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1529 Educators providing Cultural courses delivered Online

CulturalOnline
Hamilton Mathematics Institute

hamilton mathematics institute

The Hamilton Mathematics Institute (HMI) at Trinity College Dublin was founded in 2005, marking the 200th anniversary of the birth of William Rowan Hamilton - Ireland's greatest mathematician. It aims to foster and support the economic, cultural and societal benefits of mathematics and fundamental science as drivers of progress in Ireland. The HMI builds on the international reputation for research excellence in the School of Mathematics and its commitment to education and scholarship. The HMI's mission is to position Ireland as a centre of excellence for mathematical research. It will be a destination for the best and brightest mathematicians in the world who will visit, give research seminars and masterclasses, public lectures and school visits. The institute aims to seed an ecosystem that will enable mathematics to flourish in Ireland by supporting mathematics as a core skill for life and one which makes an important contribution to the knowledge economy.

Whitmore High School

whitmore high school

Harrow

It is my pleasure, on behalf of the governors, staff and students, to welcome you to the school. Whitmore High School is a mixed comprehensive school with an excellent record of achievement. Students achieve the highest standards of work and behaviour in a positive, friendly but disciplined atmosphere. Our highly-qualified staff are committed to ensuring all students reach their full potential, and we work closely with parents to achieve this. In 2015, we were delighted that Ofsted again judged the school to be Outstanding in all areas, including the Sixth Form. The inspection team commented on the “outstanding progress” and “exemplary behaviour” demonstrated by our students, our “commitment to making sure that all students achieve their best” and the “exceptional” support for spiritual, moral, social and cultural development which our students receive. A copy of the Ofsted report is available on the school website.

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York Chinese Community School

york chinese community school

York

Deya Chinese School is registered in the UK and headquartered in York City. It is aimed at the local Chinese and their children and foreigners who are interested in learning Chinese and keen to understand Chinese culture. It teaches simplified characters and Mandarin in a high-quality, effective and systematic manner. and Hanyu Pinyin, a professional Chinese language school that provides a full range of Chinese education from children to adults. In order to meet the different needs of students of different ages and cultural backgrounds for learning Chinese, the school provides a variety of functional curriculum settings, including children's Chinese enlightenment education, after-school/weekend Chinese classes and interest classes, personal Chinese family tutoring and adult Chinese training, etc. course.

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British Council Europe

british council europe

Although we receive a government grant in aid, the British Council is operationally independent from the UK government. All our work contributes to our purpose and Royal Charter (PDF 180kb) aims: '[to] advance, for the public benefit, any purpose which is exclusively charitable and which shall (a) promote cultural relationships between the people of the United Kingdom and other countries; (b) develop a wider knowledge of the English language; and (c) encourage educational co-operation between the United Kingdom and other countries, support the advancement of United Kingdom education and education standards overseas, and otherwise promote education.' Subsidiary undertakings The British Council has a group structure which, in addition to the British Council charity, includes subsidiary undertakings in the UK and overseas. See a list of all British Council group entities (PDF 120kb) . Information about these separate legal entities is in the governance statement and notes to the accounts sections of the British Council’s annual reports. Accountability and regulation We are held to account both as a charity and as a non-departmental public body. Corporate reports Download our annual report, corporate plan, gender pay gap report, management statement and financial memoranda. Code of Conduct This Code of Conduct reflects our commitment to cultural relations work that is ethical, has integrity, and has the well-being, inclusion and fair treatment of our colleagues and the peop Finance Where our income comes from, and how we spend it. How we work with government We strategically align our work to the long-term international priorities of the UK government and the devolved governments. How we work with parliament We keep MPs and peers informed about our work, and draw on their support. Global Policy Statements Our policies ensure that we meet the highest standards across all our areas of work. Services for UK education, English teaching and exams providers How we develop contract opportunities for the sector, and the services we offer providers in each country.

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British Council Schools

british council schools

Although we receive a government grant in aid, the British Council is operationally independent from the UK government. All our work contributes to our purpose and Royal Charter (PDF 180kb) aims: '[to] advance, for the public benefit, any purpose which is exclusively charitable and which shall (a) promote cultural relationships between the people of the United Kingdom and other countries; (b) develop a wider knowledge of the English language; and (c) encourage educational co-operation between the United Kingdom and other countries, support the advancement of United Kingdom education and education standards overseas, and otherwise promote education.' Subsidiary undertakings The British Council has a group structure which, in addition to the British Council charity, includes subsidiary undertakings in the UK and overseas. See a list of all British Council group entities (PDF 120kb) . Information about these separate legal entities is in the governance statement and notes to the accounts sections of the British Council’s annual reports. Accountability and regulation We are held to account both as a charity and as a non-departmental public body. Corporate reports Download our annual report, corporate plan, gender pay gap report, management statement and financial memoranda. Code of Conduct This Code of Conduct reflects our commitment to cultural relations work that is ethical, has integrity, and has the well-being, inclusion and fair treatment of our colleagues and the peop Finance Where our income comes from, and how we spend it. How we work with government We strategically align our work to the long-term international priorities of the UK government and the devolved governments. How we work with parliament We keep MPs and peers informed about our work, and draw on their support. Global Policy Statements Our policies ensure that we meet the highest standards across all our areas of work. Services for UK education, English teaching and exams providers How we develop contract opportunities for the sector, and the services we offer providers in each country.

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School of Arts and Cultures

school of arts and cultures

Our teaching and research is closely linked to our impact and engagement activities and our staff and students are leaders and enablers of creative and cultural practice in the region, nationally and internationally. A key feature of the School of Arts and Cultures is that many of our staff and students have been, and in many cases continue to be, both academics and practitioners (e.g. musicians, artists, journalists, PR professionals and film-makers). Our musicians, artists and film-makers continue to perform and show their work on a world stage and this applies to our students too. For example, in 2017 our folk music students accompanied our Vice-Chancellor on a trip to China where they performed to great acclaim. Many colleagues from the School of Arts and Cultures work in co-productive ways with sectoral partners and to actively contribute to practice and policy making (e.g. making digital apps, co-creating exhibitions with curators, writing policy briefs for external bodies, investigating the UK’s live music industry, influencing national debates around media habits, the creative arts and cultural industries.) The result is that much of our teaching is extremely well-integrated from the outset with initiatives around employability and employer engagement, and our much of our research is readily translatable into impact and engagement work. Our staff and students organise an impressive range of public events (concerts, talks, performances and exhibitions) on a weekly basis which reach a diversity of audiences across the city and wider region. The School is also strongly engaged with issues of equality and diversity not just in terms of Athena Swan but also in terms of research and teaching specialisms of its staff and students. Colleagues are involved in broader initiatives such as the Martin Luther King celebrations, International Women’s Day, and the Centenary of the Representation of the People Act 1918. Staff in the School of Arts and Cultures are strongly committed to the values of collegiality, fairness and inclusivity and supportive of wider University and national initiatives relating to these.

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The Big Dance Company

the big dance company

4.7(11)

Penzance

BDC will arm dancers not just with top quality dance training and education from our passionate in-house team and world famous guest teachers, but through local and worldwide outreach, cultural experiences and charity work. Raising awareness of current issues through the medium of dance, we can ensure that our dancers are not just physically ready for a professional dance career but also fully equipped with values, life skills and hands-on experience that will prepare them for any career path they may choose. OUR CORE VALUES BE. KIND Nothing else will be tolerated! Our garden will be frequently weeded to ensure our precious flowers continue to bloom. Treat each other with love and respect. BE. AUTHENTIC Together we will trust and respect each other for who we are. We will walk the same path and read from the same page. BE. EQUAL We will all be given the same respect and love regardless of colour, age, size, gender, background or status. BE. TOGETHER To move forward we must all paddle in the same direction together and in harmony, or we will just go round in circles. BE. PATIENT In a world where we need everything NOW, before we speak or act, please take your time and think: Is it true? Is it necessary? Is it kind? Breathe and trust us and our process, we are all on the same team. BE. GRATEFUL To our family, to our teachers, to our mentors, to our class mates and to our mistakes. Gratitude makes the world a better place, let us never forget this crucial ingredient to a happy life and successful career. BE. A GOOD ROLE MODEL Little ears and eyes are always learning from their big sisters and brothers, what lessons will you be teaching the next generation? BE. YOUR WORD Reliability and trust must be our foundations. Be your word. Trust that when we fall, we will be there to catch each other. BE. THE BEST VERSION OF YOU That is all we can ask of each other.

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Cori's Archaeology and Classics in the Community

cori's archaeology and classics in the community

Leicester,

Archaeology offers numerous possibilities for developing key concepts and skills, such as an understanding of chronological ordering, an understanding and appreciation of cultural, ethnic and religious diversity, the application and underlying principles of scientific methods and critical reflection on the interpretation of the past. Classics is an interdisciplinary subject which includes the study of the literature, languages, history and material culture of the ancient world, and their impact on later periods and cultures. Both subjects complement many areas of the curriculum. Our knowledge of the past is based on texts and objects, and is constantly changing as different interpretations are offered. Study of archaeology and classical subjects encourages pupils to think critically about the value of different sources of information, to form arguments based on different types of evidence, and to combine theories and methods from different subjects as they encounter new cultures and civilisations. Through our workshops, subject talks and teaching resources, we can help you to bring archaeology and classics to life in the classroom!

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Adriana Lord

adriana lord

Kemptown

Adriana Lord is a singer, songwriter, and actress with a background in medicine, contemporary dance, events production, Playback, and Spontaneous Theatre. She has been a founder of several choirs and theatre groups and has many vocal credits including soundtracks, commercials, and albums. Adriana has performed on radio and TV, including BBC1 and BBC 4, as well as theatres, festivals, and venues across the UK, France, Brazil, and Cuba. She is also the lead singer in Son Guarachando, a Brighton-based Latin band. As a music leader Adriana currently works as a teacher of singing, theatre, and Spanish to young people, and also collaborates with the theatre groups Teatro por y para Niños, Banyan Tree Puppet Theatre, MOSAIC, Luna Playback Theatre, and Something From Nothing Theatre Company. She has delivered singing workshops in festivals, prisons, schools, hospitals, and care homes as well as been involved in cultural projects in the battle against AIDS, homophobia and transphobia, racism, and other sorts of discrimination.

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Inclusive Education Consulting (IEC)

inclusive education consulting (iec)

Inclusive Education Consulting (IEC) applies research and best practices to holistic leadership, teacher and parent coaching services, professional development opportunities, and strategic education and program design/planning services, to support the goal of intentionally creating meaningful inclusive learning opportunities for ALL, regardless of individual, cultural, or learning differences.   IEC’s services include building capacity, sharing knowledge, and creating connections among various stakeholders, (parents, teachers, school leaders, and education-based organizations), invested in the planning and delivery of high quality inclusive education, centered on respect for neurodiversity. 

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