the import/export business to help stimulate the local economy. Artefacts, paintings and handicrafts from Nepal, paper Mache and silk carpets from Kashmir, and silk and gems from India, which involved negotiating with antique merchants and artisans, attaining permission from the Nepal Bureau of Antiquities, handling air cargo in Nepal, customs in Australia, then Antique dealers and auctioneers. A contribution of profit went to missionaries doing international aid work. These plus numerous other projects required impeccable customer service and an ability to develop and maintain relations within and external to the business.

My business also was involved in selling my photography and artwork to law and other professional firms. Clients were contacted by phone and appointments made and deals negotiated. Excellence in sales service and management of these clients was required to gain entry into this niche prestige art place of the market. A database based on Outlook MS was developed and advertising brochures with scanned photography were emailed.

While in KPMG London, working as a Corporate tax consultant (senior) I had to ensure good relations with my clients who were industry leaders such as EFCO (U.S.), IHG/Beeson group, Howmedica., Colonia/Baltica UK Insur. group, Assitalia Insur. UK, and Oriflame Group. Some of these corporations are major international investors, and I had to understand their industry goals and policies, and develop solid partnerships with their internal accountants and managers. I had to talk to and meet these clients and supervise and manage staff to enable the revision of their tax computations.

In KPMG dealing with international arrangements for US companies paying tax on operations in the UK I had to talk to executives in America, where the highest standard of customer etiquette was required and immediate unprepared answers had to be given to, for instance, complex issues relating to depreciation of steel pipelines.

My knowledge of finance should prove invaluable in assessing the delivery of social, economic and corporate funding programs and projects. I was involved extensively in giving advice to large general insurance companies while in KPMG; in particular in regard to interpreting audit, accounting standards and formulas predicting future foreseeable losses on notional investment income, perpetual accounting periods, future prior year losses and negotiating interpretation of provisions with the IR on exchange losses on brought forward reserves and discounting on technical reserves. This involved extensive correspondence and discussions with the Tax Office and clients, where precise and excellent communication skills were essential and exceptionally complex legislation and accounting procedures had to be understood, applied and resolved. In KPMG and E&Y it was essential for me to ensure compliance and settling of any taxation disputes, checking corporate returns and notices of Objection to assessments.

Drama
This VCE study is designed to enable students to: develop an understanding of the origins of performance from a diversity of cultures; develop an understanding of the processes of character development; develop, through practice and analysis, an understanding of drama as an evolving performing art; use dramatic elements and stagecraft to give form to dramatic works; develop expressive skills in solo and ensemble performances. I have no method in drama, however I have done acting and TV workshops, written plays and films. This was at Monash University and Community TV. I was involved in a joint business venture with the ex-director and owner of Cast n’Crew to make a film I was writing. We interviewed cast and crew to be involved. I have done a lot of dance workshops, yoga and other bodywork that I would incorporate in drama classes. I have used drama in my history and legal studies teaching and started a creative writing diploma. I taught commerce year 10, history year 9 and 11, and two legal studies year 11 during my teaching rounds. I prepared curriculum material for an entire unit of work in each of theses subjects covering relevant CSF and VCE outcomes.

For example in order to assess one initiative in student standards and principles of learning based on the impact of cultural and teacher expectations in bringing about inclusive education, I have used group work and multiple activities in each class at the developmental level of the students to ensure constructive positive learning. For instance teaching civil rights to VCE history I had the students imagine they were a black American family in the deep south, and had the students evaluate and synthesise how they thought they might experience as this family each of the events that led to desegregation. A gradual intellectual and emotive picture was built up of the escalating movement for civil rights through this method. A feeling of personal connection to the key outcomes of the unit was created in the students that resulted in their enhancing self efficacy and moral values, particularly amongst the weaker academic students. In the final class a Harkness method (used by private schools in New England, USA) of assessment was used in which students led discussion of the subject around a boardroom table coming to a conclusion on a question I set. In legal studies similar dramatic elements were used in teaching using roleplays, see answer to KSC4.

English and ESL
VCE study is designed to enable students to extend their competence in using standard Australian English in meeting the demands of further study, the workplace, and their own needs and interests; present and justify their own points of view coherently and thoughtfully. VCE goals include the requirement to participate confidently, through a more critical understanding of their own language use and the language use of others, in debate and discussion of issues of social importance as active, critically aware citizens. My experience in journalism has given me these skills and I have taught students to actively question in classes – for instance investigating the merits of an invitation to treat and whether it is fair. My degree in history and law required comprehensive skills and use of the English language including use of arguments, use of evidence, analysis of text, research skills, logic, clear thinking, correct grammar and spelling. VCE aims to extend their capacity to use writing as a tool for critical and creative thinking and for the development of increasingly complex ideas. I am writing two books and a film script and many journalist articles and did part of a creative writing diploma. And could easily update myself on grammar and linguistic rules. I studied TESOL techniques at ACU. I do not have a method in this, however I am well versed in English, taught it overseas in India as a second language to Tibetan nuns. Other VCE aims are to get students to read with an understanding that meaning arises from the interplay between text and context, involving attention to the author’s apparent purpose, the formal features of the text, and the audience’s perspective; I have taught History and Legal Studies along these lines.

I have taught VCE students to evaluate critically points of view expressed by others, develop and reflect critically on their own texts, and increase their knowledge of the influence of purpose, audience and context on structure, style and content across a wide range of forms of writing – newspapers, textbooks, internet, historical books, and legal and business books. I have applied this knowledge through effective use of a variety of written forms for different purposes and audiences. I taught the students to use the conventions of written English appropriately and correctly and to read, listen to and view with enjoyment, comprehension and discrimination a wide range of texts, which challenge and extend their understanding of language, themselves and the world around them. I made sure that they read accurately to locate, understand, analyse and synthesise ideas and information and extend their proficiency in presenting and responding to ideas through the activities of speaking and listening in a variety of contexts. For instance encouraging them to write fictional accounts of historical events. I have taught them to set goals for their own language development and thereby take increasing responsibility for their progress. Examples of my methods are given in the KSCs below.

My extensive travels in developing countries include Africa, the Middle East and 2 years in India. I worked on aid projects, for instance teaching English to refugee Tibetan nuns, horticulture and building projects for ashrams, and recently working nursing the destitute with Mother Teresa’s Centre in Calcutta and my own individual efforts to feed beggars. So I have practical field experience of aid projects.

I have written many satirical short stories, poems, two books and a film. The books are being serialised in TMMAG.COM ezine and the last film script was assessed by the ABC and AFC as having merit.

One of the books is a satire stemming from the research of the author of The Holy Blood the Holy Grail who I developed a relationship with in Qumran, Israel on a kibbutz where I was a volunteer working on a date plantation, whilst his archaeological team was searching for more Dead Sea scrolls. The book is about a journalist who is given a mystical manuscript that takes him into the secret order of Sion, across Europe and finally taking him beyond this world. Issues of Christian cultural conditioning and origin and social impact of modern historical methodologies of interpretation of past real and mythological events relating to the Knight Templars were analysed as was the impact of this, neo-fascism and the secret Order of Sion on Islam and destabilisation resulting in the developing world’s nuclear arms race. Magical integration of myths into science fiction time travel vis a vie the TV series “Dr Who” and interdimensional gateways to other planes was encompassed in locating another star system with a planet called Klon in the region of Ophicius constellation. A planet destroyed almost completely by nuclear and biological war, yet which is intrinsically connected to Earth’s mythology and religion through Artemis and the Titans. To save our planet from destruction the hero must restore universal balance and help Klon from being taken over by the Templars. Another book is an autobiography examining my own experiences with that of current events in society, technology and politics from the 60s to the 90s.

I also drafted semi-fictional films. Both of my film scripts had as one of its central focuses the return of Jesus Christ. The first was about a group of hippie ferals who meet Jesus as they travel across the outback in an old combi van. Directed by shamanic dreams they are led into the nefarious environmental problems relating to Uranium mining. Issues especially in relation to spillage from tailings retention system dams and high grade ore containment sumps and the possible effects of groundwater contamination on the indigenous population were posed. This required research of Uranium mining operations in Australia and internationally, as well as liaising with environmental bodies, and investigating documentation relating to Olympic Dam, Ranger, Roxby Downs, Beverley and the Magela Creek. This experience has given me an extremely broad vision of life and society, as well as teaching me invaluable skills in planning, research, writing and organising a major project and analysing controversial issues of mining policy and its impact on indigenous culture / theology.

The other film script ‘The Return of Nothing’ is a comic religious art drama dealing with Jesus Christ’s second coming, going mad in modern western civilisation, being rescued by Tibetan monks and finding at last the truth through flashbacks to his first incarnation’s unrecorded years, 25-30 AD, travelling into Tibet as a failed Yogi from India. Issues synthesising theological and spiritual conflict between Buddhism and Christianity were analysed in depth in the broad base of Modern Materialism. This involved film and TV workshops with the Australian Writers Guild in script editing and preparing treatments for international film and TV directors and producers. The media and film industry is an area that I am now familiar with.

I have also written a published satirical article on the conflict between Eastern and Western faiths in the context of an elderly Christian preacher and a feral drug addicted youth who found spiritual realisation in India. I have reviewed books on the media and cultural conditioning, and films dealing with terrorism, suicide, war, science fiction and drugs.

In a freelance article I researched, in depth, a human rights atrocity, analysing enquiry and court martial records and evidence in relation to My Lai in Vietnam. At issue was military command control implications and duty to educate soldiers on the internationally agreed Laws of War. This stemmed from a research project I had done at University in which I noticed Seymour Hersh’s correlation between the Phoenix operatives blacklist and members of the village. I contacted the division by Internet and interviewed members of the U.S. Army. The article has publicised funding for the ‘My Lai Peace Park’ and school. This article is of current relevance and indirectly addresses questions as to culpability in Solomons, Fiji, East Timor and the Middle East and has significance for the newly created ICC.

I have written freelance articles on human rights abuses in Kashmir and the legitimacy of Indian occupation there, including interviewing the Jammu Kashmir Liberation Front’s Secretary-General and militants in Kashmir and at considerable risk to my own safety. Another article on the merits of prohibiting military ordinance (land mines) and the U.S. President's position was analysed from an historical perspective comparing Clinton to Julian the Apostate. These articles have been published on TMMAG.COM. International human rights as it effects minority indigenous groups is of great concern to me and I have significant experience with.

Geography
I have a SOSE method that includes this subject and could have a go at this. I have travelled the world and Australia extensively, done much trekking and am familiar with geographic vocabulary, cartography, demographics, geology and social frameworks. I also have a huge collection of slides, film, digital and video of the world. I was working on a video documentary on TSI people and Sir Alfred Cort Hadden and another on The Wilderness Society for OPTUS cable. I have been involved with environmental protection movements, alternative use of energy, the WWOOF programme for organic farming, sustainable building, communes for over a decade. I produced an in-depth report on indigenous alcoholism in Lockhart River that was used by the Queensland government. Therefore the VCE aims to 1) understand and apply spatial concepts of location, scale, distance, distribution, region, movement, spatial change over time, spatial association, and spatial interaction; and 2) acquire knowledge of the interaction and interdependence of natural processes and human activities, including attitudes and values that influence decision making in relation to geographical issues and questions; would be a pushover for me. My aim would be to take the curriculum to another level, that of practical application to current Australian and world problems using a living planet approach and getting the student’s a feel of the practical methods to achieve viable solutions.

I lived on an alternative energy communities where I operated the solar cell power system at Pasco River Community and assisted in fitting a solar device at Bundagen Community. I have planted trees for environmental plantation programmes at the Rainforest River Retreat. I worked in horticulture and permaculture on organic farms and ashrams. In 1996, I attempted to break into television media working for OPTUS Community Cable TV producing short news documentaries on environmental and social issues such as the Wilderness Society and TSI women. I also did volunteer work and gave legal advice to various charities. I was a member, volunteer and gave advice at general and committee meetings on environmental strategies and organisation in The Wilderness Society.

I have debated in Rostrum the pro argument for greenhouse gas emission
reduction. I have done research, fund raising, letter drops, demonstrating, attending the 1997 World Greenhouse Gas Emission Reduction Rally with a Canadian counterpart and a Melbourne University Constitutional Law lecturer.

In 1998 I had an external telesales and customer service contract with Salmat, who were selling enviro-friendly electricity. I had to educate myself in the reasons for and methods of producing Green electricity. This also involved an understanding of Greenhouse emissions restrictions as formulated by the Kyoto protocol and adopted under the National Greenhouse Response Strategy. This involved persuading members of a large electricity company to pay an increased levy to subsidise for instance a methane generating pig farm, or a land filled garbage dump with side-winding vents to collect hydrocarbons, or research into Germanium based solar cells.

I am still looking at an investment project for a rotastretch freeform machine, which will enable low cost, lightweight, high strength moulded parts for vehicles, which can be produced with considerably less energy and will reduce vehicle weight, fuel and
carbon emissions. I also have had a close relationship with the inventor of another project to produce an artificial intelligently driven mining vehicle, which will improve safety and may indirectly reduce greenhouse gas emissions. I connected to a German engineering Consultancy. The owner produced a close to zero pollution emission chemical plant for a major multinational.

In 2002, I was involved with the ACT Greens and have acted as Secretary for The Ecological Sustainability Sub-Committee of the ACT ROCKS development building community project located in Civic, Canberra. A project that intends to be a world leader in sustainable environmental buildings for the community. This committee memorandum covered areas we were assessing –
"1. site plan - assess after consult with community groups follow sun path in angling buildings max solar heating winter, minimise summer
1a. building - underground considered, issues of water table, cost - benefits thermal mass and insulation, aesthetics - blend in with nature, innovative prototype cutting edge futuristic technology of sustainability world first;
1b. structure shape - dome shape
2. construct with thermal mass ie. rammed earth roof earth covering with plant mass reduce storm water, allow veg garden, act as thermal mass/insulation
3. energy - solar not wind. Dual energy systems co-variant ie. aircon and heating recycling. Thermal mass in construction.
4. water - recycle heating-cooling system, underground tanks, sewerage recycled and used for energy source or purified for roof garden, storm water rain catchment on roof garden."

I spent time in Auroville in India in 2003 and 2006 looking at alternative sustainable energy development including attending conferences on the future of that community. I met and stayed at a development there in communal vegan and rawfood living.

In 2002 I attempted to procure capital and investment for a health retreat based on the rawfoods diet, nudism and yoga. Scientific research supported by JCU was planned and preliminary research was conducted. Market study of potential clients and competitors was conducted. A preliminary business plan was produced and alternative health specialists, government and universities were approached for assistance. A basic design and sketches were produced of the premises, which was to be in remote rainforest. Potential land sites were located and discussions were entered into with the Envirofund and local council. Several meetings with interested parties were held. The Queensland Premiers department was sent a plan and as a result the Cairns Regional Economic Development Corporation became involved and NEIS. The project is currently on hold until funds for an in depth business plan can be obtained. The entire venture is estimated to cost in excess of $10 million. The venture is to be charitable.

I first attempted Project Eden in Cairns – the concept was for a environmental conservation centre in which techniques would be taught and used to promote ecological sustainability in the local community – organic fruit orchards, vegetable gardens following permaculture methods. Alternative energy sources would be promoted such as solar, wind and wave generators of power. Low energy devices and EPA low noise producing machines using and emitting minimum pollutants would be encouraged and possibly developed. Solar vehicles, electric mowers, etc. Building and design would be incorporating natural fibres and climate merging into the rainforest greenery and beachfront.

Experience in overseas development work and knowledge or experience of the indigenous non-government development sector in Australia in order to promote Project Eden overseas and to indigenous people living near Cairns.

I lived in and close to Aboriginal and TSI Communities in Cape York and TS for 6 months, in particular Lockhart River and attempted to learn some of the language. I was also involved in discussions with the communities, council clerks, churches and government departments on alcoholism, native title, self-management and education. Issues such as women’s refuges, CDP, health and diet awareness, medical facilities, interaction with the local white community, eco-tourism, enterprises, purchase of leaseholds, and bilingual teaching were assessed.

I was producing, interviewing, writing, filming and editing a documentary for Optus community TV cable on social problems for TSI women divorced from European men. This expanded my appreciation for minority groups. I have also travelled extensively in the developing world and in Europe. In my Bachelor of Arts I studied Psychology attaining a high distinction and Modern Vietnamese and Chinese History attaining good credits, which has reinforced my skills in dealing with a diverse background of people. This has been invaluable in assisting me in business dealings and finding common ground between indigenous and foreign groups.

All these skills have assisted me in developing an awareness of the community development processes as they apply to diverse indigenous communities, Government and Private Sector clients.

In 2002 I was involved with the Canberra-Dili city friendship committee. This project involving the Chief Minister of the ACT and Chaired by ACT MLA Kerrie Tucker is endeavouring to provide grassroots community support to East Timor. I was asked to be involved with the sub-committee drafting a report to the ACT Government on funding and implementing this project.

I studied French for five years and German and Latin for two years. I have spent several months in France, Spain, Egypt and have been to many countries in the world. In two years in India I learnt basic Hindustani and know some Sanskrit. I am very much at ease with the indigenous Asian culture and way of life. I also know a few words of Japanese.

History, SOSE, Religion, Politics
I taught VCE Year 11 American History at Melbourne Grammar and CSF Year 9 Australian History at De la Salle. I have completed a degree in history specialising in colonial and modern America and Asia. My law and journalism experience supports teaching SOSE. VCE History aims to develop an understanding of change, continuity, causation and evidence; acquiring a knowledge of how people in different times and cultures have interacted, organised their societies and given meaning to their worlds; developing the knowledge, concepts and skills to analyse the ways in which the past has been represented visually, orally and in written form; developing skills in responding to historical evidence creatively and critically to make meaning of the past; acquiring a broad historical knowledge, including an historical map within which to locate their detailed studies. I have given examples of my teaching techniques, above and in Criteria 2 and 4, which demonstrate incorporating these aims. I would go beyond the curriculum by using my extensive photography, artwork, music collection, artefacts and personal historical research into religions and culture particularly in India, but also the Middle East and Europe to bring current life into the lessons. I have also spent some time in Asia, working voluntarily for religious organisations, including helping in Mother Teresa’s in Calcutta looking after disabled children and teaching English to Tibetan refugee nuns. I am very interested in the Third World and synthesising their religions with Judeo-Christian civilisation. I studied a theology subject, Foundations of Christian Faith, at ACU and would be interested in teaching religious education. Therefore I have a broad cultural understanding of issues in society and the diversity of people from different cultures. I would therefore aim to teach History as a living subject relevant to current issues.

I have practical experience in politics having volunteered for the ACTGreens and the Australian Democrats doing campaign support work and promoting their organisation at University Orientation weeks and at Polling Booths, as well as attending General Meetings and reviewing/suggesting new policy. I now have serious reservations about these parties, though in principle agree with many of their general policies, but not the implementation and fine detail which in my opinion has not been properly considered. I was never a member of these parties.
I travelled the world and slowly developed a social conscience. During 1993 in India I taught refugee Tibetan nuns English, and inspired by a famous English Vietnam war photographer whilst in Kashmir, attempted to become a freelance journalist and writer, reporting and interviewing undercover militant freedom fighters. I worked in the Canberra Times as a news reporter in 2000 and learned the basic skills of drafting and editing short print copy and objective reporting. I completed a Diploma in Journalism 1996-97, followed by part of a Holmesglen Professional Writing Diploma in 1998. In these courses I learned the art of writing and simple communication. In India I taught refugee indigenous Tibetan nuns English. I have assisted in writing and communication workshops and courses. I taught human rights policy to my staff and liaised with academics, government and business in relation to journalist articles and a magazine I attempted to set up covering human and social rights issues.

I educated groups of developing writers, school students, social workers, public servants and lawyers in human rights issues in relation to indigenous abuse and legal remedies both in domestic and international law. This was conducted at an individual, seminar and lecture level at Lake Ginnandarra College and elsewhere in 2001 when I started a Diploma in Education specialising in SOSE or social sciences. As a volunteer community lawyer I educated members of the public in consumer rights, equal opportunities, contract and employment law. I prepared curriculum resources for interactive lesson planning with the Internet on Ancient Greek Democracy also at Lake Ginnandarra College. I have given Seminars at University of Canberra on web design and the Internet as an educational resource. I completed this diploma in 2004 at Australian Catholic University and taught very briefly at Biloela High School in 2005 - legal studies year 11, business core theory year 11 and maths year 8 and 9. I visited alternative schools in New Zealand, Australia, India and USA in 2005-6 with a view to starting a school based on a yoga system.

I also negotiated with the Department of Education, Distant Learning in North Queensland to provide educational aids to indigenous schoolchildren in the form of art and photography of the region to be used as tools for learning to read and comprehend questions. The publishing industry particularly in relation to education is a major growth industry. Australia’s high education profile (as a seller of this commodity) can only be expected to expand and therefore I structured my business so as to exploit correctly this potential market, and tried to combine this tendering with our hi-tech image. My connections to the Education Department could be useful in connection with training programmes on Project Eden school communities.

Legal Studies
VCE aims to teach students to investigate the complex nature of a changing society and the need for reform to create and maintain effective law; develop a critical perspective on current local, national and international legal issues; use effective methods of inquiry to evaluate law-making and dispute resolution procedures; develop a capacity to use information, knowledge and ideas to explore solutions to legal problems and issues which challenge the legal system. I have taught Legal Studies in a way that emphasis these goals in Biloela High School (one month temporary contract) at Year 11 standard. During teaching rounds I taught two Legal Studies classes from Year 11 at Melbourne Grammar. In Legal Studies I taught contract law, sports law and court procedure. I have worked in a major Law firm in Melbourne - Deacon Graham James, where I qualified to be a solicitor. I have undertaken voluntary work in community legal centres assisting the disadvantaged. I believe I could contribute in educating children in social justice in legal studies. For examples of my methods of teaching legal studies please see other KSC below.

As owner of TMMAG.COM I educated myself in publishing law, especially in relation to defamation actions and the public interest. I also wrote contracts in relation to employment contracts, contracts with clients advertising and using TMMAG.COM and in particular protecting copyright based on CNNs internet site’s contracts.

I studied Company and International Law, achieved good credits in Criminal, Property and Trust law, and a distinction in Tax at University and found them challenging subjects. So I would not foresee any difficulties in my comprehension of the issues involved with commercial legal advice as I have consolidated a team in analysing legal resource information for the Human Rights report and in tmmag.com through extensive business planning including analysing outputs, funding capabilities and development programmes.

Financial research, maintaining compliance with statutory law and regulations and the impact of Government policy are areas where I have expertise. This would especially be the case where complex negotiations and legal documentation follows or is in tandem with a company policy decision. For instance I did drafting of commercial leases and checking provisions according to client's instructions. I have prepared commercial loans, mortgages, guarantees, promissory notes and letters of credit, including assisting in Bond Corp Gold 300 million dollar loan. This required an understanding of the investment banking sector and corporate economic policy as well as legislation.

I have done research and given policy and legal advice on employment and industrial law. I was in charge of property conveyancing and settlements of the Anglican Church Melbourne, executives and wealthy client's personal residences. I have also prepared and submitted trade mark applications and objections, and liquor licence applications. I handled, reporting directly to the head of property department a probate matter for an executor's commission. This involved extensive complex documentation covering a span of fifty years and preparation of Supreme Court affidavits and ancillary documentation.

As a solicitor I entirely managed the case and represented the manager of legal services National Mutual in an unfair dismissal tribunal proceeding involving sexual harassment, which succeeded in increasing the client's package from nothing to a lump sum tax deductible two months salary. At university I achieved high credits in Constitutional law and credits in Moot Court and Trial Practice and Advocacy. I have been accepted for a Masters of Law and was applying for a Masters of Law at JCU in relation to RDA, negligence and indigenous issues. I personally prepared the brief and instructed the barrister in court in a medical negligence action involving Queens’ Counsels.

I did conveyancing, litigation in personal injuries, workers compensation and commercial law at a friend’s law firm Lennon Settle in 1999.

As a volunteer community lawyer from 1996 to 1999, I educated members of the public in consumer rights, equal opportunities, contract, family, criminal and employment law. The Community Legal Centre work was mostly petty civil matters that were negotiated to a stage of settlement before needing to go to court or self-help advice that was given to the client to represent themselves or attain counsel. I have attended some court hearings but only as an observer. I extensively investigated going to the Bar in 2002 re-familiarising myself with court procedure and evidence law and was accepted for the Bar Readers course in Melbourne to read with Mark Robins.

As a Solicitor of the Supreme Court of Victoria I have conducted and performed letters of advice, negotiations, pre-trial conferences, callovers, chamber summons, adjournment hearings, research, instructing counsel, drafting answers to interrogatories, affidavits, defences, counter-claims for bankruptcy petitions, liquidations, property fraud, defamation, copyright, medical negligence, personal injuries, debts, unfair dismissal, and acting as an agent for other solicitors. Leo Cussens Short Courses in Tax, Company and Civil Procedure Law have enhanced my practical awareness of court room tactics. I have later used these methods in business operations.

In 2001 I recommenced legal work briefly for private clients relating to the small claims tribunal, including representing a person in the family court using video link between Townsville and Cairns.

I do have direct experience in production of a human rights report delivered to Commonwealth and State governments (the subject of a possible Masters thesis), furthermore I can demonstrate a capacity to deal with complex areas of the law, economics and tax finance and interpret them. Much of my time was spent reducing complex legislation and accounting information to simple English comprehendible by a layman. I also, through my media experience have dealt with issues of policy and in business have dealt with resource management including co-ordinating projects.

I have a very good appreciation of developing world social, economic, health and cultural issues, particularly in relation to government assisted projects and human rights. I lived on and around indigenous communities in TSI and Cape York for 6 months.

In Enligtenart I was entirely responsible for work output and I worked unbiased and independently to any organisation. My business prepared an Independent Human Rights study (75 pages) on alcohol abuse in Indigenous Communities which was sent to the Federal, Queensland and Northern Territory Ministers of Aboriginal & TSI Affairs or their equivalent involving international and constitutional legal issues, policy and reform under the Racial Discrimination Act and United Nations Convention on the Rights of the Child. There was consultation with a QC, a Professor of Law, ATSIC’s human rights lawyer and Ministerial advisors. Negligence in Tort by the government was analysed in depth. As part of the alcohol report Senate Committees, Hansard and parliamentary debate were researched to determine an interpretation of Special Measures under the RDA. There was personal field research and in depth analysis of health statistics and proposals and analysis of substitute methodologies to collect data in order to assess programme successes. An article relating to this was published in CCH Equal Opportunity Law newsletter in 2000. Another article was published in the now defunct TMMAG.COM at http://www.tmmag.com/lockhart.html . It has been acknowledged by the Queensland Government as influencing the creation of the Fitzgerald Royal Commission in Cape York. This included an in depth analysis of public authority negligence in Tort and considered whether the RDA commissioner may be liable. This may become a Masters thesis that I was applying to JCU for through Malcolm Barrett, who I have spoken to in depth on this possibility (see appendix 1 and 3).

It was particularly noted, the lack of consultation with indigenous peoples, in formulating, assessing and implementing the results of most surveys (see Sherry Saggers and Dennis Gray Dealing with Alcohol, Camb. Uni. Press 1998). My report in some respects was no exception, bar the fact that apart from the field work, I attempted to attain indigenous assistance and it was very infrequently acted upon and this only with minimal interest and co-operation.

Maths – Middle Years
I have taught junior school maths in Biloela, Queensland for CSF Years 8 and 9 doing a short term contract. I taught trigonometry in Year 9 and geometry in Year 8 including preparing them for exams.

CSF goals:

• acquire mathematical skills and knowledge so they can deal confidently and competently with daily life
• develop knowledge and skills in using mathematics for employment, further study and interest
• be able to interpret and communicate quantitative and logical ideas accurately
• recognise the fundamental importance of mathematics to the functioning of society
• understand and appreciate the nature of mathematical thinking, the processes by which mathematics changes and its cultural role
• understand the dynamic role of mathematics in social and technological change
• use technology appropriately and effectively to support the learning of mathematics, and in carrying out mathematical activities in context.

Teaching trigonometry to those Year 9 students of lesser ability in Biloela who most likely will never use this concept in their adult life, when half the students can barely understand how to do it let alone see what purpose it is to serve them later was a challenge. Biloela did not stream the maths and so teach the kids who are going onto higher education more complex concepts. Initially I thought what is the point of torturing students who are never going to go to university and study maths this level of knowledge when they are having problems multiplying and dividing. Is it not surprising they feel a level of hopelessness and hence rebel? I wanted to teach those kids something they could do and could get success in. If they were going on to do apprenticeships and may well use basic maths there then ORIENT the maths to these kids for what they NEED FOR AN APPRENTICESHIP – this may include trigonometry! BUT I wanted to teach it at that level – for instance take them out to the power station and show how when piping subsides in the ground and needs to be jacked up to a horizontal level, trig can be used to work out how much to jack up each section. Then get them to work it out using the trig. OR take them orienteering and get them to work out compass bearings and places using geometry. OR with a surveyor working on a civil engineering project in Biloela, or even a building site, or road works. Or on a boat trip or to the local aerodrome and have navigation explained where they work it out, plot it and get the boat there. Despite the CSF basic overriding goals, Biloela obliged me to teach following the standard curriculum for all students, which I was not happy with and neither were the students. The principal asked me to resign.

The reaction to this might be too expensive, too much trouble and too hard to control the students. It is easier to keep them in the classroom. But is it? Lack of innovative lateral thinking in the system seemed to produce that same lack of inspiration in students. Catching student enthusiasm by making teaching relevant to the local area needs to be instituted. For instance the Year 9 Maths text did little to address multiple intelligences and was 15 years old. The school did not set problems to be solved that were about Biloela or the mine or power station there. I produced a maths revision sheet for Year 8 attempting to do this, but the textbook hardly referred to Queensland.

In my matriculation, I studied pure maths, applied maths and chemistry obtaining high Bs and an A in physics. I have maintained an interest in physics and started a physics degree at ANU in 2000 (not completed). I am looking at diploma courses in maths at Monash or Deakin and if sponsored by the school would do this – the Education Department offers a special program for schoolteachers in government schools to become qualified maths teachers.

Media
VCE aims is designed to enable students to: investigate and analyse their own and others’ experiences of media; analyse media products to understand how meaning is constructed, and to develop an understanding of the range of meanings carried by media texts; develop an understanding of production processes involved in the construction of media products; examine the relationship between the media, media products and society; past, present and future; develop an understanding of the roles, ownership and structure of media forms; develop the capacity to evaluate media policies, issues and possibilities within Australian society; evaluate the creative and cultural impact of new media forms and products; develop and refine skills in the areas of production and critical analysis; express their ideas through media forms and gain self-confidence and communication skills through that expression; integrate an understanding of media products, their production context and the audiences that make sense of them. I did a diploma in journalism so could teach media studies, though I have not taken this as a method. However, I have had some experience in journalism, photography and video, running my own business Enligtenart, I wrote film scripts, a novel and autobiography (all unpublished) as well as freelance articles on social and environmental issues. I can provide published articles. I did work experience at OPTUS Community TV, Channel 31, Channel 9 Darwin, and The Canberra Times. As part of this business I looked at business planning for media enterprises, advertising and campaigns – one of which was presented to Mobil. I have web design skills - email me and I will send CD of my Ezine TMMAG.COM.

I endeavour to use the latest technology to stay ahead. Early in 2003, I was training to be a sales representative for Optus Communications Business. This included selling mobile phones and so I am trained in telecommunications. Apart from this I have owned many mobiles, Mitsubishi, Siemens, Motorola Timeport, all of which were stolen. Now I have a Nokia and Motorola V3Razr. I used voice recognition, computer synchronisation with Outlook, WAP, handsfree and am familiar with methods to send emails and connect to the internet via infrared and bluetooth using my Palm M100, IIIc and Tungsten E2. I wrote a book using a bluetooth keyboard connected to the Palm. I am familiar with password systems, imie numbers, sim cards and locks, etc. I owned a laptop and currently use a G5 iMac desktop. The use of computer organisers to ensure the most efficient management of a business is of highest priority to me.

I completed a Small Business Management Certificate IV in 2000 at Qskills involving the development of an Internet Ezine through building a business plan. I have direct experience in managing consultancies and developing project strategies from concept to implementation. Prior to this as part of my business, Enligtenart, I produced an 120 page business plan for a national current affairs magazine which was to incorporate social and environmental issues including accountability of businesses and government. This was of a highly confidential nature, therefore it was necessary that potential investors and service providers signed a confidentiality agreement. It involved negotiating with some of Australia’s best journalists, art directors and editors, obtaining quotations from service providers such as printers, distributors and graphic designers.

It was planned to also sell it on the Internet [which began in Oct 2001 as http://TMMAG.COM , the first edition was at this site, which is now suspended]. There were intense and high level negotiations with potential investors, who represented large corporations. This involved making presentations, explaining financial issues, doing market research, advertising and preparing detailed financial forecasts, particularly cashflow. This exposure to the media and advertising world has given me an understanding of investment processes and methods, in particular assessing the viability of a high risk project based on market research and industry confidence. This included quantitative analysis of ABS statistics. I had to train my personal assistant in these tasks, which included mock meetings and brainstorming as well as all technical knowledge.

The magazines scope was as follows:
a. The ethics of the magazine were considered a vital part. There was to be no advertising of alcohol, tobacco, or enterprises or corporations acting in an overtly unethical manner towards the environment.
b. The magazine was to support the direct election of an Australian President with limited executive powers in an Australian Republic, an amended Constitution containing a Bill of Rights and a Treaty with indigenous people.
c. Investors in this project were to have a reputation for ethically produced products, particularly in relation to prevention of animal cruelty caused by testing products.
d. To give you an idea of the scale and complexity of the operation (which was to employ directly approximately 20 staff) and in order to ensure the credibility and viability of this venture the Finance section of the business plan provided a 'lowest return on investment' scenario. This assumed sales of only 35% increasing to 45% of print-run by year-end. Below is the breakdown of return on investment as covered in those pages: -

If we expand into PAC-RIM: Return on maximum investment of $3.4M will be $2.7M per annum by the third year. Average amount to be borrowed for about 20 months is $2.5M.
If we remain in Australia: Investors profit each year $0.44M to be earned by the third year. Average amount to be borrowed over the 44 months will be $1.4M (maximum amount borrowed $2.7M). Therefore return on average investment is approximately 31%pa; plus all capital is repaid within 4 years. Also based upon a 40% profit share.

This means I can manage contracts, including a commercial publishing contract. I can also investigate, analyse and report on, for example, financial expenditure; asset acquisition, maintenance and user support; and electronic and paper publishing initiatives. I have the hands on experience to provide advice to senior management. I can research and prepare a range of written materials, liaise extensively with senior members of the business community, deliver training and supervise staff.

I have always actively sought career development and training, even if it has taken a tangent, for instance doing the Swinburne Small Business Accounts Course and the Qskills Small Business Management Certificate IV has given me experience in handling accounts and finance, which has allowed me to provide better and more cost effective customer service.

When managing my own business I had to consistently be concerned about the highest possible customer service especially when negotiating all business finances including private funding, bank loans, credit facilities and government grants and schemes. These included many diverse groups:-
1. negotiating contracts with indigenous peoples' Luxury Resort in Queensland for a charitable painting exhibition to help indigenous 'Special Children'.
2. negotiating film/video documentary contracts with TSI media and grants with TSI council, and museums both here and overseas on saving Indigenous culture and re-enacting the voyage of pioneer anthropologist Alfred Cort Haddon.
3. preparing contracts for government grants in relation to 1) a video business, and 2) journalism and photography, and advertising business.
4. negotiating with a large petroleum multinational and their advertising agency for an environmental advertising campaign for Cape York.
5. negotiating with Cast n'Crew film contract, which included the initial writing of the script and interviewing film crew and purchasing equipment for a film covering mining and indigenous health and cultural issues (see addenda).
6. applying for Australia Film Council grant for a film written about an indigenous member of the stolen generation with a cultural and religious theme (see addenda).
7. advertising my business in paper, internet, etc.

SUMMARY Enligtenart 1996-2006

President and owner
Business plan for new wealthy professionals magazine.
Telesales for photographic work, external telesales and customer service contracts for the Siddha Foundation, Salmat enviro-friendly electricity, Joshua Tree Promotion para-
Olympians charity and Gold Express Vouchers
Independent Report to Federal Minister on Indigenous human rights alcohol abuse
Freelance investigative journalism and photo-journalism on environmental, consumer, international human rights and social issues
Internet interviews, research and transmission of articles
Script writing for Film/Mini-series with ABC TV.
Writing Sci-fi fantasy novel and an Autobiography
Enviro photo advertising campaign Mobil
Negotiating government grants for Educational photographic exhibitions and video documentary
Negotiating contracts for exhibitions with luxury resort and hotels
Charity for disabled TSI children
Landscape photography and painting; selling to major corporates and law firms
Video documentary production for OPTUS Cable Community TV / Program reviewing Channel 31.
Import business of handicrafts/gems from Nepal and India
Training in alternative stress therapies - yoga, meditation, and colorpuncture
Attaining finance, managing accounts and tax, secretarial support and PA.
Adventure travelling and seeking Enlightenment
Legal advice to charities
Employing staff, including personal assistant and typists

Psychology
I have also got a minor in behavioural science psychology from my Monash Arts Degree where I got a high distinction in first year, so could teach psychology in which I have an interest, particularly in relation to educational psychology and adolescent mental health which I studied at ACU in 2004. I have observed several classes teaching this subject in Lake Ginandarra College. The VCE aims to develop an understanding of the diversity of applications, language, methods and major ideas of psychology; understanding the ways that biological, cognitive and social perspectives are used to organise and extend knowledge in psychology; developing skills in the conduct of empirical research including data collection, analysis and critical evaluation of conclusions; and interpret results in terms of models and theories. I would teach a step above this European [Freud (psychoanalytic), empirical (type A, B and C), Eysenck (trait), Rogers (humanistic), Skinner (learning)] modelling by encouraging students to investigate and compare alternative and Eastern methods of psychology. I am very interested in working with gifted students, especially those with savant and some autism symptoms. I experimented with hallucinogenics (marijuana, hash, mushrooms, and a small quantity of LSD ten years ago) with overall negative effects (I am now actively opposed to the use of recreational drugs including alcohol), having suffered as a result chronic depression and been diagnosed with possible schizophrenia and have been extensively involved in practical methods to deal with mental health. I therefore educated myself on use of prescription drugs to heal the mind. I investigated other methods to analyse the workings of the mind. These included meditation, yoga techniques, primal, tantra, group therapies, hypnosis, NVC, New Age philosophies, Kapra, Gurdjieff, Ouspensky, Osho and Tibetan Buddhism. I also tried psychoanalysis. My wish is to bring these techniques into the teaching system and I am currently in a dialogue with Education Queensland in relation to this.

CV Teacher

Travers-Murison