2231 Educators providing Courses delivered Online

bristol art for all

My name is Amy Powell and I am a catalyst for reconnecting people with their innate creativity. At Bristol Art For All we facilitate friendly, inclusive learning environments where people can explore their creativity. We started in 2015 running an open access drop in face-to-face community art class in Easton in Bristol. From December 2019 to March 2020 sessions moved to Hamilton House in Stokes Croft Bristol and since April 2020 have been online. Online sessions are run in partnership with local charities as well as sessions open to all adults. Current partners include Age UK and St Mungo’s Recovery College. All online sessions are around a theme selected by the participants, who use the art materials and skills they already have to devise their own projects. Support is on hand to give input on what is made. The sessions act as an online art studio with time for making and opportunities to share and get feedback on artwork. Participants are seen as artists first with the acceptance that we are all on our own life journeys. The focus is on creating learning environments where people enjoy the process of making. With this strong foundation people can have the confidence and resilience to develop further skills. This website gives a taste of the work made over the course of Bristol Art For All. Myself and Rosa Hewitt began Bristol Art For All in 2015. In 2017 Rosa went to the University of Hertfordshire to study Art Therapy. She now works in London as an art therapist with children. I continued with the project in Bristol with the support of volunteers, building my knowledge, experience and skills by studying courses in teaching, facilitation, communication and social enterprise. As well as volunteering with Arts and Health organisations including Studio Upstairs, Bristol Art on Prescription, Workers Education Association (WEA), Milestones Expressions programme and St Mungos Recovery College where I currently run their online art class. I love being a catalyst for people to reconnect with their creativity. It is a great privilege to have worked with over 200 people across Bristol and beyond. Some have attended for years others for one session but all have been welcome and encouraged in their art making. I am currently in the process of making Bristol Art For All into an online art school to reach people who would otherwise struggle to access mainstream arts education. I am interested to connect with organisations, which work with clients who would benefit from exploring and developing their creativity with the support of being in a group.

mama wellness

It was never going to be a straight forward journey and many things had to happen to get to here, so let’s start at the beginning. My son was born in 2007 profoundly deaf and it changed everything for me, I never knew love like it. Mother and baby groups were hard to come by back then and I spent a lot of time alone just Joseph and I, I was fine with that but I always felt I needed something more. Eventually I managed to get a place at a local class with other Mums and babies, I was so excited to meet other Mums and arrived at my first class so eager. After our first class, I remember feeling so broken, my beautiful baby was just not responsive like others, he had his little hearing aids on but wasn’t able to hear through them until many months later after cochlear implant surgery. I remember thinking this is a sensory class, how do I learn how to play with my baby? I was young and clueless, I felt very alone and parents didn’t talk to me, maybe because they felt awkward I don’t know, or maybe because I was closed off and had already set myself up to fail. I went to that class once more and knew it was not for me, I hated the way I felt and I knew that I never would want anybody else to feel that way. And so it began, as Joseph got older my knowledge of play and communication with deaf children grew. I became so passionate about language development in babies and how important it was as a parent to play, talk and give love. At the age of 13 months, Joseph had his cochlear implant surgery and was able to hear for the first time. It wasn’t like the videos you see of deaf children hearing for the first time, it was a long process, from listening to a series of beeps through a new mechanical device, it was a year of turning those beeps into recognisable auditory sounds. The process took a very long time and by 30 months first words started to emerge, at the age of 7 he had caught up with his peers. Being the Mother of a deaf child still is an epic adventure, that we have to be prepared to stop everything at the drop of a hat, if something major happens to the equipment or there are any signs of infection around the implant site, It is part of our daily life to check equipment, ears and his precious head.

london college of business and computing

LCBC LERAN ENGLISH LCBC Learn English, was established in 2010 and has grown into one of the most respected and highly sought-after institutions in the Eastern province and beyond effectively teaching the English language to young and adult learners. Initially established in Batticaloa with 30 students, 2017 saw the addition of several branches in the Eastern coastal belt with a vast number of students. English is truly the global language. Whether you choose to go abroad or to study from home on your computer, our English language courses are the perfect way to learn English and get more confidence in speaking the language. When you study our English language courses you’re guaranteed to benefit from our long experience in teaching English, laser focus on practical communication skills, and highly-qualified teachers. Whether your interests are personal or professional, learning English will open doors both expected and unexpected. No matter where in the world you go today, you’ll always find someone who speaks at least a bit of English. If you want to travel abroad, work internationally or simply be able to understand all the latest movies and music, learning English will lead you down the path you’re dreaming of. Learn the language with LCBC Learn English and see how quickly your world expands. LCBC STUDY ABROAD Having over two decades of experience in student counseling and visa processing, LCBC Study Abroad has positioned itself as a figure you can trust in the industry by providing an unbeatable service to our clients. We assist our clients with a range of services from obtaining offers from Universities, visa preparation, interview preparation, pre-departure guidance to post-departure assistance. LCBC Study Abroad provides a comprehensive service that meets all your overseas education needs. We are very much updated on Universities and Colleges abroad and nature of programs they offer. We help students in getting all the information about the institutions of their interest. We provide complete updates about various scholarships offered by different Universities. LCBC organizes pre departure sessions for its students so that they can have an opportunity to know about the new culture they are going to face, about the institute they are enrolling for and also making them aware of do’s and don’ts while they settle themselves in a new environment. This not only allows them to get more confidence but also adjust better in the institute and hence have better performance in the programs of their study. We also assist students with booking of flights well in advance to allow ideal departure dates, routes and discounts.

af academy

Private support of the Air Force Academy provides so much more than a margin of excellence, a higher education phrase used to describe the role of private philanthropy. Your impact is, in fact, immeasurable. Our focus on “More than a Margin” is a celebration of the generous individuals who make our mission possible. It more adequately describes the true impact of private support. We believe strongly, as many do, that our Academy is a vital national resource — one that is deserving of our emotional and financial support. The Academy's mission is simply too important to leave to the vagaries of federal funding alone. As a result, the Air Force Academy Foundation (formerly the USAFA Endowment) will work actively to identify and to cultivate key relationships with current and potential Academy donors to support the superintendent's strategic priorities. We also believe that a foundation, singularly charged with the abiding stewardship of donated funds and constituted in such a way as to ensure the permanency and efficacy of the gift, is the most effective structure for providing this support to the Academy. As a result, the founders of the Air Force Academy Foundation chose to establish a new type of foundation and to memorialize a number of unique Founding Principles into the organizational bylaws. Founding Principles Our board of directors is stable and independent. The structure of the Air Force Academy Foundation is such that donors can have confidence that their gifts will be stewarded carefully and consistently over time by other donors. We are committed to a positive and supportive approach. The singular role of the Air Force Academy Foundation is to provide financial support for vital Academy programs. We will not make any public pronouncements on the policy decisions of the Academy or the Air Force. We are fully transparent. Our operations have complete audit and donor visibility annually. Annual reports are provided to each donor — both for the Air Force Academy Foundation as a whole, and for each donor's individual gift. Our Commitment to Donors We hold donor service first and foremost. We commit to integrity and transparency in all our dealings. We will recognize our donors' contributions while respecting donor-requested privacy. We seek perfection in every written communication and report we produce. We under-promise, over-prepare, and over-deliver. We get the job done regardless of who gets the credit. We welcome constructive criticism. We seek continuous improvement in every aspect of our operation. Cooperation and respect characterize our interactions with each other and the outside world. Quality preempts quantity. Execution supersedes intention.

pauline daley

We also offer a range of other courses not related to first aid, please look under the 'other courses' tab. We are an approved centre for both Qualsafe Awards and Pro--Trainings UK, Awarding organisations recognised by Ofqual to offer regulated qualifications. Group bookings of 12 people receive over 40% discount and we are able to price match to most companies upon sight of a written quotation and can come along to your premises to minimise disruption to your workforce. Emergency First Aid at Work - This is a one-day course, suited to the lower risk working environment and covers the following: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Asthma, Bleeding, Broken Bones, Burns, Choking, CPR, Diabetes, Eye Injury, First Aid Kits, Fractures, Heart Attack, Nosebleed, Poisoning, Primary Survey, Recovery Position, Resuscitation, Secondary Survey, Seizures, Shock, Spinal Injury, Stroke, Unconsciousness, and Record Keeping. First Aid at Work - A three-day course, suited to the higher risk working environment and covers the following: Aims of the First Aider, AED Training, Amputation, Anaphylaxis. Angina, Asthma, Bleeding, Burns, Chest Injury, Choking, CPR, Croup, Crush Injury, Diabetes, Drowning, Epilepsy, Eye Injury, Fainting, Febrile Convulsions, First Aid Kits, Fractures, Frostbite, Head Injuries, Heart Attack, Heat Exhaustion, Heat Stroke, Hyperventilation, Hypothermia, Internal Bleeding, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Spinal Injury, Sprains and Strains, Stroke, Unconsciousness and Record Keeping. Paediatric First Aid - A two day course, suitable for people working with children and babies, in any working environment including schools, nurseries, after school clubs, day care etc. The course covers the following: Allergic reaction, Amputation, Asthma, Bleeding, Broken Bones, Burns and Scolds, Choking, CPR, Croup, Diabetes, Drowning, Electric Shock, Epilepsy, Eye Injury, Febrile Convulsions, Head Injury, Heat Stroke, Hypothermia, Meningitis, Nosebleed, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Sickle Cell, Smoke Inhalation, Spinal Injury, Sprains, Strains, and Unconsciousness. Defibrillation (CPR and AED) - A half day course, many more public areas, supermarkets, clubs and businesses now have these devices. To attend this course delegates do not have to be first aid trained. The course covers: Abnormal Heart Rhythms, Angina, Chain of Survival, Children AED usage, Choking, CPR, CPR with an AED device, Heart Attack, Heart Rhythms, Hygiene during CPR, Post Traumatic Stress, Recovery Position, Resuscitation with an AED, Safety using an AED, Survival Rates, Unconsciousesness, Ventricular Fibrillation, Reporting AED Usage. Basic Life Support - This course is a half day course and suited to delegates who want basic knowledge of actions to take in any emergency and how to deal with major accidents and injuries. The course covers the following: Adult Child and Infant Resuscitation, Communication and Casualty Care, Looking after yourself and the Casualty, Treatment of Severe Bleeding and Chest Pain, Treatment of Choking in Adults, Children and Infants and Treatment of an Unconscious Casualty. Requalification - The course is a two day course and suited to those candidates who require to renew their nationally accredited award in First Aid at Work. Covering two units the course content covers: Bones Muscles and Joints, Suspected Head and Spinal Injuries, Suspected Chest Injuries, Burns and Scolds, Eye Injury, Sudden Poisoning, Anaphylaxis and Major illnesses (Heart Attack, Stroke, Epilepsy, Asthma and Diabetes). Automated External Defibrillator training now included on this course. Care Home First Aid - This is a one day course based on Emergency First Aid structured for use in a Care Home. Consisting of: Recovery Position, Bandaging, Assessing Dangerous situations, Heart Attacks, Diabetes, First Aid Kits, Unconsciousness, CPR, Choking, Falls and Fractures, How and When to Obtain Help, Epilepsy and Seizures, Fainting, Dementia, Shocks, Burns, Bleeding. Stroke and Poisoning. First Aid for Foster Carers – A one day course based on Emergency First Aid structured for use by foster carers, consisting of: First Aid Kits and other Responsibilities, Primary Survey and Recovery Position, CPR, Choking, Seizures, Asthma and Hyperventilation, Anaphylactic Shock, Shock, Bleeding, Bone, Joint and Muscle Injuries, Burns and Meningitis, Poisoning, Unresponsive Casualty, Assessing an incident and Dealing with minor Injuries. Equestrian - Basic One Day Equestrian First Aid - One day course: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Asthma, Bleeding, Broken Bones, Burns, Choking, CPR, Diabetes, Eye Injury, Electrocution, Fears of First Aid, First Aid Kits, Fractures, Heart Attack, Heat and Cold Emergencies, Horse Safety, Helmet removal, Nosebleed, Poisoning, Primary Survey, Recovery Position, Resuscitation, Secondary Survey, Seizures, Shock, Spinal Injury, Stroke, Unconsciousness and Record Keeping. Equestrian First Aid at Work - A three-day course: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Angina, Asthma, Bleeding, Burns, Chest Injury, Choking, CPR, Croup, Crush Injury, Diabetes, Drowning, Epilepsy, Eye Injury, Electrocution, Fainting, Fears of First Aid, Febrile Convulsions, First Aid at Work Rules and Regulations, First Aid Kits, Fractures, Frostbite, Head Injuries, Heart Attack, Heat Exhaustion, Heat Stroke, Hyperventilation, Hypothermia, Heat and Cold Emergencies, Horse Safety, Helmet removal, Internal Bleeding, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Spinal Injury, Sprains and Strains, Stroke, Types of Wounds, Unconsciousness and Record Keeping First aid courses. First Aid for Mental Health Course Level 1 - Awareness course: This ½-Day course is run in a fun and engaging way, and is aimed at providing learners with the knowledge to identify suspected mental health conditions and the skills to start a conversation and be able to signpost the person towards professional help. (4.5 hours) First Aid for Mental Health Course Level 2 - This 1-Day course covers the content of the Level 1 course aimed at providing learners with the knowledge to identify suspected mental health conditions and the skills to start a conversation and be able to signpost the person towards professional help) but also expands on the effects of drugs and alcohol, incorporates the First Aid for Mental Health Action Plan and covers ways in which a positive mental health culture can be supported within a workplace. (7 hours) First Aid for Mental Health Course Level 3 - A 2-Day course goes into detail on a wide range of mental health conditions and the support and help provided by healthcare professionals. It covers the content of both the Level 1 and Level 2 qualifications but is aimed at Trainer/Assessors and/or supervisor level within the workplace. (7 hours each day). Pet First Aid – A half day course : Aim of the course, The vet and your role in first aid, keeping your pet safe in an emergency, car accidents, pet proofing your home, communication and care of your pet, how pets show pain, checking your pet’s health, restraint of a pet in need and the use of a muzzle, breathing and respiratory problems including choking, dog CPR , drowning , shock , pet first aid kits, broken bones , spinal injury and moving an injured pet , controlling bleeding , dressings and bandages , paw problems , ears, eyes and mouth , Illnesses , poisoning , bite and stings , burns and temperature related problems , the older dog , cats , small dogs care , puppies and young animals , travelling with your dog abroad. Canine First Aid – A half day course : Aim of the course, The vet and your role in first aid, keeping your pet safe in an emergency, car accidents, dog proofing your home, communication and care of your pet, how pets show pain, checking your dogs health, restraint of a pet in need and the use of a muzzle, breathing and respiratory problems including choking, dog CPR , drowning , shock , pet first aid kits, broken bones , spinal injury and moving an injured pet , controlling bleeding , dressings and bandages , paw problems , ears, eyes and mouth , Illnesses , poisoning , bite and stings , burns and temperature related problems , the older dog , small dogs care , puppies and young animals , travelling with your dog abroad. Security Dog First Aid – Full day course. This course is approved by NASDU for the requirement of pet first aid in their standards. First aid is important to know for your security dog not only to comply with associations and local authorities but also for animal welfare and to help a dog in need. The nature of working with dogs will pose a risk that they may be harmed in the course of their work or transport. The course has been designed to meet the NASDU learning outcomes and added a few extra modules to ensure full understanding. The courses will give a 3 year nationally recognised certificate, CPD time credit conformation, weekly video refreshers, evidence-based training certificate.

university of exeter

At the University of Exeter we combine teaching excellence and high levels of student satisfaction with world class research at our campuses in Exeter and Cornwall. We are a member of the Russell Group of leading research-intensive universities. Our success is built on a strong partnership with our students and a clear focus on high performance.

queen's university belfast

ysgol ar y traeth : school on the beach

Designed to suit the changing needs of the children, the days can include:OLYMPUS DIGITAL CAMERA Beach ecology, adaptation, habitats, food chains, using identification keys. Navigation with maps and compasses, using the wind, boat design and sails, making and flying kites. The weather, beach formation, waves and tides. Language associated with or inspired by the sea, myths and legends, storytelling Art on the beach, light, natural materials, modelling on sand and producing large scale pictures. Problem solving, teamwork, leadership, and emotional intelligence. Practical skills, knot work, building shelters, modelling sand. Water safety, hazards on the beach, survival, risk assessment. Innovative use of technology such as film making or recording and composing using the sounds of the beach. Numeracy, literacy, science and technology curriculum requirements. Opportunity to go on the water in boats or sit on kayaks or building their own rafts with qualified instructors. This course offers children the opportunity to get to know an environment in different conditions and see it change. They work closely with a beach school leader who has time to develop trusted relationships with the children and respond to both intellectual and emotional needs and offer challenges that inspire deeper learning. This is recommended in the Welsh Government guidance for educational opportunities of this type. Throughout the course we seek to develop emotional intelligence and offer plenty of adult supported and child led experiences that allow social skills, self-awareness, self-regulation, self-motivation and empathy to flourish. There will be the chance to problem solve, work as a team and independently and show leadership skills. Children will be encouraged to think creatively, to enquire and to reflect on their own learning. Beach Days Single days can meet a specific curriculum or school community need and can be planned with users. They can inspire a school project, add depth to a topic, offer a completely different and exciting experience and offer a chance for children to shine in a new environment. These days are planned to suit the needs of the group and could focus on: The beach environment with rockpooling, identification and animal adaptations. The development of a seaside town over time. An introduction to forces through a range of activities. A book, such as Kenzuke’s Kingdom by Michael Morpurgo, with activities inspired by the story. Outdoor pursuit challenges in line with the primary PE curriculum. Information and communication technology While on the beach we can use technology to capture the experience in pictures, words, sound, film or music. Back at school we can support the innovative use of technology to develop learning further. Our most popular day is “A Day at the Beach” which is often used by year 1, though has been adapted for preschool and years 2-5.

newquay tretherras

You will always be guaranteed a warm welcome at Newquay Tretherras, an inspiring and vibrant school at the heart of our Newquay community. Tretherras students are a pleasure to teach and learn with. They understand that their education is important for their life chances, and they take full advantage of the incredible range of clubs, experiences and facilities offered to them at our school, both within and beyond the classroom. We are ambitious for every single young person and your child will be offered an array of opportunities to grow and develop into a responsible, well-rounded individual. We aim to equip all our young people with the necessary resilience, confidence and aspiration to challenge themselves, and us, to achieve the highest standards possible. We want our students to be healthy and happy young people and so we offer an inclusive and extensive curriculum which offers aspirational opportunities for all to succeed. The aim of the Tretherras curriculum is to enable our students to Achieve Highly, Communicate Convincingly, Decide Wisely and Engage Fully. Our holistic curriculum is rich, ambitious and well-sequenced and is designed to take students on a creative, exploratory and inspiring learning journey. As well as studying a body of academic knowledge, our specialist subject areas also focus on developing transferable skills such as communication, leadership and empathy. We focus on developing students’ reading and vocabulary, to give them the confidence to express their ideas meaningfully in order to progress and succeed. We understand how challenging it can be to be a teenager and we have strong and caring people and structures in place to support students pastorally and academically. We are committed to developing students’ social, moral, spiritual, cultural and economic confidence in order to prepare our young people for further education or training, employment and successful citizenship. Our strong belief is that Tretherras is a place where dreams can come true, and we put our students at the heart of everything we do. We are an inclusive learning community, working hard together to support our students to succeed in every possible way, whatever their talents or ambitions. Our relationships at Tretherras are inclusive and special: we are a family in which everyone matters. This is, without doubt, a very happy place to be. As a school that achieves great examination results for our young people, we know it is the quality of our relationships with parents and students, our high standards and our inclusive ethos, which is the key to this success. We look forward to meeting you personally and to us working in partnership to ensure that your children are inspired, achieve remarkable things and become the best they can possibly be at Newquay Tretherras.

london school of biodanza

We are a School for Life. We believe we offer the most Emotionally Intelligent and Comprehensive Self-development programme you can experience. Curious? The best way to learn more about how to enrol for our third cycle is to contact us from this website. Whether you’re inspired by a personal call to grow and discover new possibilities for your life, or you want to develop a new professional vocation or you’re looking to widen your social connections our Biodanza school is ready to welcome you. Each training‘cycle’ lasts three years plus time to prepare a ‘Monography’ (final thesis). Attendance is approximately one weekend a month, usually for nine months of the year. You’re welcome to come either as a student or as a regular dancer to experience Biodanza at a deeper level. Our students come from all backgrounds and represent a wide age range. You can participate in Biodanza at any age throughout your life. We are certified by the IBF, International Biocentric Foundation, the worldwide governing body which is, at present in more than 36 countries and we abide by the code of conduct of the association of Biodanza teachers – http://www.biodanzaassociation.uk, the representative body of teachers here in the UK. The Rhythm of the School There is an organic rhythm to the school which is created by the beautiful music we use for the vivencias. To have four vivencias during each weekend is to dive deeply into yourself, with space to explore through movement and dance. You are enabled to deeply embody Biodanza within the safe environment of the school, discovering friendships and life affirming connections with the others in your group, During each weekend of the 3 years’ training time is given to the presentation of the theoretical bases of Biodanza, each of the first 20 weekends relate to the syllabus followed by all registered Biodanza schools. The theory sits alongside the vital experiential learning which comes from the vivencias. The last 8 modules focus on the practical training, giving those students who wish to become facilitators the tools to hold classes with confidence and who the Directors consider to be ready. The Saturdays and Sundays of the School usually take place over the second weekend of each month. Combined with your commitment to a regular weekly group the school weekends will amplify your experience. What you can expect Our training programme is an exploration of the poetry of movement, dance, expression and communication. You’ll be a valued member of a school which has an ethos of warmth, care, safety and a good measure of fun. You’ll experience the personal transformative process while enjoying and trusting the journey, supported along the way, and, in the final year, to develop the confidence and ability to create your own classes from a strong sound base.