1020 Educators providing Balance courses

Name: 30th November 12-1pm FREE MEDITATION FOR BUSY PEOPLE
Availability: InStock

Balance

azure charitable enterprises

Cramlington

In recent years, our ability to generate funds from our charitable businesses has become increasingly important to our clients as budgets for the provision of care services (for our clients) have been progressively reduced (since 2009/10). Years of significant under funding (of Local Authorities across the country), coupled with rising demand and costs for care and support, have combined to push adult social care services to breaking point. Since 2010, Local Authorities have had to bridge a £6 billion funding shortfall just to keep the adult social care system going. In addition the Local Government Association estimates that adult social care services face a £3.5 billion funding gap by 2025, just to maintain existing standards of care, while latest figures show that councils in England receive 1.8 million new requests for adult social care a year – the equivalent of nearly 5,000 a day. Decades of failures to find a sustainable solution to how to pay for adult social care for the long-term, and the Government’s recent decision to delay (again) publication of its long-awaited green paper on the issue is increasingly problematic as political leaders (national and local) remain reluctant to discuss and inevitably determine that increases to income tax (e.g. 1p on basic rate income tax), and/or national insurance premiums (e.g. 1p increase) and/or council tax (e.g. 3%) are unavoidable and entirely necessary. While Azure is a non-political organisation, we are naturally concerned by the failure of policy-makers to grip what is, after all, a fairly rudimentary exercise in basic arithmetic. Moreover, from a practitioner perspective, the fragility of the system is illustrated most starkly by the number of care providers that are reluctantly closing their operations or returning contracts to Local Authorities with the result that there is significantly less choice and a lack of capacity to support the rising number of people with care needs. The Centre for Economics and Business Research have recently reported (December 2018) that 59% of the providers they surveyed (nationally) have said that they have had to hand back contracts over the past year and 68% have said they will need to do so in the near future. Service closures are obviously the last resort for any provider; and it is at odds with the way Azure and the majority of our fellow providers usually operate, particularly when we have supported individuals for the majority of their adult lives. It is, however, the clearest indication yet that the under funding of social care is having a deeply negative impact on providers and their ability to deliver critical support to vulnerable adults. We are indeed fortunate (to an extent) that the charitable businesses we operate - and public support for them – helps to sustain our care services. We are however concerned (and for many of our fellow care providers) that there is now: an untenable, over-reliance on the goodwill of an already-overstretched charity sector (that is already subsidising the delivery of care services); an entirely ill-advised presumption that the funding gap can be met by armies of unpaid or under-paid carers; an assumption that the approach to the delivery of care can be re-designed to balance budgets and deliver economies without having an adverse impact on the nature and level of care clients need.

Message

black's academy

London

AQA A level Mathematics 7357 AS level Mathematics 7356 GCSE higher level Mathematics 8300H GCSE foundation level Mathematics 8300F Edexcel A level Mathematics 9MA0 AS level Mathematics 8MA0 GCSE higher level Mathematics 1MA1H GCSE foundation level Mathematics 1MA1F OCR A level Mathematics H240 AS level Mathematics H230 GCSE higher level Mathematics J560 GCSE foundation level Mathematics Other courses IGCSE extended level Mathematics 0580 Scholastic Apititude Test (USA Exam) GED (USA Exam) All other exams Click on any of the above links to obtain free resources Book free diagnostic now blacksacademy symbol Director Peter Fekete Educational consultancy | Curriculum design | Courses for adults | Public speaking | Publications CONTACT a CONTENT OF THE REMOTE LEARNING SYSTEM * US GRADE 6 / UK GCSE GRADE 2–3 1. Addition and subtraction 2. Starting number sequences 3. Further number sequences part I 4. Multiplication to 8 x 8 5. Further number sequences part II 6. Multiplication to 12 x 12 7. Square numbers 8. Positive and negative numbers 9. Sums 10. Shapes and perimiters 11. Measurement and areas 12. Reading information 14. Understanding fractions 15. Decimals 16. Percentages 17. Long multiplication 18. Beginning algebra 19. Beginning probability 20. Beginning geometry 21. Properties of numbers 22. Telling the time 23. Geometry in three dimensions US GRADE 7 / UK GCSE GRADE 4 1. Deeper understanding of number 2. Combinations 3. Long division 4. Operations 5. Practical problems 6. Order and type of numbers 7. Measurement 8. Time and time management 9. Fractions 10. Organising information 11. Ratio and proportion 12. Probability 13. Angles 14. Visual reasoning 15. Bearings 16. Working in two dimensions 17. Working in three dimensions 18. Transformation geometry 19. Continuing algebra US GRADE 8 / UK GCSE GRADE 5–6 1. Patterns and pattern recognition 2. Lines, regions and inequalities 3. Mastering fractions 4. Types of number 5. More about triangles 6. Measurement and computation 7. Proportionality 8. Working with space 9. Indices 10. Further work with ratio 11. Investments 12. Further algebra 13. Quadrilaterals and polygons 14. Speed and displacement 15. Continuing with probability 16. Describing data US GRADE 9 / UK GCSE GRADE 6–7 1. Further proportionality 2. Congruency 3. The tricky aspects of algebra 4. Lines and equations 5. Basic formal algebra 6. Analysis and display of data 7. Graphing functions 8. Dimension and algebra 9. Algebraic fractions 10. Circle theorems 11. Algebraic factors 12. Simultaneous equations 13. Velocity and acceleration 14. Proportionality and scatter 15. Number puzzles US GRADE 10/ UK GCSE GRADE 7–8 1. Transpositions 2. Patterns and pattern recognition 3. Algebraic manipulations 4. Quadratics 5. Surds 6. Linear inequalities 7. Functions 8. Trigonometry 9. Systems of linear equations 10. Further presentation and analysis of data 11. Polynomial functions 12. Algebraic products 13. Finding roots 14. Intersection of lines and curves 15. Indices and index equations US GRADE 11/ UK GCSE GRADE 8–9 1. Completing the square 2. Venn diagrams 3. Coordinate geometry with straight lines 4. Further trigonometry 5. Transformations of curves 6. Modulus 7. Basic vectors 8. Quadratic inequalities 9. The quadratic discriminant 10. Arcs, sectors and segments 11. Circles, curves and lines 12. Probability and Venn diagrams 13. Functions, domains and inverses 14. Trigonometric functions 15. Recurrence relations 16. Further elementary vectors FREE LEGACY RESOURCES Business Studies, Economics, History, Mathematics, Philosophy, Sociology Business Studies PEOPLE AND ORGANISATIONS 1. Management structures and organisations 2. Leadership and management styles 3. Classical theory of motivation 4. Human relations school 5. Management by objectives 6. Workforce planning 7. Recruitment 8. Payment systems MARKETING 1. The economic problem 2. Money and exchange 3. Price determination 4. Determinants of demand 5. Market analysis 6. Marketing and the product life cycle 7. Objectives and marketing EXTERNAL INFLUENCES 1. Stakeholders 2. Business ethics 3. Market conditions 4. Business and the trade cycle 5. Business and technological change 6. Business and inflation 7. Business and exchange rates 8. Business and unemployment ACCOUNTING & FINANCE 1. Cash Flow Management 2. Costs, Profits & Breakeven Analysis 3. Budgeting & Variance Analysis 4. Sources of Finance 5. Profit & Loss Account 6. The Balance Sheet 7. Depreciation by the fixed-rate method 8. Reducing Balance Method 9. Stock Evaluation 10. Working Capital and Liquidity 11. Accounting Principles and Window Dressing 12. Costing and Management Accounting 13. Investors and the Corporate Life Cycle 14. Investment Appraisal: Average Rate of Return 15. Investment Appraisal: Payback Method 16. Investment Appraisal: Net Present Value 17. Investment Appraisal: Internal Rate of Return 18. Profitability Ratios 19. Liquidity Ratios 20. Efficiency and shareholder ratios 22. Gearing and Risk 23. Net Asset Value Economics MARKETS & MARKET FAILURE 1. The economic problem 2. Productive and allocative efficiency 3. Money and exchange 4. Price determination 5. The money market 6. Introduction to the labour market 7. The determinants of demand 8. Supply and elasticity of supply 9. Excess supply and excess capacity 10. Elasticity of demand 11. Market structures 12. Income and cross elasticity 13. Market failure 14. Factor immobility 15. Public and private goods 16. Merit and non-merit goods 17. Cost-benefit analysis 18. Competition policy 19. Market failure and government intervention History ANCIENT HISTORY 1. Prehistory of Greece 2. Mycenae, the Heroic Age c.1550—1125 BC 3. The Greek Middle Ages c.1125—c.700 BC 4. The Greek Tyrannies c. 650—510 BC 5. Sparta 6th and 7th centuries BC 6. Athens and Solon 7. The early inhabitants of Italy 8. The Etruscans 9. Early Roman History up to Tarquin GERMANY & EUROPE 1870—1939 1. Social Change from 1870 to 1914 2. Socialism in Europe 1870 to 1914 3. The Balance of Power in Europe 1870 4. Anti Semitism in Europe 1870 to 1914 5. The Structure of Wilhelmine Germany 6. Bismarck and the Alliance System 7. Weltpolitik 8. Colonial Rivalries 9. First and Second Moroccan Crises 10. The First World War triggers 11. The Causes of the First World War 12. Germany and the First World War 13. Military history of the First World War 14. The Treaty of Versailles 15. The Domestic Impact of the First World War 16. The German Revolution 17. The Weimar Republic 18. The Early Years of the Nazi Party 19. The Rise of the Nazi Party 20. The Establishment of the Nazi Dictatorship 21. Nazi Rule in Germany 1934 to 1939 22. The Economics of the Third Reich 23. Appeasement RUSSIA & EUROPE 1855—1953 1. Alexander II and the Great Reforms 2. Imperial Russia under Alexander III 3. Nicholas II and the 1905 revolution 4. Social and economic developments in Russia 5. Russia: the Great war and collapse of Tsarism 6. Provisonal Government & October Revolution 7. The Era of Lenin 8. The Development of Lenin's Thought 9. New Economic Policy and the Rise of Stalin 10. Stalin and the Soviet Union 1924 to 1953 11. Stalin and the Soviet Economy 12. Stalin and International Relations BRITAIN 1914—1936 1. The Great War and Britain 1914—15 2. Britain during the Great War, 1915—16 3. Lloyd George & the Great War, 1916—1918 4. Great Britain after the War, 1918—22 5. British Politics, 1922—25 6. Class Conflict & the National Strike, 1926 7. Britain & International Relations, 1925—29 8. Social Trends in Britain during the 1920s 9. Social Issues during the late 1920s 10. British Politics 1926—29; Election of 1929 11. Britain — the crisis of 1929 12. The Labour Government of 1929—31 13. Britain and economic affairs, 1931—33 14. Britain and Foreign Affairs, 1931—36 15. Social Conditions in Britain during the 1930s Advanced level Mathematics ALGEBRA & GEOMETRY 1. Simultaneous Equations 2. Polynomial Algebra 3. Cartesian Coordinates 4. The equation of the straight line 5. Intersection of lines and curves 6. Remainder and Factor Theorems 7. Functions 8. Quadratic Inequalities 9. Graphs of Inequalities 10. Indices 11. Polynomial Division 12. Velocity-Time Graphs 13. Tally Charts 14. Absolute and relative errors 15. Sequences and Series 16. Arithmetic Progressions 17. Proof by Contradiction 18. Geometric Progressions 19. The Cartesian Equation of the Circle 20. Transformations of graphs 21. Plane Trigonometry 22. Modulus 23. Trigonometric Functions 24. Inverse Trigonometric Functions 25. Linear Inequalities 26. Proportionality 27. Probability 28. Surds 29. Special Triangles 30. Quadratic Polynomials 31. Roots & Coefficients of Quadratics 32. Radian measure 33. Permutations and Combinations 34. Set Theory and Venn Diagrams 35. Sine and cosine rules 36. Elementary Trigonometric Identities 37. Roots and curve sketching 38. Graphs and roots of equations 39. Picards Method 40. Small Angle Approximations 41. Simultaneous equations in three unknowns 42. Linear relations and experimental laws 43. Conditional Probability 44. Pascal's Triangle and the Binomial Theorem 45. Index Equations and Logarithms 46. The Binomial Theorem for Rational Indices 47. Exponential Growth and Decay 48. Exponential and Natural Logarithm 49. Compound Angle Formulas 50. Sinusoidal functions 51. Vector Algebra 52. The Vector Equation of the Straight Line 53. The Scalar Product of Vectors 54. Axiom Systems 55. Introduction to Complex Numbers 56. The algebra of complex numbers 57. Complex Numbers and the Argand plane 58. De Moivres Theorem 59. Eulers formula 60. Further loci of complex numbers 61. Further graph sketching 62. Mathematical Induction 63. Proof of the Binomial Theorem 64. Polar Coordinates 65. Conic sections 66. Partial Fractions 67. First-order linear recurrence relations 68. Summation finite series with standard results 69. Method of differences 70. Trigonometric Equations 72. Series Expansion 73. Lagrange Interpolating Polynomial 74. Error in an interpolating polynomial 75. Abelian groups 76. Geometrical uses of complex numbers 77. Cyclic Groups 78. The Cayley-Hamilton Theorem 2x2 Matrices 79. Cayley Theorem 80. Determinants 81. Isomorphisms 82. Lagrange theorem 83. Properties of groups 84. Group structure 85. Subgroups 86. Homomorphisms 87. Matrix Algebra 88. Determinant and Inverse of a 2x2 matrix 89. Gaussian elimination 90. Matrix representation of Fibonacci numbers 91. Matrix groups 92. Inverse of a 3 x 3 Matrix 93. Singular and non-singular matrices 94. Properties of Matrix Multiplication 95. Induction in Matrix Algebra 96. Properties of Determinants 97. Permutation groups 98. First Isomorphism Theorem for Groups 99. Roots of Polynomials of Degree 3 100. Scalar Triple Product 101. Systems of Linear Equations 102. Matrix Transformations 103. Mappings of complex numbers 104. Cross product of two vectors 105. Vector planes 106. Eigenvalues and Eigenvectors CALCULUS 1. Introduction to the Differential Calculus 2. Stationary points and curve sketching 3. Applications of Differentiation 4. Differentiation from First Principles 5. The Trapezium Method 6. Integration 7. Direct Integration 8. Applications of integration to find areas 9. Graphs of Rational Functions 10. Derivatives of sine and cosine 11. Products, Chains and Quotients 12. Volumes of Revolution 13. Exponential and Logarithmic Functions 14. Integration by Parts 15. Parametric Equations 16. The Integral of 1/x 17. Integration by Substitution 18. Implicit Differentiation 19. Formation of a differential equation 20. Separation of variables 21. Integrals of squares of trig functions 22. Maclaurin Series 23. Techniques of Integration 24. Integrating Factor 25. The Newton-Raphson formula 26. Errors in Numerical Processes 27. Roots and Recurrence Relations 28. Derivatives of Inverse Trig. Functions 29. Second order homogeneous equations 30. Second order inhomogeneous equations 31. Implicit differentiation — second derivative 32. Integrands to inverse trigonometric functions 33. Integrands to logarithmic function 34. Integration of Partial Fractions 35. Logarithms and Implicit Differentiation 36. Implicit differentiation and MaClaurin series 37. Separation of variables by substitution 38. Trigonometric Substitutions for Integrals 39. Truncation Errors 40. Euler and Trapezoidal Method 41. Numerical methods for differential equations 42. Simpson Method 43. Proof of Simpson Formula 44. Richardson Extrapolation 45. Arc length of a curve in Cartesian coordinates 46. Arc length of a curve in Polar coordinates 47. Arc length of a curve: Parametric form 48. Curves in Euclidean space 49. Functions and continuity 50. The gradient of a scalar field 51. The derivatives of the hyperbolic functions 52. Hyperbolic Functions 53. Inverse Hyperbolic Functions 54. Hyperbolic Identities 55. Integrals with inverse hyperbolic functions 56. Reduction formulae 57. Simultaneous differential equations 58. Surface of Revolution 59. Vector differential calculus 60. Scalar Fields and Vector Functions STATISTICS & PROBABILITY 1. Central Tendency: Mean, Median and Mode 2. Standard Deviation 3. Cumulative Frequency 4. Discrete Random Variables 5. Mutually exclusive and independent events 6. The Binomial Distribution 7. The Normal Distribution 8. Standardised Normal Distribution 9. Regression Lines 10. Correlation 11. The Geometric Distribution 12. Hypothesis Testing — Binomial Distribution 13. Index Numbers 14. Time Series Analysis 15. Bayes Theorem 16. Confidence interval mean — known variance 17. The Central Limit Theorem 18. Pearsons product moment correlation 19. Spearmans Rank Correlation Coefficient 20. Hypothesis Testing — Normal Distribution 21. The Poisson Distribution 22. The Normal Approximation to the Binomial 23. The Normal Approximation to the Poisson 24. The Poisson Approximation to the Binomial 25. Type I and type II errors 26. Scalar multiples of a Poisson variable 27. Test for the Mean of a Poisson distribution 28. Random Number Sampling 29. Estimating Population Parameters 30. Random Samples and Sampling Techniques 31. The Concept of a Statistic 32. Hypothesis test for the population variance 33. Central Concepts in Statistics 34. Continuous Probability Distributions 35. Modeling: Chi squared goodness of fit 36. Chi squared test for independence 37. Degrees of Freedom 38. Difference Sample Means Unknown Variance 39. Moment generating functions 40. Probability generating functions 41. Linear Combinations of Random Variables 42. Maximum Likelihood Estimators 43. Wilcoxon signed rank test on median 44. Non-parametric significance tests 45. Single-sample sign test of population median 46. Paired-sample sign test on medians 47. Paired sample t-test for related data 48. Paired sample Wilcoxon signed rank test 49. Difference of two sample means 50. Pooled sample estimate 51. Testing the Sample Mean 52. The Uniform Distribution MECHANICS 1. Velocity-Time and Displacement-Time Graphs 2. Force diagrams 3. Representation of Forces by Vectors 4. Static Equilibrium 5. Equilibrium of coplanar forces 6. Weight and Free Fall 7. Normal Reaction and Friction 8. Newtons First and Second Laws 9. Relative Motion 10. Projectiles 11. Calculus and Kinematics 12. Motion of a Particle: Vector calculus form 13. Work 14. Energy Conversions 15. Gravitational potential and kinetic energy 16. Connected Particles 17. Moments 18. Linear momentum 19. Power 20. Hookes Law 21. Simple Harmonic Motion 22. Simple Harmonic Motion and Springs 23. Calculus, Kinematics in Three Dimensions 24. Sliding, toppling and suspending 25. Impulsive Tensions in Strings 26. Angular Velocity 27. Motion in a Horizontal Circle 28. Centre of Mass of a Uniform Lamina 29. Motion in a Vertical Circle 30. Motion under a Variable Force 31. Conservation of Angular Momentum 32. Centre of Mass of a Composite Body 33. Motion under a central force 34. Centre of Mass of a Uniform Lamina 35. Centre of Mass Uniform Solid of Revolution 36. Equilibrium of Rigid Bodies in Contact 37. Damped Harmonic Motion 38. Moment of Inertia 39. Impulse, elastic collisions in one dimension 40. Parallel and Perpendicular Axis Theorems 41. Motion described in polar coordinates 42. Simple pendulum 43. Compound pendulum 44. Stability and Oscillations 45. Vector calculus 46. Linear Motion of a Body of Variable Mass DISCRETE & DECISION 1. Algorithms 2. Introduction to graph theory 3. Dijkstra algorithm 4. Sorting Algorithms 5. Critical Path Analysis 6. Dynamic Programming 7. Decision Trees 8. The Maximal Flow Problem 9. The Hungarian algorithm 10. Introduction to Linear Programming 11. Simplex Method 12. Matching Problems 13. Game Theory 14. Minimum connector problem 15. Recurrence relations 16. Proofs for linear recurrence relations 17. Simulation by Monte Carlo Methods 18. Travelling and Optimal Salesperson Problems 19. The Travelling Salesperson Problem Philosophy INTRODUCTION TO PHILOSOPHY 1. The problem of evil 2. Introduction to Plato 3. Knowledge, belief and justification 4. Descartes Meditation I 5. Introduction to the problem of universals 6. Introduction to metaethics 7. Subjectivism versus objectivism 8. Aristotle's function argument 9. Natural Law Theory 10. Utilitarianism 11. The Nicomachaen Ethics of Aristotle 12. Virtue Ethics 13. Descartes Meditation II 14. Hume and empiricism 15. The paradox of induction 16. Hume's attack on Descartes 17. The Cosmological Argument 18. The Ontological Argument 19. The Teleological Argument 20. The Argument from religious experience 21. The Moral Argument 22. The argument from illusion 23. Materialism 24. Human Identity Sociology PERSPECTIVES & METHODOLOGY 1. Introduction to Marxism 2. Introduction to Durkheim 3. Weber: classes, status groups and parties 4. Introduction to patriarchy and gender roles 5. Mass culture theory 6. The Frankfurt school STRATIFICATION & DIVERSITY 1. Ethnic groups and discrimination 2. Race, Ethnicity and Nationalism 3. Social Inequality 4. Theories of Racism 5. Class structure 6. Modern Functionalism and Stratification 7. Social Mobility 8. Bottomore: Classes in Modern Britain 9. American exceptionalism ASPECTS OF SOCIETY 1. Definitions of Poverty 2. Theories of Poverty 3. Solutions to Poverty 4. Alienation 5. Leisure 6. Work and Technological Change 7. Conflict and Cooperation at Work 8. Attitudes to Work 9. Unemployment 10. Perspectives on Education 11. Education and Ethnicity 12. Education and Gender 13. The Family and Social Structure 14. The Family and Household Structure 15. Conjugal Roles 16. Marital Breakdown 17. Post War Education in Britain 18. British Social Policy 1945—1990

north london skate club

IMPORTANT: If you or any member of your party has COVID-19 symptoms or is self-isolating due to having been in contact with someone, please do NOT visit. "We" means Jonathan Forbes acting as skate instructor "You" or "Pupil" are interchangeable and mean the booker or skate participant We accept no responsibility for personal injury, or loss, or damage to personal property which may occur. All pupil must wear helmet, knee and elbow pads and wrist guards. We understand that sometimes plans change. For Private lessons and PAYG products:- We require 72 hours notice for cancellations / rescheduled. Credit will be provided if we have 72 hours notice. Credits will apply which can be used towards an alternative time or product that we offer. For subscriptions / block bookings (for example Subscribing to school term of Kids Clubs). Unfortunately this is not a flexible package. You must attend all sessions. You cannot cancel individual sessions. If you miss a session you do not get a refund or credit. This includes cancellations due to illness. Once a booking has been made, no refunds will be given. If cancellation by you is due to serious illness or injury, a full credit will be considered if a relevant doctor’s certificate is submitted and notice of cancellation is received prior to the start of your activity. If for any reason we have to cancel your activity, a 100% credit towards an alternative activity or a full refund will be given. We will not be liable for any compensation or costs incurred by you as a result of cancellation. We are not responsible for the damage, loss or theft of any property during your lesson. You are advised that skate activities can be strenuous and that you need to be reasonably fit. All activities carry an element of risk and a basic level of fitness is required to safely enjoy our activities. Please inform us of any medical condition that may affect your fitness to take part. We do not recommend activities for those with brittle bones or similar weakened bone conditions. If you are in any doubt of your fitness to take part then please consult your doctor, especially if you have an existing injury, suffer from epilepsy or a cardiovascular or respiratory disorder, or if you are seriously overweight for your height. If you are pregnant we would advise you not to take part in any skate activities. PRIVACY By law, you can ask us what information we hold about you, and you can ask us to correct it if it is inaccurate. If we have asked for your consent to process your personal data, you may withdraw that consent at any time. If we are processing your personal data for reasons of consent or to fulfil a contract, you can ask us to give you a copy of the information in a machine-readable format so that you can transfer it to another provider. If we are processing your personal data for reasons of consent or legitimate interest, you can request that your data be erased. You have the right to ask us to stop using your information for a period of time if you believe we are not doing so lawfully. DISCLAIMER Your consent is required (see registration form): During this activity you or your child will be undertaking physical activity that may increase their breathing or heart rate. By checking the “agree box”: You will inform the skateboard coach of any health conditions you or your child may have which limit or prevent their ability to safely participate in this activity, and of the location of any relevant emergency medication (eg Inhaler or Epi-pen) they might need. You consent for you or your child to take part in the activity under the supervision and instruction of the skateboard coach entirely at your own risk. Disclaimer: I understand that skate and ride activities have associated risks. I understand that there are qualified skateboard coaches able to provide support, however I accept that I am fully responsible for mine or my child’s own health, fitness, safety and welfare both on and off of the skate and ride facilities and I have been advised that me or my child should wear the protective equipment provided. I accept that mine or my child’s participation in skate and ride activities and use of all equipment is completely at their own risk. I accept that the skate coaches and associates shall not be held liable for any loss or damage, howsoever arising, suffered by any participant during this activity I also accept that the skate coaches may, at their discretion, refuse to allow me or my child to participate should me or my child’s language be deemed offensive or behaviour be dangerous to themselves or others. It should be recognised that participants may well need physical contact with skateboard coaches to prevent accidents, and/or to show a balance or other position relating to the activity. By checking the “agree box”, you expressly agrees and declares that he/she has voluntarily accepted all the matters, including all the risks, responsibilities and obligations, to which it refers.

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ermysted's grammar school

Skipton

Ermysted’s is an ancient grammar school, founded over 500 years ago. It was long believed to be William Ermysted who founded the school some time before his death in 1558 but research in 1948 revealed an earlier history, dating back to at least 1492 and possibly earlier to 1468. So William Ermysted was in fact the school’s second benefactor, the original founder being Peter Toller. Peter Toller Some time before his death in 1492, Peter Toller, who was then rector of Linton-in-Craven and Dean of Craven, founded in Skipton Parish Church the Chantry of Saint Nicholas, to which he attached a Free Grammar School to educate the children of the town. In 1492 according to his will, the Chantry School received all his lands and tenements in Skipton, Addingham, Eastby, Draughton and Hellifield, together with a sum of money to pay for ornaments and repairs. When Henry VIII initiated his reformation of the church, the Chantry of Saint Nicholas was dissolved and its lands appropriated by the Crown, although the revenues of the school were continued. William Ermysted William Ermysted had been a prominent figure in Henry VIII’s London, as Canon of St Paul’s, “clerk of the King’s Chancery” and Master of the Temple. On the 1st of September 1548 William Ermysted’s re-foundation deeds for the Chantry School were executed and on 12th December 1551 the deeds were enrolled on the Close Rolls. Essentially these documents recorded the lands which he wished to present to the School in order that it be supported in the future and also advised a system of management, with a teaching regime according to the majority of classically based grammar schools of the time. William also endowed the school with the Chapel of St. James, late of the Knights Hospitaler of St. John, purchased from Henry, Earl of Cumberland in which to house it. The building survives to this day at the bottom of Shortbank Road and current houses an electricity substation. William and Sylvester Petyt Between their respective births in 1637 and 1640, and their deaths in 1707 and 1719 William and Sylvester Petyt both played important roles in the development of the school. On his death in 1707 William Petyt bequeathed a sum of £200 towards the maintenance of Scholars of Christ’s College, Cambridge for those students who had previously been Scholars of the Free Grammar School of Skipton-in-Craven. In addition he gave £50 to the School, which was subsequently used to purchase books for poor scholars. When William’s brother Sylvester, also a former Scholar of Ermysted’s, died in 1719 he left to the School the huge sum of £30,000 to form the Petyt Trust. This still provides for various educational functions, including some Speech Day prizes, although the bulk of the capital was used in the nineteenth century to endow Skipton Girls’ High School. Sylvester also delivered to Skipton the Petyt Library comprising of books from his own collection as well as from those of his brother and friends. Edward Hartley The legacy of the School’s founding fathers and benefactors survives in the three School Houses of Toller, Ermysted and Petyt but the fourth House, Hartley, takes its name from the School’s Headmaster during the period 1876 to 1907. Under Edward Thomson Hartley, Ermysted’s moved from the Chapel bequeathed to it by Ermysted to its present Gargrave Road site. Originally thirteen boys made the move in 1877, but under Hartley’s dynamic leadership the School flourished and added to the original School House the Gym and Pool, the Science Department, Staff Study, and the Craft Workshops. Ermysted’s in the 20th Century In 1913 £1,000 was given by friends of the School to improve the Playing Field, and in 1920 the School Library was built, funded by Old Boys, as a memorial to those Scholars who fell during the Great War. In 1946 an appeal was made to provide a worthy memorial to the Old Boys of Ermysted’s who lost their lives in the Second World War. Numerous Old Boys, Governors, pupils, parents, members of the Staff and other valued friends of the School generously contributed upwards of £17,000 towards the cost of the Memorial Hall, the Organ and the alterations to Big School, the Coulthurst Trust paying for the Organ outright when the Hall was opened in 1959. Throughout its history it has been an all boys’ school and only relatively recently, in 1989, was the boarding house closed. Quincentenary Celebrations In 1992 Ermysted’s celebrated 500 years of excellence, in commemoration of the Quincentenary of the death of the Chantry School’ founder, Peter Toller. The year’s celebrations were marked by a visit from the Princess Royal on the 1 June. To commemorate the Quincentenary a Sports Hall was erected between the School and cricket pitch, opened on Speech Day 1994 by Sir Peter Yarranton, Chairman of the Sports Council. £350,000 was raised toward the cost of this venture through the generosity of pupils, teachers, parents, Old Boys, Governors and friends of the School, with the balance met from Foundation Funds. Founders’ Day is held annually in the Autumn Term with a service held in Holy Trinity Church in Skipton commemorating the foundation of the School over five hundred years ago. Building Developments In 2001, the School was successful in a bid to the DfE to provide new CDT facilities and additional classrooms (designated for the English Department). Aided by additional finance available to Voluntary Aided schools, together with a generous donation from the Wolfson Foundation, the former CDT facilities were turned into two additional science laboratories. At the same time, four of the present six science laboratories underwent considerable refurbishment.

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patchway dragon tang soo do

Bournemouth

Dragon Tang Soo Do is an Association of friendly family martial arts clubs based predominantly in the South West of England. Tang Soo Do is a traditional Korean martial art which teaches self-defence, fighting skills and weapons, in addition, its many benefits also act as a guide to allow people to live a healthy and harmonious life. Incorporated within the Association is a Japanese based style of martial arts called Wado Ryu. These clubs which are based in Bournemouth joined the Association in 2004 and share our ethos, values and aims. Together we are a strong, united and friendly group of like minded martial artists keen to improve our knowledge and pass on our skills and experience to others. Our clubs cater for people with a wide range of abilities and ages (5 years and above), so whether you want to train to improve your fitness and health, or are keen to learn how to defend yourself, or simply want to find a hobby to relieve stress and make new friends, then we maybe for you! We live in challenging times and nowadays, increasing numbers of people are learning to protect themselves and their families, our martial arts are a very effective tried and tested method of self-defence. However there are many other reasons why men, women and children train with us, our martial art also provides skills such as self-confidence, self-discipline, physical fitness, flexibility, co-ordination and respect, skills that help us all to cope better with the pressures of everyday life. The real benefits of Dragon Tang Soo Do are not the coloured belts you earn, but the positive changes that you will experience, the enhancement of your mind, body and spirit as well as the development of individual character and respect for others. The true goal of Dragon Tang Soo Do is to use the lessons you learn in class to enrich every part of your life. Our Vision The vision of Dragon Tang Soo Do is one where people can practice the Martial Arts in a safe and controlled environment. Dragon Tang Soo Do will strive to retain the important traditional aspects of our style, whilst being adaptable and open to new techniques and ideas. Our Instructors and senior grades will endeavour to provide instruction and guidance in a way that does not prejudice any student and will enhance the development of all, both in and out of the Dojang and Dojo (Training Halls). It is important that people enjoy the learning experience provided by Dragon Tang Soo Do. Goals To develop an individual’s mental and physical health. To build confidence in all who train with us. To have a reputation as an organisation of quality martial artists. To provide scheduled events to support the development of all. To set and maintain high standards. To build healthy relationships with other martial art organisations, in the interest of sharing best practices and continually developing the level of knowledge of the instructors and senior members. To maintain a balance between organisational cost effectiveness and the cost to the practitioner. To provide a challenging, fun environment that keeps the safety of all in mind. Diversity Every single person counts and everyone has a justifiable expectation to be treated with dignity and respect. That’s why through our ‘vision and goals’ the Directors, Masters and Instructors of Dragon Tang Soo Do are committed to ensuring that our Association respects and celebrates diversity and that all members are helped and encouraged to reach their full potential. Central to this we accept that we are all different and believe that everyone should be treated in an honest, fair and transparent manner in which their individuality should be celebrated and not used as a possible means of discrimination or barrier to achievement. If you feel there is anything more we can do to improve the way we treat our students then please speak to an Instructor, Master, Director or Master Thomas our Diversity Lead. History of Tang Soo Do The very first evidence of this ancient form of Korean martial arts appeared during the Three Kingdom era (57 BC-935 AD) as Hwa Rang Do. Since then, 2,000 years have passed. The indigenous martial arts quietly developed through generations of the Korean people. During some eras it flourished and other times it diminished, according to the political, economic or cultural environment. The art was known by various names throughout the eras, such as Hwa-Rang Do, Kyuck Too Ki, Moo Sul, Soo Bahk Ki, Soo Byuck Ki, and others. Following 1945 Korean independence, the Korean martial arts were again merged and flourished throughout the entire Korean Peninsula. Many organisations were founded with various names such as Soo Bahk Do, Tang Soo Do, Tae Soo Do, etc… At the beginning of the modern era of the Korean martial arts, Tang Soo Do was the most popular term for these arts. However, at that time, the Korean political leader was concerned about establishing Korean value based on Korean nationalism. The political leaders recognized the popularity of Korean martial arts around the world, but were opposed to the use of the name Tang Soo Do for the art, as it sounded like a Chinese martial art, because the first word “Tang” could be interpreted as representing the Chinese Tang Dynasty (617-907 AD). In 1964, a government sponsored small group created a new name for the Korean martial arts: Tae Kwon Do. We still respect the original term, Tang Soo Do, and intend to preserve its heritage and value as a traditional way or path. Unfortunately, many Tae Kwon Do instructors did not maintain the traditional values of the true martial arts. Instead, they converted to a sport as they have progressed to the internationally recognized sports arenas such as the Olympic games. This was considered to be a great political achievement, to bring strength and prominence to the Korean government in International politics. True Martial Arts lovers had no place within these Tae Kwon Do dojangs (Training Halls) to continue to pursue traditional martial arts because they abandoned many valuable aspects of true Martial Arts to become a simple competitive sport. We, as Tang Soo Do practitioners are striving to maintain traditional values of respect, dicipline, self control, self improvement, etiquette and ultimately live a healthy and harmonious life, physically and mentally. History of Wado Ryu It would be very difficult to trace the original roots of karate back to their inception, however it is believed that the Okinawan Islands off the Japanese coast were the birth place of the art practiced across the world today. Despite the strong links to Japan, the original name was “Chinese hand" or "Tang hand" which during the early part of the 1900s, the Japanese changed to Kara-te “open” or “empty hand” Wado Ryu is one of the four most popular karate styles practiced today, in comparison with others, it is relatively modern with the founder Hironori Ohtsuka, who had studied other forms of martial arts previously, introducing Wado Ryu in Tokyo around the mid 1930s. It wasn’t until 1965 that it was introduced to the United Kingdom by Tatsuo Suzuki. Our Clubs in Bournemouth have been operating since 1992 and we work hard to maintain the traditions and techniques as outlined by the Founder.

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lenticular futures

Manchester

We're transforming psychotherapy and counselling in three ways: We are re-thinking all therapeutic theory to situate the individual in wider contexts and systems. We ask how everything is connected, by whom and with what consequences! Join us in decolonising, depathologising and ecologising practice, theory and research We can help therapists and training institutes develop future oriented technological competence for more accessible practice. Why is that important? There is a need to decolonise and depathologise the theory and practice of psychotherapy and counselling. We need to understand the problems of the individual as situated in a world which is socially, culturally and economically unbalanced. And we need to have ways of recognising and working with people's complex intersectional community memberships, experiences and talents in therapy. Why now? We are living in a panmorphic crisis (Simon 2021). It's a good time to read the writing on the wall and take action. We can do this by making decolonising and depathologising theory and practice, by responding with EcoSystemic ways of working, by critically engaging with accessible and future oriented technological possibilities. What work do we do? The key areas of our work are Training - Research - Consultancy. We run workshops and seminars to create and support decolonised, depathologised and ecosystemic ways of working. We host conferences on social issues affecting psychotherapy and counselling practice and training. We introduce psychotherapists and their training organisations to new technologies and intramediality to help make learning and assessment more accessible and culturally relevant. We produce research reports on future technology for therapy; neurodiverse therapy; therapeutic space; ecosystemic therapy; indigenous knowing and practice in therapy; new ways of training and assessing counselling and psychotherapy trainees; more... We consult to training organisations and professional membership bodies to help them improve the experience and success of trainees from diverse communities We run leadership and organisational development groups for leaders and managers who are developing inclusive therapeutic services What kind of organisation is Lenticular Futures? We are becoming a Community Interest Company. That means we are a Not For Profit and all proceeds from work support free or low cost projects and research within the organisation. How do we fund this work? We charge for workshops, conferences and seminars we host. We apply for funding. We welcome donations for specific projects or in general What does Lenticular mean? Lenticular Futures is a term borrowed from a paper by Professor Wanda Pillow (link). It's a prompt to hold in mind past, present and future when you meet people or see something. It's an invitation to notice the neurotypical, heteronormative, eurocentric lenses we have been taught to look through and check who-what we are including and who-what we are excluding. It comes from noticing what Wanda calls a "whiteout" in academic and professional literature of Global Majority contributors. This is an era for new curricula and making new theory and practice. Our professions can easily lead changes in the balance of power and develop more user friendly ways of working. What are our philosophical objectives? To theorise and interrogate fundamental taken for granteds in the cultural bias of theory and practice. To develop a lenticular ideology of psychotherapy and counselling which integrates and is led by decolonising, depathologising, ecosystemic, contextual influences of planet and co-inhabitants. To redress the exclusion of knowledge from oppressed population groups. To support therapeutic practices which are generated from within communities. To understand and address systemic influences of capitalism on wellbeing. To critically work with the socio-techno world in which we live. To get that systemic understanding of the world is an overarching metatheory for all our modalities. To decolonise means not having a disordered attachment to theories of disorder. Who are we? The co-founders are experienced psychotherapists and organisational consultants. We bring a vast amount of experience in systemic thinking about organisations, culture, therapy and counselling training, research and management. We also know how to create initiatives from within the margins. The co-founders are Dr Julia Jude, Dr Gail Simon, Rukiya Jemmott, Dr Leah Salter, Kiri Summers, Dr Liz Day, Dr Birgitte Pedersen, Anne Bennett, Naz Nizami, Dr Francisco Urbistondo Cano and Amanda Middleton. Forthcoming events Lenticular Futures: Crafting Practices beyond this Unravelled World FLIP@Brathay 2nd & 3rd May 2022 https://lf2022.eventbrite.co.uk Indigenous and Decolonising Knowledge and Practice Decolonising Therapeutic Practice read-watch-listen-make groups Future Tech to improve experiences for people doing therapy and in therapy training EcoSystemic Return Reading Seminars Professional Wellbeing events Walking and Outdoors Therapy Creating Decolonised Participatory Groups Systemic Practice and Autism Conference Writing Performance as Research Film, podcast, documentary making with people doing training and therapy Watch this page and our Eventbrite page - : - : - : - : - : - : - : - : - : - : - : - : - : - : - Therapy in a Panmorphic World This era of panmorphic crisis requires urgent, creative, ethics-led responses. Most of the professional theories we live by came into being without their ideological foundations being questioned. We cannot take a step further in this world without a commitment to developing awareness of parallel, criss-crossing, multidimensional, transtemporal, transcultural, transmaterial elements of living â€“ and how they interact. No Meaning Without Context The key systemic value of understanding context is paramount to inquiry, to understanding what is happening and how to move as a relational, situated participant-player. But the contexts in play are often hidden, erased, elusive or remote, and it can be plain hard to see-feel-understand the knowledges and experiences specific to other places, people or disciplines. The Individual Is Not The Problem The psych professions confuse this further through the decontextualising practices of individualising and pathologising explanation of why some people see some things one way and not another. Furthermore, the social construction of truth is a debate that transcends academia and has been put to work by political agendas to foster an era of mistrust of truth. People are now aware that â€œtruthâ€ can be put to work for objectives other than the common good. This undermines social justice issues and what counts as information. Voices from within a community, from within lived experience are undermined by voices from without of those contexts often without a critique of power relations. A Fresh Look at Training Counsellors and "Psycho"therapists We cannot train relational practitioners in aboutness-withoutness ways of thinking. It separates people from place and history, and it creates colonisers and pathologisers whose practices become policy and influence the majorityâ€™s â€œcommon senseâ€. Opportunities for other kinds of learning are lost. The first language of the psycho professions of â€œtalking therapyâ€, whatever its modality, is excluding of other ways of moving on safely and creatively together. The psychotherapies are playing catch-up in how people use technology to communicate in their everyday lives. A Paradigm Shift for Therapy and Counselling The Black Lives Matter movement offers a choice. It can be treated as a passing protest or a cultural shift. This organisation chooses to take the position that no-one should choose to be unchanged by Black Lives Matter. The question is how to be changed in ways that will contribute to a better world? This is more than a matter of equal rights. It is about safety now, it is about heritage, rich, stolen, re-interpreted, it is about past, present and future being held in mind, all the time. Professional practice needs to scrutinise its theoretical heritage with its hidden ideological assumptions to study and guide our ways forward into a new era, to meet change with culturally appropriate language, local knowledges, and ways of being and imagining.

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nuroo

London

Nuroo was founded initially in July 2013 out of the desire to recognise the harsh challenges faced by nurses in their daily practice, but also to horn the joys of this rewarding career. It was changed from a community group to a business entity in September 2020 thanks to the hard work of some very talented individuals and the support of its members at the time. Our name comes from the compound word “Nurses’ Room” which is often used interchangeably with Nurses’ Station to describe an area of a healthcare facility where nurses and other healthcare workers perform their administrative duties when they are not in direct patient contact. We’re as unique as our name and the organisations we actively seek to support. This is because, steeped in experience gathered across the varied worlds of academia, business turnarounds, healthcare and strategy, Nuroo Leaders bring more than fifty years of combined effort, as well as social care delivery and compliance brain power to the table. We have assembled a number of clinical documentations from admission to discharge to help you prepare for and improve your CQC inspection rating. The initiative is designed to promote high-quality documentation that not only support the capture of the patient’s disease burden accurately in all healthcare settings, but also the appropriateness of nursing interventions and quality of care provided to the patient by ensuring all the information within the health record is of high quality and supports informed decision-making. We’ve also partnered with other well-recognised companies and talented care professionals that work tirelessly to give our valued clients the very best service available in the social care sector. So, whether you’re looking for staff training or/and preparing for your CQC inspection, it is important that you are able to demonstrate compliance with the regulators by making sure that you can evidence this with appropriate documentation, including clinical records and relevant up-to-date policies. The good news is that’s where Nuroo comes in! Nuroo is that little extra oomph when you need it, helping you to reset your inspection goals, put the one-speed gearbox of your documentation into drive, and gently press on the accelerator so that your inspection engine is back into motion towards the right direction of demonstrable care quality What’s more, Nuroo’s Clinical Documentation is created by nurses and for nurses, not just to prevent valuable time and effort being wasted on unnecessary paperwork, but also to ensure that interventions and actions implemented contribute to desired results. High-quality clinical documentation across the continuum of healthcare can be recognized in the analogy of a cruise. Just as patients rely on numerous providers and healthcare professionals to maintain a good state of health, passengers on a cruise ship rely on numerous crew members to ensure they have smooth sailing and stay on course. The anchor on a cruise ship can hold the ship in a certain location or be raised when the ship is sailing. Sometimes patients will be at one location for their care and the documentation is the anchor that provides the information needed for the healthcare teams to stay on course. When patients are discharged or complete a provider visit, they may see another provider in a separate location and setting. The new provider will rely on the documentation from the previous encounter to guide their medical decision-making. Each episode of care should therefore include documentation that clearly supports each new episode of care. Because like the anchor, the documentation supports a comprehensive view of the care provided for any single encounter, it may stop when the patient’s encounter or admission is over, but it is a clear record of each encounter. We are Nuroo, a membership organisation born out of the desire to recognise the harsh challenges faced by nurses in their daily practice, but also to horn the joys of this rewarding career. We represent the professional interests of our members and offer free, confidential advice and support on various matters including unpaid wages, work suspensions; NMC allegations; whistleblowing; discrimination, bullying, and harassment at work; career development; and much more. Our name comes from the compound word “Nurses’ Room” which is often used interchangeably with Nurses’ Station to refer to an area of a healthcare facility where nurses and other healthcare workers perform their administrative duties when they are not in direct contact with patients. We are as unique as our name and the people we actively seek to support. This is because nuroo refers to nurses’ ability to find balance within two opposing forces. Indeed, the daily routines of nurses are rarely the same as they are always on the front line interacting with people who are in stressful situations while having to react appropriately to emergencies and unexpected events. Not surprisingly, throughout history nurses have been a glowing light in some very dark days and despite entering the coronavirus pandemic understaffed, undervalued and underpaid, the skills, knowledge, and resilience of nurses across all disciplines and settings have been showcased beyond words as they work tirelessly in the most testing, bizarre and unusual circumstances. While it’s almost impossible to portray a typical day for a nurse, given how different healthcare workplaces can be, and how work can vary from shift to shift depending on which patient a nurse needs to see, there’s a constant expectation for nurses to step up to more – whatever this may be and regardless of their own personal challenges. The good news is that’s where Nuroo comes in! Nuroo is that little extra oomph when you need it, helping you put the one-speed gearbox into drive and pressing the accelerator so that you can set your career engine back into motion towards the right direction. It provides a safe place where nurses can step aside, offload, take a deep breath, recharge, learn from each other, advance and go beyond the call of duty. It is created by nurses and for nurses to help each other stay up to date with new research findings so that they can re-evaluate whether or not their current knowledge has relevance to their work, and avoid the risk of practicing in a way that’s either ineffective or even deleterious to patient care. Certainly, no one wants to waste valuable time and effort performing tasks that don’t contribute to desired outcomes. But to turn the tide so that we nurses can better appreciate and utilize information from research, there needs to be a completely different approach to networking – one that truly allows for both group and one-to-one input. Nuroo is determined to deliver on this agenda so that you feel impacted as a member. WHY WE ARE DIFFERENT. Our services are not for everybody! They’re for achievers: people who are resilient, bold, want to excel in their career, be of service, and make a real difference. If this sounds like you, then sit tight coz we’ve got you covered! With the assortment of care settings, it would be detrimental to the patient if a provider only considered the care that was provided in one setting to guide their medical decision-making. By using Nuroo’s Clinical Documents, you are taking a positive step towards effective record keeping which can turn the tide in CQC inspection drastically, especially in some key areas like respecting service users, seeking consent, ensuring care and welfare, safeguarding, and assessing and monitoring the quality of the service provision – all viewed by CQC inspectors as particularly important.

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tumble tots nottingham

Worcestershire,

Tumble Tots is Nottingham's premium children's physical activity programme, from Walking (around 1 year old) to school age (4 years). Designed to develop children’s physical skills of agility, balance, co-ordination and climbing, through the use of brightly coloured Tumble Tots equipment, especially designed for little people. According to the physical activity guidelines issued by the four Chief Medical Officers (CMOs) of England, Scotland, Wales and Northern Ireland regular physical activity in children and young people is associated with improved learning and attainment, better mental health and cardiovascular fitness, also contributing to healthy weight status. Toddlers and preschoolers should spend at least 180 minutes (3 hours) per day in a variety of physical activities. The Tumble Tots programme has been carefully designed to promote physical activity, sport and exercise in children for physical and mental health benefits. We currently run the following "age and stage" classes in Nottingham: ★ Walking to 2 years ★ 2 to 3 years ★ 3 years to school age To learn more about our programme and each of our "age and stage" development classes click on "About > Our Programme". You can also click here to watch a short YouTube video about our programme. Our centres in Nottingham: MONDAYS Gamston Community Hall (Gamston) - NG2 6PS TUESDAYS David Ross Sports Village (University of Nottingham) – NG7 2RJ WEDNESDAYS David Ross Sports Village (University of Nottingham) – NG7 2RJ THURSDAYS Grange Hall (Radcliffe On Trent) - NG12 2FB FRIDAYS Sir Julien Cahn Pavilion (West Bridgford) - NG2 7JE Pricing and term information There are three elements to booking regular classes with Tumble Tots Nottingham 1) Annual Membership 2) Regular monthly class fees 3) Class fees covering payment: 1) Annual Membership The first element requires your child to become a member of the Tumble Tots National Club to participate in classes. Your membership is paid at the same time as confirming your regular booking, so that we can set-up your child's personal accident insurance policy to cover your LO to attend classes straight away. The annual membership fee is £26 per child. In addition, your child will receive a welcome pack posted directly to them including their iconic Tumble Tots T-Shirt, Back Pack, Sticker Book, Membership Card and Handbook. We also offer a reduced rate for Renewals and members can take advantage of our exclusive offers, discounts, competitions and many more member benefits! Please encourage your LO to wear their t-shirt to help them feel a sense of unity and pride with their fellow Tumble Tots, as well as the practical aspect of wearing comfortable loose clothing for climbing!! NB - our annual membership is mandatory, non-transferable, non-refundable and valid for one year. To view the full details of our membership programme please visit: https://www.tumbletots.com/nottingham/membership You can also checkout the toys and gifts that we sell in our online shop by visiting: http://www.tumbletots.co.uk/ 2) Regular monthly class fees At the same time as confirming your booking, you will pre-enter your credit or debit card details to authorise us to take a recurring payment on the 1st of a month for your child's class fees. A recurring payment is similar to a direct debit but taken from a valid debit or credit card and not directly from your bank account. The monthly fee is £28 and will be automatically processed on the 1st of the month for classes in the same month, i.e. September class fees will be paid on 1st September. We operate classes during school term time only and your monthly subscription plan covers class fees for a full school calendar year (36 weeks per annum), which have then been divided into 11 convenient and affordable recurring monthly payments. Your subscription will be paused in August, when no classes are running, or during periods of national lockdown. You may cancel your child's classes at anytime, giving a minimum 4 weeks notice. Younger siblings receive a 20% discount off their class fees. On average, there are 2-4 classes per month, dependent on how school term dates fall. 3) Class fees covering payment Please note that if you join part way through a month, a covering payment will be added to your first monthly instalment, so that you can start classes straight away. This amount will be calculated based on how many remaining classes there are. An example payment schedule is given below, where the new member joined on 21st September: Date of joining - £26 Annual Membership fee 1 Oct - £45 (£28 monthly fee October classes + £17 covering payment for 2 classes attended in September) 1 Nov - £28 monthly fee November classes 1 Dec - £28 monthly fee December classes (1 Jan - 1 Jul) - £28 monthly fee 1 Aug - £0 payment paused 1 Sep - £28 monthly fee September classes 1 Oct - £28 monthly fee October classes …and so on and so forth. Siblings discount Younger siblings receive a 20% discount off their class fees. Notice period You may cancel your child's place anytime, giving 4 weeks notice. Holidays, sickness and anytime / anywhere make-up classes We are unable to refund or credit missed classes, but do offer an anytime, anywhere makeup scheme. Term time only Classes do not operate during school holidays and dates will be indicated on our Facebook and Instagram pages, on our noticeboard and website, plus we also send end and beginning of term emails. Can younger siblings come along to their brother or sister’s class? Younger siblings in a car seat, pushchair or baby carrier are welcome to attend their older siblings class, so that your hands are free to support your child at all times. Cancellation • We reserve the right to cancel or postpone classes at any stage in the event of equipment failure, theft, insufficient participants or trainers, business closure or otherwise. • Any class fees refunds will be at the discretion of Tumble Tots Nottingham. The annual membership fee is non-refundable in full or in part. • Should a member, through illness or otherwise, miss their class, Tumble Tots Nottingham are under no obligation to offer a refund. Members are offered to make up the class on an alternative day. • Tumble Tots Nottingham reserves the right to vary course details in line with current guidance and best practise and to amend dates and prices without prior notice. Health & safety Your child’s safety is of utmost importance to us and we offer complete peace of mind and confidence that our programme is of the highest quality as a Fully Accredited Member of the Children’s Activity Association (CAA). 4 trained team members run our classes. All staff are responsible for maintaining safety and guiding both you and your Tumble Tot throughout the class. We operate on a strict 6:1 child/adult ratio, similar to nursery and preschool groups. Our team are DBS checked. There is a paediatric first aider and fire warden on site at all times. Parents are actively involved in the sessions for under 3’s. In the 3+ sessions, Tumble Tots participate without their grown up. By taking part you agree and acknowledge: • That it is an indoor activity with an element of risk. Members should be prepared to be knocked or bruised whilst learning new skills. In booking this activity, the participant acknowledges that it may be physically and emotionally challenging and that there are inherent risks associated with this activity. • At all times, to comply with the instructions given by staff members, particularly regarding supporting techniques and wearing suitable clothing for the activity. Misconduct You understand that Tumble Tots Nottingham may exclude anyone from a particular session and ask anyone who refuses to comply with these course booking terms or who conducts themselves in any way or who causes damage or annoyance to other persons to leave. Covid-Secure During the Covid-19 pandemic we have implemented additional health and safety measures, that can be read via the link below, to protect our members, team and the wider Nottinghamshire community. We entrust our members to adhere to the measures that we and the UK Government have put in place, to prevent any transmission whilst attending classes, and keep classes running. COVID-19 Secure Measures Complaints Should you have a complaint or issue you wish to raise, please let Fiona know, or another member of staff who you feel comfortable raising the issue with.

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farmer gow's education

London

Farmer Gow's is registered with the Oxfordshire Work Experience Scheme. The farm offers various work experience opportunities, depending on the age of the student. The details below are not exhaustive – and with up to 20 changes to the farm routine each and every day, throughout the year - students first and foremost need to understand and appreciate the very unique work experience opportunities which we provide. Students are interviewed prior to placements being offered. What's involved? Work Experience is expensive to provide - we therefore expect a huge commitment from students to achieve as near as possible balance between the learning opportunities provided and the work a student performs. If you want to work with animals, the very first thing you need to understand and accept is that they need 24 hour/365 day a year care – so you need to be committed. We don’t keep students who can’t make a regular commitment. Farmer Gow's is a private company providing public access to farming and the countryside. Our doors are open to the public for 358 days of the year - we therefore need to ensure that you work carefully and safely - with both our animals and our visitors. We will teach you to ~ listen carefully to instructions follow those instructions and provide feedback to senior staff on all elements of the task in hand We will encourage you to ask questions – but also to make notes so that your questions come after a period of training, rather than constantly interrupting the training. We will supervise you thoroughly until we are sure you can follow instructions correctly and accurately. As your confidence grows and your ability to correctly perform tasks improves we will start to 'step back' and allow you to grow in the level of responsibility we give you. We will challenge you - and if you work hard and listen carefully - you will have a fantastic time. You will learn loads and loads and loads. You will meet many new people and learn to talk to them, work with them, and ask them for help. And that's just in your first few weeks... Age 14-16 years ~ Key Stage 4 We offer a 2-week work experience for students in years 10 and 11. Students should apply by email, with brief details of their interests. Every applicant is invited to spend a 1/2 day on the farm, to assess their suitability for a placement. A placement is confirmed after the introduction day, by email. Age 16-19 years ~ Key Stage 5 Students may apply for a work experience placement from age 15 years and thereby start at 16 years of age. The farm provides ~ 'hands on' practical and technical training to students interested in veterinary and animal careers contacts for further work experience opportunities with local farmers, businesses and government departments involved in the agricultural industry opportunities for paid work once a basic level of competence is achieved opportunities for paid work during school/college/university holidays Depending on the background of the student we would normally expect ~ From age 15 years ~ Year 1 at Farmer Gow's January-March application to join the work experience programme. Student invited to spend a ½ day on the farm, working alongside an existing student, followed by a short interview with a senior member of staff. September ~ following a successful visit and interview, student begins a one-day per week work experience. Introduction to the farm's routines, learning about everyday feeding, watering, hygiene procedures, routine tasks, preparation of feeds for hand reared lambs and kids. You will assist with twice daily 'Meet the Animals' sessions. Mandatory – February ½ term holiday - a week’s work experience, either Sunday-Thursday or Tuesday-Saturday. Mandatory – Easter holidays - one week work experience during the school holiday - either Sunday-Thursday or Tuesday-Saturday. This is our busiest time of year so you will be working under pressure. Holidays ~ please note ~ We expect students to take no more than 2-weeks off during the May-June exam period. This is hay making time - and understanding grass growing and harvesting is an incredibly important learning experience. In line with statutory holidays students may take up to six weeks (i.e. 6 days) holiday per year – one of which days will be during the Christmas stand-down period. Year 2 One day a week continues through the autumn and winter months. Most students arrange off-farm work experiences during the October school holidays. Early spring - students work with newborn/hand reared lambs and kids, refreshing/strengthening/practising Year 1 skills Students are set weekly subjects on a whole variety of agricultural subjects for presentation to staff the following weekend. This rapidly expands learning and awareness. Mandatory - February ½ term holiday, Sun-Thu or Tue-Sat – lambing will really begin to make sense – it’s a fantastic time of year. This year you may be able to assist with a lambing, you will certainly be iodine-ing newborn lambs and giving ewes and lambs heptivac injections. Injections, castration, foot trimming, ringing, record keeping, ordering feeds ... there is much to practice and new jobs to learn. Mandatory – Easter holidays - one week work experience during the school holiday - either Sunday-Thursday or Tuesday-Saturday. This is our busiest time of year so you will be working under pressure. You will be leading chick handling, egg collecting and egg boxing sessions. Customer service - you should be ready to start serving in the farm shop, welcoming visitors to the farm, helping them with chick handling - and serving them on the till. When you can do this, you will become a paid member of staff - if we have a vacancy. Working in the farm shop can only be undertaken when a student has sufficient knowledge from working on the farmyard. Visitors/customers have every imaginable questions and you need to be able to answer them with confidence and knowledge. You will be working with very young piglets, calves, lambs, kids, chicks, ducklings, turkey poults - and their adults. You will be ear tagging, worming, foot trimming, handling, feeding, moving – there’s never a dull moment at Farmer Gow’s. You will work with younger work experience students and with children on farm workshops – this will practice team leading skills Summer holidays - one week work experience (if required) on farm - or a week at another local farm/business. We will provide you with telephone numbers and a contact name. You will have a wealth of farm knowledge and handling experience on all the farm species - cattle, pigs, sheep, goats, chickens, geese, ducks and turkeys. You will be able to lead small groups of visitors through Meet the Animals. You will be able to answer their questions confidently and accurately. These skills are particularly valuable for interviews with prospective employers/university You will understand the 20+ animal medicines we use each year to safeguard our animals; you will understand routine/seasonal tasks. You will be able to medicate - orally and by injection - our farm animals. You will be able to arrange other work experiences very easily - because you have reached a level of competence which will be useful to other farms and businesses. When you have passed your driving test - you will be able to join a high end dairy farm and enjoy learning about milking and the dairy industry - unless of course you have a parent willing and able to drive you to 4am milking. Post School and on to University or other employment We will be very proud of you and want to know how you are getting on We will welcome you back for summer/Christmas/Easter work We will continue to support you - with references and contacts for further work experiences Summary The above is a basic description of the work experience opportunity available at Farmer Gow’s. We expect a lot – but offer a lot in return. If the relationship doesn’t develop well – it is normally due to a lack of commitment from the student. We will tell you and we will end the placement. Finally (as if we haven't already said an awful lot) we ask you to sign up to the above - and if you are under 18 years of age we ask a parent/guardian to co-sign - so that we all know what has been agreed and what is expected. We look forward to working with you. Applications By email to Sarah or Clara on ~ enquiries@farmergows.co.uk Please attach a current CV and make sure you also include contact telephone number.

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simply wholistic

Remember, beauty is never skin deep. Nothing only exists because of the shell it belongs to or has been given. Bearing this in mind, whenever we want to change anything, whether it be physical, mental or emotional, (our appearance, feelings and thoughts) the change only occurs from changing your thoughts, thinking patterns, and your feelings about how you see yourself. For example, we change our looks easily and have any amount of cosmetic surgery we could afford, but unless we feel beautiful inside, we will never feel beautiful outside. We must first love ourselves in order that we can love others. If we don't know how to even treat ourselves with love and compassion, how could we ever treat anyone else with the same? No one is saying it is easy to change the way you think, I certainly know its not. But how much money would it be worth to you to be happy in your life, with all aspects of your life? Could any amount of money ever make up for you being miserable and unhappy in your life? If you truly believe you are happy in life and you think it's all genuine, then all I ask you to do is take all the material things away out of your life and imagine that all you have left is your family, friends, pets, the roof over your head with no objects in there and last of all yourself, your body, including your feelings, thoughts, thinking patterns and physical looks and your good health. Would you still be content and happy, with the most important things in your life you have left? If the answer to that question is no, then don't you think it's time you found happiness within? Instead of just looking beyond that and to other people and material objects in your life, which will give you a little satisfaction for a short time only, which are all purely false hopes. Life is truly amazing if you allow it to be and the moment you allow yourself to be happy and love yourself for who you are is the moment you will never look back on your life and only look forward and be so happy and positive about everything in your life. Life really is so simple, yet we insist on complicating it To help ourselves and our own bodies, prevention is far better than any cure. When you maintain your health and well-being, it is very unlikely you will suffer illness or disease. Rather than seeing yourself as the shell you are and placing the emphasis on that alone, instead turn it all around and focus on the inside and how you feel and think. This is the only way you will ever continue through the aging process and be happy and content through life. To reach optimum health and well-being is not something which will happen over night and to maintain this level is an ongoing process throughout one’s life. Every second of every day our bodies are changing due to our thoughts, thinking patterns, emotions, feelings and actions. Add to this the outside influences such as stress at work, lack of vitamins and nutrients and a good balanced healthy diet and no exercise and your body will begin to feel the strain. If you don’t listen to your body and make simple changes to give your body the right conditions to enable it to heal itself, it will without a doubt become in a diseased state which will manifest into illness later on in life. Chakra’s can be over stimulated as well as under stimulated and this can have positive or negative effect on our health. Colour’s are energy and carry different vibrations, therefore the colour of food we eat can affect our health. The colour of clothes we wear and are surrounded with each day also effect the chakra’s Lots of simple and easy changes can be made by everyone to maintain optimum health and well-being and Holistic Therapies will help clear any blockages or imbalances you may have which will be detrimental to your health should they remain in that state. Preventive measures are far better than anything else you can do for you body and mind and will help maintain good health throughout one’s life. Holistic Therapies treat the whole person, not just the symptom. Treating any symptom, such as conventional medicine, will NEVER CURE any disease or illness only mask the symptoms and usually lead to even more side effects, symptoms and problems in the body. When you take something which is not a natural source and place it into the body you are removing the bodies own natural defence systems which are in place. When you treat a person with Holistic Therapies you are dealing with the root cause of the problem naturally and the real issue behind any illness, disease or symptom, therefore once treated all symptoms will be eliminated in the process. Pain does serve a purpose and its the bodies way of telling us something is wrong or must be changed. The body will always give us indicators when something is not right enabling us to rectify it. However we have become such experts at ignoring the warning signs and alarms bell's or not giving our health the time is deserves that later down the line by continuing to ignore it we now have an even bigger problem on our hands. Holistic therapies such as colour therapy can be used and implemented into your life so simply and have life changing effects without having to change anything in your life. Also great for people so busy, who sadly have limited time for their health. The consultation covers numerous aspects of your health including mental, emotional and physical. Contrary to what you have been lead to believe, when you have emotional problems your physical health will be suffering. The longer the problem is left unresolved, the more likely the problem will manifest into a physical condition. When your emotional condition improves you are well on the way to recovery. The body is the most effective tool to treat any condition which we may have in life. If it is given the correct conditions, it can and will heal itself. The consultation is to deal with the root cause of the problem and not just the symptoms you have. It will give you all the tools to provide you with everything you need to give your body the right conditions to establish good health and with continued use enable you to maintain optimum health. Looking for a quick fix may be a short term solution but it’s not in the best interests of your body’s health, nor will it completely deal with issues which may arise again if you change your way of thinking back to your old pattern and habits. That would only be the same as filling your vehicle up with petrol once and expecting it to run indefinitely, which will never be the case. Problems which people have, don’t just appear over night. Although a session may have a very profound effect on improving your health, it can’t deal with all the issues in one go because your body would not be able to handle all those changes at the same time. Therefore continued therapy is advised to work through all issues, also as a preventative measure and to maintain the bodies correct balance. You know what issues/problems you have to deal with, therefore the biggest step is acknowledging them and starting to deal with them. You must also be ready and willing for all these changes to take place in your life because it will require a little input from you to enable them to happen. Your diet and what you eat. To establish weather it is a contributing factor to how you are feeling and whether your body is undernourished. The colour of food you eat affects your mind and body. The body’s functions are dictated by the chakra’s, main energy centre’s of the body. If you are eating the same foods all the time you will not be providing your body with the colour’s and vibrations which it requires. Every living entity on this planet carries a different vibration, so colour’s really do play an important role in your life. Not just the colour of food you eat, but the colour of clothes you wear, the colours you are surrounded by. Water plays a huge role in the workings and maintenance of the mind and body. Every single function we have as a human being requires the brain to be hydrated to enable the process to happen as it should. If the brain becomes dehydrated then those processes will suffer and not work correctly. Many people have become such experts at ignoring the thirst warning or mistaking it for hunger and reaching for food when the message is really thirst. When the correct amount of water is drunk in sufficient intervals during the course of the day many so called ailments and health issues could subside. I challenge you to try it and discover the magic power water can have for you

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Courses matching "Balance"

Show all 2969

Adult and me Ballet 10-10:40am (2-3 yrs)

By Dakodas Dance Academy

At Dakoda’s Dance Academy, we offer a nurturing environment where preschool children can learn to express themselves through movement. We understand that children develop at different rates, which is why our classes are tailored to each child’s abilities. Our experienced and highly trained instructors have a passion for teaching and helping children reach their full potential. Our Adult & Baby Ballet classes focus on developing children’s coordination, balance, and strength, while also introducing them to the basics of ballet technique. We use props such as ribbons and scarves to help engage the children and make the classes fun, imaginative and interactive. Age-appropriate preschool music is also used

Adult and me Ballet 10-10:40am (2-3 yrs)

Delivered In-Person in LondonTue, Nov 26, 10:00 AM GMT + more

£17.90

THE ART OF BREATH - Qi-Gong & Breathwork

By Sunhouse

Join Me For This 8 Week Qigong and Breathwork Online Course HARNESSING THE POWER OF THE BREATH The way we breathe affects everything we do, everything we think and everything we feel. It affects our sleep, our digestion, our immune system, our energy levels, our emotions, our ability to think clearly and our relationships, to name but a few. In this course we will be combining my passions of Qigong and Breathwork to help bring us into balance so we can move though Autumn into winter full of peace and vitality. Why Qigong and Breathwork? Qigong is breathwork (Qi is Breath), it is an amazing way of opening and clearing the body, of making space for our healthy energy to flow. It allows us to stay relaxed and receptive without forcing or pushing. It is easy to learn and naturally attuned to your individual body and how it wants to expand, release and recharge. Breathwork is simply bringing our conscious attention to our breath and is one of the most powerful ways we have to change our state at any given moment. In the course i will introduce you to eight different breath techniques to help you to breathe better. Commit to just 10mins a day and you’ll be amazed at the results you can achieve. Everyone is welcome to join the course no matter your experience. When: 8th October 2024 – 5th December Tuesday Evenings 6-7pm and Thursday mornings 9-9.30am (via Zoom) Dates: Tuesdays 6-7pm: October 8th, 15th, 22nd November 5th, 12th, 19th, 26th, December 3rd. Thursdays 9-9.30am: October 10th, 17th, 24th, November 7th, 14th, 21st, 28th December 5th. Price: £110 (Concessions £80: Super concession £60) What is included: Eight live 60min evening zoom classes Eight live 30min morning meditation zoom classes Access to replays of all classes so you can catch up in your own time. Learn a Qigong routine for healthy lungs Learn how to clear the meridian pathways for increased vitality Learn 8 new powerful breath practices Access to private Whats App group to share experiences and ask questions Weekly supporting material for home practice : – A Weekly video with a guided 10min Breath Practice – PDF – explanations of each practice – Key acupuncture points for self massage What will I get out of the course? Reconnect with your breath Learn how to improve your respiration Learn to regulate your own nervous system Access deeper body awareness Less physical tension Reduced pain Improved mental clarity Strengthened immune system Improved sleep Improved digestion Less stress and anxiety, depression and panic attacks Deepening meditation practice More energy Just Breathe Just Be

THE ART OF BREATH - Qi-Gong & Breathwork

Delivered OnlineTue, Nov 26, 06:00 PM GMT + more

£60 to £110

Yoga Flow

By The Hub on the Green

Description A spirited yoga practise to boost your energy, uplift your soul, and leave you feeling lit up from the inside out! Move better, breath better, and feel better for LIFE! This is an invigorating and energising mixed-ability yoga class designed to challenge you physically, make you sweat, and leave you with that blissed out post-yoga feeling! Options given to suit all levels of yoga experience - both beginner's and advanced students will find something to work on, from down-dog to handstands! Get strong, retrain habits, and get moving! Every class contains structured flowing movements interwoven with guided breath work. Challenge your strength, mobility, and fitness. Classes always end with svanasana - mindfulness-based guided relaxation, meditation, and massage to leave you feeling calm, grounded, and blissful. Carry that feeling over into your life, as you enjoy more energy, feeling more centred, and finding more strength and balance both on and off the mat. - Fantastic stress relief! - Improve your posture - Great mobility, strength, and balance training - Learn to move with confidence and prowess - Boost your energy! - Increase body-awareness, coordination, and mental focus - Feel more awake, more powerful, and more alive! Taught at the Hub on the Green - a beautiful calm and clean setting in the heart of Bournville. What style of yoga is it? Not all yoga is created equal! Roo teaches a modern style of yoga that has been developed by a physiotherapist and neurologist, providing movement education for both your body and your brain. This innovative method provides a smarter, safer, and more effective approach to yoga and movement. Working from the ground up with intelligent sequencing and emotional awareness, this movement practise is designed to retrain your habits, correct postural imbalances, and teach you how to hold yourself and move through space - so that you can stand tall, move with confidence, and feel empowered for LIFE! Come and feel the difference! First time? Use code TRYFOR5 to get your first drop-in class for only £5 🙂 Discounts for yoga teachers - get in touch to find out more! Option to drop-in (£11 per class) or book a 6 week block (£54). These are 6 consecutive classes, starting from the week you book them on. When there is a break (for example, over the summer), your 6 week block will be "paused" for the duration of the break, and start again when classes resume. There will be no refunds given for any classes missed within your block. Mats and yoga blocks are provided. Spaces are limited - pre-booking is strongly advised! Any remaining spaces will be allocated to walk-ins on the day on a first-come-first-served basis. If the room is full, I'm really sorry but you will be unable to join the class. So make sure you book! :D See you on the mat! Roo x

Delivered In-Person in BirminghamTue, Nov 26, 07:30 PM GMT + more

£11 to £54

Yoga Flow 2

By The Hub on the Green

Delivered In-Person in BirminghamTue, Nov 26, 07:30 PM GMT + more

£11 to £54

Finance for Non-Financial Entrepreneurs - North Essex

5.0(1)

By Let’s Do Business Group

This course aims to demystify the accounting language so that you are in control of the financial performance of your business, helping you forecast for the future, evaluate your current efforts, and establish strategies to meet your goals.

Finance for Non-Financial Entrepreneurs - North Essex

Delivered OnlineWed, Nov 27, 09:30 AM GMT

FREE

Dance Technic class Open level ( Online )

5.0(4)

By Pirita Tuisku

Build Strength & Confidence: Improve core strength, leg alignment, balance to elevate your dance skills! Join now to Pirita Tuisku´s Dance technic class and keep on dancing!

Dance Technic class Open level ( Online )

Delivered OnlineWed, Nov 27, 05:45 PM GMT

£7 to £9.50

Shamanic 1-1: healing/ikigai/divination/mentoring/meditation

4.9(30)

By School of Shamanism

Sessions can happen ONLINE or IN PERSON. Please read below to choose the session that is more appropriate for you (you'll be asked to select one in the booking process) If you have questions please drop me an email info@schoolofshamanism.co.uk Don't worry if you do not know what to select, just come and I'll be happy to help you:-) Shamanism is probably the oldest way to see through our hearts and not our eyes to connect with the nature of our creation. It allows us to go behind and beyond the surface of things, to understand why and how certain situations occur in our lives. Shamanism is a spiritual practice that goes beyond every beliefs and culture and is about trying to reach our full potential as we walk on planet earth, so connecting ourselves to the whole. Shamans were described as the first physicians, magicians, artists, storytellers, spiritual beings. But shamans are healers that make changes in invisible realms to help healing in the ordinary reality of the community. Shamans see in the darkness (which is the meaning of the Siberian word “Shaman”) while connecting with the divine outside the time in an altered state of consciousness. We can work together using different methods: A) Shamanic healing We can work together to solve one of these imbalances in your life, where you feel: lost and without life purpose, unhappy and unsatisfied, anxious and worried, overwhelmed and stressed, without energy and hope, uncertain about your future, stuck in repetitive dynamics, unable to manifest abundance, incapable of making decisions,not aligned with your heart, disconnected from the universe,impatient and impulsive, not focused and balanced, with low esteem and more? B) Ikigai coaching to find your soul mission through shamanic work Ikigai is the manifestation, the realization of who you are. It has always been with you, it is your reason for being. Some people are lucky to find a job that corresponds to their true passion. They earn a living doing what they love. But there are a lot of people that do not have such a privilege or can’t find the courage for such a big change.The Japanese people from the island of Okinawa have a word for you: Ikigai. It’s your “reason for being”, where you combine what you love with what you are good. Ikigai is 'what makes you happy to get out of bed in the morning' and is formed by the union of two words: iki which means 'life' and gai that is 'what is worthwhile' which the ancients called “happiness”, your soul mission. Our session together will be a deep inner journey, suitable for those who already know their life mission and those who have no clue at all about it or just are not aware how to combine their gifts and skills. You will reconnect with your inner voice and true skills to realize your true life mission. C) Shamanic divination is a powerful practice rooted in the traditions of indigenous cultures worldwide. It involves using sacred tools like bones, stones, eggs, sticks, shells, beads and more to access wisdom from the past and present. These tools reveal patterns, offering guidance on life’s journey. Whether you seek clarity or understanding, the practice connects you with the cosmic web of life. Explore this ancient path to deeper insights with us. There are several options in which I can offer you a reading: Eggs:Egg ‘Limpia’: A Shamanic cleansing ritual and a tool for DivinationThe egg is a powerful tool in shamanic healing, used for ‘Limpia’ (meaning 'cleansing') to remove misplaced energy. As the egg sweeps over the aura and body, it absorbs negative energy, leaving you feeling lighter and rejuvenated.After the cleanse, we interpret the egg in water to gain insights into your emotional, physical, and spiritual state. This sacred ritual, passed down from indigenous healers, helps restore balance and harmony Stones you will need to bring(have with you) 3 medium/big stones with some marks on them and we will then choose 1 and I will guide you through the full process to find the answer to a burning question. My personal reading tools (shells and pebbles) Together in the session we can also find your 9 Power Animals. Everyone has nine power or totem animals that emulate each person’s abilities, talents and challenges. For example if a person is connected to Wolf as a power animal, that person is a born teacher, pathfinder, innovator. This does not mean that the person has acknowledged the gifts. The 9 animals are one for each of Direction (4 plus above, below, within) and two animals that walk aside you each time and that maybe have come to you in dreams for years or that you are simply drawn to. Through the use of cards, while connecting to my Spirit Allies, I will find out which animals are your main guides into your life. D) Spiritual Mentoring I am happy to help you with any questions you have about spirituality, about your personal journey, about any doubts you may have about the next steps to take in life. you will also receive your full essence and symbol from me though "soul remembrance : I will undertake a shamanic journey for you to retrieve the essence of your gifts and talents and a symbol to be blown into your solar plexus. E) Meditation Struggling with your practice or even to sit down quietly for more than 10 minutes? Meditation is simply the creation of a nice space, it’s not achieving exctasy, it’s slowing down and doing something with mindfulness. It is familiarizing with knowledge and bring it to practice. Meditation on a concept is not reflecting on something, it’s to feel it deeply- First you learn how to meditate, then you use it as one of the most precious tools of change. So 1) we learn 2) we understand 3) we familiarize…...and we change! These sessions are designed for your bespoke challenges and needings, for those that feel the urge to quiet the mind and find focus and concentration in their daily life. There is no labelling about the style of these classes, no schools imprinting. My approach is creative and flows according to what my intuition suggests the student would benefit for. We will discuss your available dates if you feel starting a journey and we can work out a suitable package that follows your requirements. Beginners and experienced welcome. GIADA'S JOURNEY Creative and Spiritual Explorer of the human well-being running events for 20 years worldwide Shamanic Teacher *Toltec tradition: three years formal training with Two Birds at Anam Cara, Scotland *Japanese Yamabushi tradition with Selene Calloni Williams Shamanic and Integral Yoga Teacher Ikigai Coach and Forest Therapy Guide qualified with Selene Calloni Williams at the Imaginal Academy Professional Esoteric Numerologist graduated at The Connaissance School of Numerology, England Cacao Alchemist Practitioner obtained with Firetree Alchemy, Scotland Corporate Mental Health Coach achieved with WeFocus, Denmark and twenty years working in corporate Practitioner of Buddhist teachings, meditation and the Five Tibetan Rites Yoga Founder of Drink In Art exhibitions of local artists in private flats Founder of School of Shamanism (formerly Invisible Caims) workshops, classes, therapies, retreats Founder of Art and Spirituality centre for creativity and well-being Co-author of a non-profit book with 33 Italian women about our stories in different countries By attending to our classes, workshops, 1to 1 sessions and retreats you agree to our TERMS AND CONDITIONS Payment Bookings are non-refundable. Disclaimer By booking any event or 1-1 session -online or any other venues – with us, you release Giada Gaslini, Invisible Caims/School of Shamanism, Art and Spirituality and any business partners working with for the event from any liability arising out of any personal injuries, emotional or physical release, death, expectations of results, theft in the venue or damages that may happen to people and objects while attending. We recommend that you consult your GP regarding the suitability of undertaking an exercise programme, if the class you are booking includes it like with yoga or similar, and following all the safety instructions required before beginning to exercise. When participating in an exercise, there is the possibility of sustaining a physical injury. If you engage in this exercise programme, you agree that you do so at your own risk, are voluntarily participating in these activities and assume all risk of injury to yourself. You acknowledge that coaching, shamanic healing and counselling are not to be used as a substitute for psychotherapy, psychoanalysis, mental health care, or other professional advice by legal, medical or other professionals. Our sessions are aimed at inner research, problem solving and personal growth, they do not replace the work of doctors and psychotherapists because they do not consider, treat or aim to solve pathologies and symptoms that are strictly medical. All contracts subject to and governed by the law according to my current insurance. Added element of the disclaimer If the class happens in any venue and you are causing any damage to the property, you are taking responsibility of your actions. It is down to the individual to take personal responsibility when participating in physical activity and when entering a space that is used and shared by other parties. Giada Gaslini and Art and Spirituality do not take any responsibility about possible risks that may arise but can only advise and enforce guidelines and legal requirements as defined by the Scottish Government and local authorities.

Shamanic 1-1: healing/ikigai/divination/mentoring/meditation

Delivered Online & In-Person in EdinburghThu, Nov 28, 10:00 AM GMT + more

£55 to £350

Digital SLR Camera Training

4.8(34)

By Stills

This course is about learning to use your digital SLR camera with confidence and skill. Explore aperture, shutter speed and megapixels through to white balance, ISO ratings, histograms and much more! With a blend of technical tuition, demonstration, practical assignments and group discussion, you will discover how to unlock your camera’s full potential and take better pictures. If you don’t have a digital SLR we can often provide one for you – please select from dropdown at time of booking. You can also use your interchangeable or fixed lens system, mirrorless or rangefinder camera on this course. Bridge cameras without interchangeable lenses can be used too, but please note that they may not allow the full range of camera controls. Computer experience is beneficial. Day 1: Features of your Digital SLR camera. Areas covered include aperture, shutter speed and megapixels through to white balance, ISO ratings, histograms and all the rest. There will be time to ask questions and demonstrate the advantages of each feature, getting to grips with the “how’s” and “why’s” We will put into practise all the features that have been discussed and demonstrated in session one on a walk around town with your cameras. We will come back to the gallery, learn a little about methods of downloading and viewing photographs, and explore some basic Photoshop tools. Day 2: Exercises, Assignments and Review Question time. There will be a few formal exercises set up to practise on and time to discuss the elements learned in day one. We will also discuss in more detail the more compositional aspects of photography, and prepare for the afternoons’ assignment. You will carry out your assignments outside the gallery and be given a time to return with your completed assignments. Assignment presentations, troubleshooting and review. The last half will involve editing and viewing the photographs, open discussions and asking any final questions. Courses are subject to minimum enrolment. Please register early, within five days of the start date, to reduce the likelihood of course cancellation. Please read our cancellation policy before booking. Students, anyone over the age of 65, and those in receipt of any form of benefits can claim the concessionary price, offering a 10% discount on the full course price. Valid proof of eligibility must be produced on the first day of the course. Please use the code CONCESSION when prompted at checkout.

Delivered In-Person in EdinburghSat, Nov 30, 11:00 AM GMT

£199

Tiny toes ballet Swansea & Neath Port Talbot kids balet dance classes

By Tiny toes ballet Swansea & Neath Port Talbot

Tiny toes ballet offers fun inclusive toddler & kids dance classes that nurture confidence & promote development in Swansea, Neath Port Talbot & Llanelli. Book a two-week trial in Swansea & Neath Port Talbot, at Sketty, Uplands, Gowerton, Pontardulais, Ffirestfach, Skewen, Longford, Cimla and Pontardawe.. Welcome to our wonderful world of tiny toes ballet offering award-winning pre-school children's ballet and dance classes for boys and girls from age 6 months to 7 years. With our kids ballet classes and kids dance classes, your child will discover the joy of dancing, while also developing important skills such as coordination, balance, and rhythm. Our kids ballet classes encourage creativity, imagination, and confidence.

Tiny toes ballet Swansea & Neath Port Talbot kids balet dance classes

Delivered In-PersonSat, Nov 30, 09:00 AM GMT + more

£7.50

30th November 12-1pm FREE MEDITATION FOR BUSY PEOPLE

5.0(42)

By Art and Spirituality CIC

You Are Invited to Join Us for Fair Saturday Edinburgh! We are excited to announce that Art and Spirituality CIC will be hosting a special “Wellness and Creativity Day” on Saturday, 30th November, as part of the Fair Saturday Edinburgh movement. This global initiative celebrates the transformative power of arts and culture and promotes positive change in our communities. We believe that everyone should have the opportunity to explore their creativity and enhance their well-being through art and mindfulness. By joining our events, you’ll not only enjoy a day of creativity and relaxation, but you’ll also contribute to building a stronger, more connected community. To join our FREE EVENTS, no prior experience is necessary—just sign up and bring your enthusiasm! *12-1pm Meditation for busy people We all recognize the challenges of a hectic lifestyle and offer practical techniques to help you find calm amidst the chaos. This session is tailored for those with tight schedules, providing quick and effective meditation practices that can be easily integrated into your daily routine. You will learn simple breathing exercises and mindfulness techniques designed to reduce stress, enhance focus, and promote mental clarity, all in a short time frame. Whether you have just a few minutes to spare or are looking for ways to create more balance in your life, this class will empower you to cultivate a sense of peace and well-being, no matter how busy you are. By attending this class you release the teacher, Giada Gaslini and Art and Spirituality Cic, from any liability arising out of any personal injuries, emotional or physical release, death, expectations of results, theft in the venue or damages that may happen to people and objects while attending.

Delivered In-Person in EdinburghSat, Nov 30, 12:00 PM GMT

FREE

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simply wholistic

Courses matching "Balance"

Adult and me Ballet 10-10:40am (2-3 yrs)

By Dakodas Dance Academy

THE ART OF BREATH - Qi-Gong & Breathwork

By Sunhouse

Yoga Flow

By The Hub on the Green

Yoga Flow 2

By The Hub on the Green

Finance for Non-Financial Entrepreneurs - North Essex

By Let’s Do Business Group

Dance Technic class Open level ( Online )

By Pirita Tuisku

Shamanic 1-1: healing/ikigai/divination/mentoring/meditation

By School of Shamanism

Digital SLR Camera Training

By Stills

Tiny toes ballet Swansea & Neath Port Talbot kids balet dance classes

By Tiny toes ballet Swansea & Neath Port Talbot

30th November 12-1pm FREE MEDITATION FOR BUSY PEOPLE

By Art and Spirituality CIC

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