17836 Courses in Cardiff delivered On Demand

Join us for an enlightening webinar featuring distinguished experts from UCLH NHS Foundation Trust’s National Hospital for Neurology and Neurosurgery, Queen Square London, and Sheffield Thornbury Radiosurgery Centre, Sheffield. This webinar is your gateway to invaluable insights into the world of Vestibular Schwannomas management, equipped with an introduction to cutting-edge Gamma Knife Radiological techniques, planning, and applications.

A free sampler for the Motorcycle Skills - Improve your Riding in Eight Weeks online e-course from Survival Skills Rider Training

In this FREE webinar, I will explore the intricate emotional dimensions underlying addiction and the therapeutic approaches to address them effectively. We will delve into the intertwined realms of survival, status, identity, and love, shedding light on how these factors contribute to substance misuse and hinder recovery.

Session 8 A cheeky free extra. Editing, making revisions, getting feedback, reflecting on story and writing, setting goals and providing your own accountability, next steps.

Session 0: Intro A quick, free, intro to the course so you know what you’re getting into! Includes couple of writing exercises to get you going.

What will you learn? Compare common myths with actual data on school attainment levels of multilingual learners. Explore how embracing linguistic diversity enriches students’ educational experiences and wellbeing as well as contributes positively to their academic achievements. Effective strategies to support multilingual learners and promote an inclusive educational environment. Hear real-life examples of putting this into practice. Our speakers Professor Roberto Filippi Professor at the UCL Institute of Education in London Roberto's research primarily explores multilanguage acquisition and its impacts on cognitive control, memory and metacognitive processes, using behavioural and neuroimaging methods. He is particularly focused on the developmental and educational implications of multilingual environments for both typically developing children and those with neurodivergent profiles. He investigates how multilingualism across the lifespan can confer cognitive and metacognitive benefits, aiming to uncover potential advantages for lifelong learners. Additionally, he has multiple publications in high-impact journals, has edited online collections on multilingualism and established valuable international collaborations in the field. Soofia Amin Assistant Head Teacher at Kensington Primary School and Specialist Lead in Education for Multilingualism Soofia empowers educators with strategies that foster a whole-school approach to multilingualism, ensuring that every learner’s linguistic background is recognized as a valued asset. She has worked with the Department for Education in Priority Areas, supporting schools to enhance provision for multilingual learners. She collaborates with academics and researchers to develop evidence-based best practices, ensuring multilingualism is embedded effectively within her practice. Her work bridges policy, practice, and research to create sustainable and impactful change in schools nationwide Lusine Nalbandyan-Andreke Customer Success Executive - International at FlashAcademy® Lusine brings a unique blend of legal expertise and a lifelong passion for languages. Fluent in English, Armenian, Russian and French (and currently learning Lithuanian), she deeply understands the challenges faced by both learners and educators in multilingual environments. She is committed to supporting schools and students in overcoming EAL (English as an Additional Language) barriers. She believes that multilingualism empowers learners by broadening their opportunities and boosting their confidence.

TOPICS INCLUDE Basic Math Operations Decimals and Percentages Calculating Areas Power and Energy Calculations Examples to Review

Joe Griffin reviews past theories and new research findings (which add further evidence for his own theory) as he tells the riveting story of how he solved the mystery of our dreams… Why does Nature select certain experiences to be the subject of our dreams? Why do they feel so meaningful to us? And what purpose do they serve? Fascinating - makes a lot of sense!SUPPORT WORKER Why take this course The renowned Irish psychologist Joe Griffin’s illuminating lecture answers these questions and many more as he takes us through the story of how he solved the mystery of why we dream – and discovered at the same time the significance of dreaming for our mental health. In the 20 years since Griffin first published his hypothesis, every new piece of dream and sleep research has substantiated it – none has contradicted it. In this talk, he examines the evidence and explains why other dream theories fail to come up with satisfactory answers. (His own 12 year research project was prompted by the realisation that the discovery of the REM state in 1953 meant Freudian and Jungian dream theories were ‘dead in the water’.) Whilst describing his own experiments and the key ‘light bulb’ moments which finally helped him solve this age-old mystery, he takes us on a fasincating exploration of the significance of various scientific findings in the field – some previously overlooked – before demonstrating how his expectation fulfilment theory of dreams succinctly pulls them together into a powerful explanation that makes absolute evolutionary and common sense. Nature, as ever, has been clever and economical. I appreciated how such a complex theory was expressed in a way that anyone could relate to and understand. Many ThanksNIKI What you will learn The auto-symbolic process Why all dreams have to be metaphorical to prevent false memories building up Metaphorical pattern-matching Why we evolved to suppress emotions Why dreaming was Nature’s way of conserving energy Why dreaming evolved to maintain the integrity of mammalian instincts The connection between unfulfilled emotional expectations and nightmares Dream predictions Why all mammals dream and more… Who is this course suitable for? If you deal professionally with members of the public in difficult, stressful circumstances, this course – presented without jargon – is for you If you counsel or treat angry people, this training is for you If anger is affecting you personally – or you would simply like to deepen your understanding of anger and its effects – this course will be of benefit to you too The many insights and practical applications that have stemmed from Griffin’s highly original work intro why we dream have huge significance for us all – and they have been quietly revolutionising the successful treatment of mental health and behavioural problems for years through the human givens approach to psychology, psychotherapy and education, co-founded by Joe Griffin and Ivan Tyrrell.

This case study is on a 2019 school history tour to the USA, which sadly ended in tragedy. This case study forms part of the Xcursion Online International School Travel Safety Course.

Introduction When it comes to academic writing, referencing is crucial. It’s not just about giving credit where it’s due, but also about enhancing the credibility of your work. Among the various referencing styles, Harvard referencing for word essays is one of the most widely used, especially in the UK. But why is it so popular, and how can you master it? Let’s dive in! Understanding Harvard Referencing Harvard referencing is a system of citation that allows you to acknowledge the sources you’ve used in your academic writing. It’s an author-date system, which means you include the author’s surname and the year of publication within the text, and provide full details in a reference list at the end. Despite its name, Harvard references didn’t originate from Harvard University. The style was first used by a zoologist named Edward Laurens Mark in a paper published in 1881. Over time, it has evolved and become one of the most recognized citation styles worldwide. Harvard referencing consists of two main components: in-text citations and a reference list. In-text citations are brief and are placed within the body of your text, while the reference list provides full details of all the sources you’ve cited. The Basics of Harvard Referencing In-text citations in Harvard referencing include the author’s surname and the year of publication. If you’re quoting directly, you should also include the page number. For example: (Smith, 2020, p. 23). The reference list is where you provide full details of each source cited in your work. Each entry should include the author’s name, year of publication, title of the work, and other relevant information, depending on the type of source. A reference list includes only the sources you’ve directly cited in your text, while a bibliography may include all sources you’ve consulted, whether or not you’ve cited them. How to Cite Different Types of Sources When citing a book, you should include the author’s name, year of publication, title (in italics), edition (if applicable), place of publication, and publisher. For example: Smith, J. (2020). The Art of Referencing (2nd ed.). London: Academic Press. Journal articles should include the author’s name, year of publication, title of the article, title of the journal (in italics), volume number, issue number, and page numbers. For example: Brown, A. (2019). ‘Understanding Harvard Referencing’, Journal of Academic Writing, 12(3), pp. 45-67. For websites, include the author (or organization), year of publication (or last update), title of the webpage (in italics), and the URL. For example: University of Oxford. (2021). Harvard Referencing Guide. Available at: https://www.ox.ac.uk/harvard (Accessed: 10 September 2024). When citing a newspaper article, include the author’s name, year of publication, title of the article, title of the newspaper (in italics), date, and page number. For example: Doe, J. (2022). ‘The Future of Academic Writing’, The Times, 5 May, p. 12. For government documents, include the name of the government department, year of publication, title of the document (in italics), place of publication, and publisher. For example: UK Department for Education. (2020). Education Policy Report. London: HMSO. Cite conference papers by including the author’s name, year of publication, title of the paper, title of the conference (in italics), location, and date of the conference. For example: Jones, M. (2023). ‘Innovations in Academic Writing’, International Writing Conference, Manchester, 10-12 April. Harvard Referencing for Electronic Sources When citing e-books, the format is similar to print books, but you should include the format (e.g., Kindle) or the platform where it’s available. For example: Adams, R. (2018). Digital Referencing (Kindle ed.). Available at: Amazon.co.uk. For online journals, follow the same format as print journals, but include the DOI or the URL where the article can be accessed. For example: Taylor, S. (2021). ‘Harvard Referencing in the Digital Age’, Journal of Modern Research, 15(4), pp. 33-50. DOI: 10.1234/jmr.2021.0987. The format for websites remains the same as mentioned earlier, with the inclusion of the URL and the access date. For social media, include the author (or username), year, content of the post (in italics), platform, and the date of the post. For example: @AcademicWriterUK. (2023). The key to successful referencing is consistency. Twitter, 15 March. Advanced Harvard Referencing Techniques When you can’t access the original source and need to cite a secondary source, mention both the original and secondary source. For example: (Smith, 1989, cited in Brown, 2019). For works with multiple authors, list up to three authors in the in-text citation. For more than three, use “et al.” after the first author’s name. For example: (Jones, Smith, and Brown, 2020) or (Jones et al., 2020). If you’re citing different editions of a book, mention the edition in your reference. For example: Brown, A. (2018). Theories of Learning (3rd ed.). Oxford: Oxford University Press. If some information is missing, like the author or date, use “Anon.” for anonymous authors and “n.d.” for no date. Common Harvard Referencing Mistakes and How to Avoid Them Incorrect formatting can easily occur if you’re not careful. Make sure to follow the correct structure for each type of source, as this can significantly impact your grade. Leaving out essential details like the author’s name or the year of publication is a common mistake. Always double-check your references before submitting your work. Punctuation is crucial in Harvard referencing. Misplacing a comma or period can change the meaning of your citation. Pay attention to the details! Tools and Resources for Harvard Referencing Online citation generators can save you time, but be cautious—always double-check the generated citations for accuracy. Tools like EndNote or Zotero can help you manage your references and ensure consistency throughout your work. Many universities provide specific guidelines for Harvard referencing. Always refer to your institution’s guidelines to ensure you’re following the correct format. The Importance of Consistency in Harvard Referencing Consistency is key in Harvard referencing. Uniformity in your citations not only makes your work look professional but also enhances readability. Inconsistent referencing can confuse readers and may lead to a lower grade. Make sure your citations follow a consistent style throughout your work. Tips for Mastering Harvard Referencing Always double-check your references before submission. Small errors can add up and impact your overall grade. Keep a record of all the sources you consult. This will make it easier to create your reference list and avoid missing any citations. Using a Harvard style guide can help ensure that you’re following the correct format. It’s a handy tool for quick reference. Conclusion Mastering Harvard referencing may seem daunting at first, but with practice and attention to detail, it becomes second nature. Remember, proper referencing not only supports your arguments but also adds credibility to your work. So, take your time, be consistent, and use the resources available to you.