Principal, Member of SLT Mathematics Teacher
Principal, Member of SLT Mathematics Teacher
BSc Pure & Applied Mathematics, University of Exeter
PGCE Secondary Mathematics, Christ Church College Canterbury
Mr. Neil Mobsby has worked for more than 25 years in a variety of international schools in the Middle East, Africa and China as well as in the UK and has extensive experience in management and teaching. He joined SCIE in 2009 in the Mathematics Department and as Deputy Principal before taking over as Executive Principal from August 2018.
Non-Academic Deputy Principal
Head of Human Resources Member of SLT
Bachelor’s degree in Accounting, Jinan University. National certificated Tax Accountant
Liaison Officer of Cambridge ESOL
Alison joined SCIE in 2004 and severed as Non-academic Deputy Principal from August 2011. She has extensive management experience in A-level examinations.
Pastoral Deputy Principal
Member of SLT
M.A. of Educational Guidance, Hong Kong University
Graduate Diploma of Teaching and Learning, Christchurch College of Education
B.A. of History/Classical Studies, University of Canterbury, New Zealand
Ms. Lisa Haitana has been the Head of Student Development and Leadership since 2009 in an international school in Hong Kong. She taught History in international schools in Hong Kong from 2005 to 2009.
Assistant Pastoral Principal(APP)
Psychology Teacher
MA in Educational Leadership from Edge Hill University
BSc in Psychology & Philosophy from The University of Liverpool
PGCE from Sheffield Hallam University
Greg Edwards began teaching in the UK in 2004 and held teaching and leadership roles in the UK and in international schools. His last post was Deputy Headteacher in a British School in Cairo, Egypt. In his spare he enjoys music, movies and travel.
Non-Academic Assistant Principal(NAPP)
BSc in Chemistry Education from Hebei Normal University
11 years of teaching experience in High School Chemistry
Joined SCIE since 2004
Head of Admission from 2009-2020
Assistant Academic Principal, Staff Representative-Chairman, Teacher of Chemistry
MSc Organic Chemistry of University of New Brunswick
BSc Biochemistry of Dalhousie University
Postgraduate Certificate in Education of The University of Nottingham Originally from Canada
Jeff has been teaching Chemistry, IT, and related subjects for sixteen years at universities and schools in Canada, the UAE, and China. He’s been with SCIE since 2006 and has held the positions of Head of Chemistry and Head of IT.
Assistant Academic Principal, Teacher of Mathematics
MEd in Mathematics Education, University of Exeter, Exeter, England
PGCE: Mathematics and Professional Studies, Jordanhill College of Education, Glasgow, Scotland
Bachelor of Science in Mathematics, University of Glasgow, Glasgow, Scotland
Mr. Docherty teaching mathematics – Age Range 11-18 including: IB Diploma HL, STEP, GCE A Level Further Maths, A Level Mathematics, IGCSE/GCSE, KS3 and MYP Mathematics.
My essay is on the recent development of China’s mental health care system and how it can help address this question. Though, I actually parried the question raised by the prompt, and I did not in the end emphasise too much that more care should be devoted to the socially vulnerable. Rather, I intended to underscore the complexity and ambiguity in any employment of these two notions — “socially vulnerable” and “responsibility” — in the concrete working of society. Through my study I discovered that the train of legislative efforts made in the 1980s to 2000s to legally recognise, to enhance public knowledge of, and to erect new asylums for, “the mentally ill,” in fact coincided spatiotemporally with government efforts in putting new agendas of foreign policies and city development to work. Thus, the recent development of China’s mental health care, from scratch to full maturity, is not solely the consequence of “humanitarian effort,” but also of some other ulterior motives. In my conclusion, I hinted that any answer to this question would entail empirical investigation into the concrete working of social institutions, and depending on the nature of this “socially vulnerable” group, claims of “responsibility” may be leveraged as veils for other purposes.
Before starting my research I did not by then have a well-formed hypothesis, but I did have Michel Foucault’s intriguing study on madness in mind. Due to the rather peculiar nature of the object of my study, I was not able to apply the sociological theories (Marxism, Functionalism, e.g.) I learnt in class to my own research. I must thank my sociology teacher for his encouragement and provision of many textbook resources and classical studies done in the field of mental health care. In addition to that, he prepared a statement of the school for my application to conduct short interviews at a local mental health hospital — this application, however, though quite expectedly, sank into oblivion — without his help this project would be very difficult.
I made a documentary “The Definition” about the situation of elderly in Shenzhen to enter this competition. As I have some previous knowledge in filmmaking, learning from TBU studio, I though it would be meaningful if I combined my filmmaking skills with sociology knowledge. In the meanwhile, after learning the very first chapter of sociology, The Family, I found out that the situation of elderly in the UK is different from that of elderly in Shenzhen. For instance, elderly have the responsibility taking care of their grandchildren and dance in the park for entertainment is distinctive in China. Therefore, I decided to make a documentary to record the interesting culture.
I learnt a lot during the preparation for the competition. I learned a lot about how to carry out an individual primary research when I was filming “The Definition”, which helps a lot in my current sociology study. Also, I understood sociology theories better. For instance, postmodernism used to be only a vague theoretical perspective for me, yet it amazed me knowing that elderly people participate actively in public activities can be considered as view of postmodernism.
Most importantly, I realized filmmaking can make some impacts on people, portraying problems of society. Experience of BSA opened my eyes and led me rethink about my future major in college. I want use my skills and knowledge to help more people, so I will probably try a major with humanity and filmmaking combined instead of pursuing the dream of being an artist alone.
Learning sociology gives me a new perspective in seeing how the world works, and it also lets me care more about the vulnerability in the society. Thank you to my sociology teacher, Richard Driscoll, who gave me lots of inspiration such as filming the dancing in the park, which is interesting to British people, and recommenced lots of sociological books about the elderly.
By listening to his advice, “The Definition” eventually divides into two parts: one is about the elderly in nursing home and the other is about people dancing in the park. Also, there is many interviews in the documentary to give a more well-rounded perspective.
I would like to thank my Math teacher Michael Jin and my friend Franchaska, who helped me with the voice over. Also, thanks to my family members, especially my dear grandmother, who gave me lots of insights related to the issue of elderly.
I made this documentary just before the deadline, thus it’s not so perfect. I’ll probably elaborate some shots and reedit it in the future.
If you are interested, you can click the link below and watch it.
Teng Xun Video:https://v.qq.com/x/page/u0862usad2v.html
Bilibili:https://www.bilibili.com/video/av38188271?from=search&seid=10452775157822232568