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Consult Yo

consult yo

Lancaster

I am passionate about delivering useful, relevant legal training for busy practitioners to support them in developing legally literate good practice in adult social care. I am trusted and valued by a lengthy list of local authorities to provide high quality, excellent value bespoke training to their staff which engages and empowers them as practitioners. A subject expert with specialisms in adult social care and health law and in autism, my genuine commitment and enthusiasm for improving legal literacy and best practice in adult social care is evident to those attending my training. I am able to create a supportive learning atmosphere in which practitioners with a range of levels of experience feel confident to express themselves and have the space to develop their skills and reflect on their practice. My training is very popular with staff because of the relevant content and support they receive in applying the law to practice. I am readily able to answer questions at all levels and give realistic examples to support participants in applying the law to the realities of practice. In addition to my extensive experience in developing and delivering training for the public sector, I have a particular skill at explaining complex legal topics in an accessible and engaging way. I create and deliver training on all aspects of the Care Act; Adult Safeguarding law and practice from Safeguarding Enquiries to advanced legal options for complex case work; Mental Capacity law including CoP and BIA Refresher; DOLS and LPS; aspects of Mental Health Law including s.117 and nearest relative; Transitions; Human Rights and broad Legal Literacy training for Adult Social Care. I always deliver all legal training personally. Please see my current courses page for a more detailed list. I also develop bespoke, practically-focused training on all aspects of autism. I specialise in advanced autism knowledge specifically for public sector professionals: social care staff, teachers, health staff at all levels. I bring together my extensive knowledge of autism and my familiarity with the social care, health and education sectors to support practitioners with practical knowledge such as: practical communication with autistic people across the spectrum; supporting autistic people to cope with change. Many of these courses are now delivered on my behalf by a small group of autistic trainers. I also offer specialist autism training specifically for social work (including Care Act and capacity assessment of autistic people & safeguarding autistic people.) I am also able to provide specialist courses in autism for educational settings. I offer a consultancy service in both of my fields of expertise providing tailored support, research and specialist knowledge for a range of purposes. This includes change management consultancy within the public sector aimed at service improvement: around autism and/or improved compliance with legal frameworks. In the autism field, this included a successful and extensive change management project supporting an autism special school to become a Centre of Excellence, consultancy work and outreach with a range of mainstream schools across the area, local authority and health staff and a series of videos on practical autism topics for the Scottish Government. Recent work on the legal framework of social care has involved training for a variety of local authorities, including bespoke courses and advanced training on Safeguarding, the Care Act and in the area of Mental Capacity Law/DOLS/LPS. I am currently project managing a substantial project on Inclusive Governance on behalf of the National Autistic Taskforce (working in partnership with ARGH and AMASE) for Scottish Autism. I am an experienced and well reviewed speaker and present regularly at both autism and public sector conferences: Past presentations Upcoming speaking appearances I also publish regularly in my fields of interest including: My book, Social Work with Autistic People: A Guide to Essential Knowledge, Skills and the Law for Working with Children and Adults (Jessica Kingsley, 2020); ‘Safeguarding Liberty’ (Legal Commentary on the Liberty Protection Safeguards) in Community Living (2019); ‘Safeguarding autistic adults in England’, Autism and Intellectual Impairment Annual vol. 2 (2017), Pavilion Publishing; ‘Most autism practice not supported by good evidence, finds study’, Community Care (2017); Chapter on The impact of the Care Act for adults with autism and learning disabilities in England, in Autism and Intellectual Disability in Adults; Article on school improvement, formerly published on Network Autism (2015); Article on autism training for social workers in Community Care (2015); Chapter on educational policy in Handbook of Interpretive Methods in Educational Research, Springer (2015); Guest blogger on social care law and autism issues at Schwehr on Care and of course my blog here. I am currently Strategic Lead of the National Autistic Taskforce, led the publication of the NAT Independent Guide to Quality Care for Autistic People (April 2019) and gave a plenary presentation at the NAT Forum 2021. I represent NAT on the Workforce for Autism Group England (WAGE) co-ordinated by Skills for Health/Skills for Care and was involved with the development of the Core Capabilities Framework for supporting autistic people. Prior to my involvement with NAT, I acted as legal and policy consultant for the National Autism Project and was the company secretary of Autscape for many years.

Burn From Within

burn from within

After I eventually graduated, I landed my dream job as a conference producer. I was over the moon! This even blossomed into a rewarding career over several years. Even though I loved my job, I noticed the company I worked for had started to change. The new management was driving many talented people I respected out, and their values started to really diverge from my own. I still loved the CEO, and to my surprise, when I handed in my notice, she gave me a rather lovely present. My CEO asked me to launch a cosmetic product business she had been working on for a while. Even though I had no direct experience in this industry, she trusted in my abilities and shattered a long-standing belief that I could only work in one industry or for other people. I started to believe in myself. I now felt I could run my own business. I just wished I had discovered this belief earlier, and later discovered through the extensive training I completed in becoming a coach, that you can set these empowering beliefs yourself with the right coach! I decided to finally scratch my travel itch and embark on a journey around the world with no set end date. I travelled for 18 months, and realized that there was so much more to life than staying in an office in London. After sipping Caiprinhas in Rio, skydiving in Buenos Aires, trekking table-top mountains and waterfalls across Venezuela, hot air ballooning over Turkey and Ukraine, and experiencing the long summer nights with friendly locals across Scandinavia, I didn’t want to come back. Who would? After working on a 6 month contract for my previous CEO to recover some of that money I spent travelling, the belief within me that I could do my own thing was still strong. So I invested in courses on ways to make money myself, including a year-long real estate investment course. After investing in some real estate myself, I ended up working with a property developer as it was a chance to learn how to find and secure bigger developments and deals, which was a way to build long-term wealth and more passive income. But I absolutely HATED (no that’s not strong enough a word) working with the people and all the values they stood for. It was purely for money. After a few months, I realized how lonely and unhappy I was. My life really was out of balance. Eventually I became quite depressed and felt lost, so I decided to hire a NLP coach who specialized in career transition. I remember so vividly one of the powerful tools she coached with me in particular made me realize I was not living as the person I was born to be. I looked at myself objectively as a character in a movie. This guy Matt I was seeing was hunched over his home office desk, all alone, looking outside into his garden watching the rain. I realized that Matt was a social, fun and confident guy. He was not using his natural talents and far from an environment that made him thrive. It was like watching a bird screaming to get out of a tiny cage. It was not right – I had to let him free. After this coaching, a friend recommended me to his boss for a sales role I would have ordinarily pass off had it not been for this insight through coaching. I got the job and thrived in sales, breaking various team and company records in my first year. But I wanted more: to travel much more, take care of my health, find balance and do my own thing again. So I invested in a personal coach for 12 months, who motivated me to take big decisions. I left the UK in August 2017 for Australia and then Asia. Inspired after the powerful NLP coaching I had experienced, I planned several NLP retreats and trainings to become a trainer just for my own personal development. Through various business and career transitions, and observing the structures that worked for me and my coaching clients, I realized any life transition that was sustainable had to have three magic elements: Passion, Purpose and Balance. On top of the extensive coaching training I had, I decided to interview a series of people who have made the journey from feeling bored and burnt out in their career, to transitioning to a life of balance, passion and purpose in brand new fields. I noticed patterns in all of these stories that lead to developing my own unique coaching model for career transition. I call this to ‘Burn From Within’. If you feel trapped in your own career or business right now, or confused about where you need to go next – I can help. It can be scary emotionally, financially and it’s easy to be immobilized knowing that you could be making bad choices. So let’s chat about this – you can have what you want in this life and taking the first steps to just talk about it can make all the difference. I invite you to book a free clarity call with me here and we can take those first life-changing steps together.

Her Next Chapter

her next chapter

Leamington Spa

Tenacious. Terrific. Trustworthy. Truthful. And sometimes Trouble. When you ask my family, friends and coworkers about me, they will probably list these attributes. Or qualities. For good and for bad. I am the only child to my mother Grace and my father Ken who met in Blackpool, England during the Second World War, which means much of my family resides in England. Including my daughter who met my son-in-law during her junior year abroad at Oxford University. I grew up not knowing that my mother had an accent, never understanding the difference between English and American terminology so that even today I will say a word and people will look perplexed, and I realize I am using the English word and not the American one. I’m an only child because my parents decided traveling back to England would be very difficult with more children. My father made a point to keep me from being spoiled which was a double-edged sword because his lack of praise left me with a feeling that I had to try twice as hard as anyone else just to keep up. The end result is one very motivated woman, and I constantly seek continued learning and new challenges. My first words were undoubtedly “When are you going to give me a horse?” and thus Patience Prize and I became a team when I was 14. My father once again made sure I knew the horse was not to be taken for granted when he said, “Now you’ve got a horse, you’d better get a job. And you won’t be paid for mowing the lawn anymore.” My love of animals produced my first job at the local veterinarians cleaning up cages and feeding animals. One small dog had broken her two front legs, was terribly vicious, and no one could touch her. After her surgery she was crammed up in a corner while still asleep, and I moved her into a more comfortable position and, of course, petted her and spoke to her. After that I was the only one who could open her cage and touch her without getting bitten. She must have known my smell. Years passed and I became both a photojournalist and regular journalist with local Berkshire County Massachusetts newspapers. When I returned to college to complete my bachelor’s degree, my journalism provided me with life experience credits and thus I completed my BA in English. What to do next? I had student loans, so I needed either grad school or a second job. My daughter waitressed at a local restaurant open only on weekends and they said they needed a dishwasher, so she said, “My brother needs a job.” Then they asked, “So who else do you have at home?” and she said, “My mom.” Thus, I tried the second job routine as a waitress. We served wine in long-stemmed glasses and carried them on a tray. During one shift I was at a table of two women and the tray started to tilt, and I couldn’t stop it! So, I stood there and watched the wine glasses crash down on the table and splash everywhere. It was not a happy time for all involved. So, I said, “That’s it, I’m going to grad school.” I took my daughter and son to see Phantom of the Opera on Broadway, we ate at the Russian Tea Room, and I told them they couldn’t bug me for two years. The non-traditional program at Vermont College of Norwich University was a full-time program so I had a full-time job, a full-time grad school program, a son in high school and a daughter in college. During my internship I worked 7:00 a.m. to noon, drove to Albany, New York (a one-hour drive one way), worked at a public relations firm from 1:00 to 6:00 and stopped at the restaurant where my two offspring worked about 7:00 for a glass of wine and a light dinner. Then I realized I didn’t have time to clean the bathroom, so I hired a cleaning lady (very inexpensive in a small town back then) and decided that was an expense associated with grad school. That was a valuable decision. The downside of a small town is that a master’s degree doesn’t allow for many jobs at a living wage. I decided I would move. After networking for several years and finding a church in Washington, DC I moved to northern Virginia on October 2, 1999, never having lived more than 6 miles from where I was born. I got a job the second day. I bought a house that January and a horse, Sonny Madison, in January 2001 and have never regretted my choice or looked back. At some point in 2018 I found Her Nexx Chapter and started writing for them. It provides me with a chance to get in touch with my creative style since my most prevalent job has been a technical writer. Now I’m also the Editorial Project Director and a member of the Advisory Board. It’s a tremendous value to women everywhere, and I always enjoying learning something new and sharing my blogs with the community. So here I am. I’m still horseback riding and trying to keep fit. I try to look for the positive side of life even in times of turmoil – notice I said “try” because sometimes life gets to be a tad difficult. But that’s my story and I’m sticking to it!

Golden Circle Tuition

golden circle tuition

London

The Golden Circle is a community of exceptional educators. We understand how important education is in a child’s development and that the right teacher can make all the difference. That’s why we work closely with families to fully understand the needs of each child and tailor our process precisely to reflect individual requirements. We personally match our students with inspiring, qualified teachers who accelerate learning in a supportive one-to-one environment. Since founding The Golden Circle in 2017, it has been a privilege to play a role in the educational journey of so many students. Our students perform excellently in exams, and enjoy more success at leading universities, but it is their personal growth which makes The Golden Circle such a rewarding place to teach. As mentors, as well as educators, we help our students to develop the key qualities of Courage, Critical Thinking, Compassion, Growth Mindset and Self-Reflection. We are inspired by tradition, but not constrained by it. Our co-curricular lessons enable students to discover entrepreneurship, mindfulness, and global citizenship. The Golden Circle’s modern approach to tutoring and home schooling takes a traditional UK education into the 21st century. If this strikes a chord with you, then we are the right team for you. I welcome you to join us and unlock your child’s academic potential. Hannah Titley BA (Hons), MA, MA (Oxon), PGCE COURAGE Courage is having the strength to tackle challenges – in academia and in life. It’s having the confidence to face a subject that feels daunting and ask questions when you don’t understand. Academic courage empowers students to choose difficult problems and risk making mistakes. We work with students on their Maths courage, their Science courage, their Shakespeare courage, their public speaking courage. By cultivating courage in a supportive learning environment, our students feel safe to ask questions and rise to academic challenges. CRITICAL THINKING Critical thinking is a way to analyse complex issues and articulate ideas. It is a lens through which to understand the world, by appreciating different perspectives and value frameworks. Through discussion and debate, we teach students to think critically and confidently articulate their ideas. Our teaching approach seeks to liberate students from unthinking conformity. COMPASSION Compassion is feeling empathy for others and responding with kindness. Too often moral development is valued as ‘lesser’ than academic success. However, the two come hand in hand. Treating yourself with compassion builds self-esteem, motivation, and confidence. Showing empathy towards others is an important communication skill. We welcome students and teachers from diverse backgrounds. In lessons, we model compassion and use positive affirmations to nurture our students’ self-belief. GROWTH MINDSET Growth mindset is the conviction that intelligence is learned. It enables students to reshape the narrative by which to excel in exams and in life. A growth mindset leads to a desire to learn, to embrace challenges, persist in the face of setbacks, and see effort as the path to mastery. Cultivating a growth mindset is at the heart of what we do. SELF-REFLECTION Self-reflection is taking the time to explore your own thoughts, behaviours and emotions. Without it, we miss learning opportunities. In an academic context, it enables students to identify strengths and weaknesses and evaluate their progress towards goals. Teaching the art of self-reflection is integral to our lessons. We provide detailed feedback on assignments and facilitate self-reflection discussions. Our weekly progress reports guide students to where they should devote their attention. Together, self-reflection and teacher feedback, leads to deeper learning. OUR COMMUNITY Our unique community is made up of dedicated parents, students, and over 300 qualified teachers. Our teachers have strong academic backgrounds, UK teaching qualifications, and a minimum of two years of experience teaching in the classroom. Many are also GCSE and A Level examiners. FOUNDER & MANAGING DIRECTOR HANNAH TITLEY Hannah founded The Golden Circle in 2017 after qualifying as a teacher through the Teach First programme. Teaching in the classroom showed that school doesn’t work for everyone. For children who are talented in sports, art, or music, or who require extra academic support or challenge, school doesn’t bring out their best. Born in Manchester, Hannah was educated at Altrincham Grammar School for Girls before reading Biological Sciences at New College, Oxford University. She holds a first class Master’s degree from King’s College London and PGCE teaching qualification which is rated ‘Outstanding’. In addition to teaching, Hannah has worked as a Researcher for Oxford University and Reform think tank. She is Director of the Home Schooling Association and continues to teach Science at Key Stage 4 and 5. She speaks regularly at education events and provides written commentary for national media including the BBC, The Times, Telegraph and The Guardian. HEAD OF OPERATIONS LYDIA TITLEY Lydia is originally from Manchester and completed her secondary education at Altrincham Grammar School for Girls. Following this, her interest in French language and culture led her to the University of Bath, where she completed a BSc in International Business Management and French. Lydia took the opportunity to spend a year in Paris where she attended the prestigious business school of ESCP Paris, studying a bilingual Master’s in Management, and worked as a European Account Manager at an international Marketing and Publishing firm. Lydia joined The Golden Circle team in 2018, where she holds the role of Head of Operations. In her spare time, Lydia enjoys yoga and is currently completing a Mindfulness Teacher Training course. She has a keen interest in the arts, theatre and travel. FOUNDER’S PUBLICATIONS POLICY REPORTS How To Run A Country: Working Age Welfare (June 2015) Employment and Support Allowance: The Case For Change (December 2015) Working Welfare: A Radically New Approach to Sickness and Disability Benefits (February 2016)Stepping Up, Breaking Barriers. Transforming Employment Outcomes For Disabled People (July 2016) PODCASTS BBC Woman’s Hour, Electing To Home School (March 2021) The Study Buddy, At Home With Learning: A Look At Alternative Education Provision (April 2021) NEWSPAPER ARTICLES The Telegraph, Meet the families choosing elite home-schooling (September 2018) The Telegraph Luxury, How to raise an alpha kid: the parent’s guide to home schooling (May 2020) Tatler, The gold standard of home schooling (February 2021) OUR LOCATIONS

St. Kevin's College

st. kevin's college

St Kevin’s College is an all boy’s secondary school under the trusteeship of the Edmund Rice Schools Trust and is located in the heart of the Ballygall community on Ballygall Road East, Finglas, Dublin 11 where it has served the community in education since 1967. The school currently has an enrolment of 528 students. We provide a wide range of subjects which are expertly taught by a team of highly dedicated teachers who work diligently both inside and outside the classroom. Our primary focus is on teaching & learning with emphasis on both high academic achievement and learning support. An average of 70% of our students proceed to third level with degree courses. Another 20% access further and higher education Our six care teams, which comprise of our Form Tutor’s for each class and the Year Head, report to our Student Services Support team. This ensures that all of our student’s welfare is catered for both in the academic and pastoral areas. We strive at all times to provide opportunities for our students which values the student’s personal, social, spiritual and academic development during their time in the school. Our dedicated teachers also encourage students to get involved in extracurricular activities such as our extended range of activities including sports, drama, debating, green school committee and much more. There is a book club for 5th and 6th years. There is also a library in the school. Our Literacy and Numeracy strategies focus on improving the student’s skills in both areas and this improves student participation in all subject areas. We also value partnership which is essential to a successful school. We believe in a working partnership between the school and the home and we have many initiatives to maintain and develop this partnership into the future. We also would like to encourage partnership within the wider community of Ballygall which will help enrich the learning experience for all parties including our students. St Kevin’s college has DEIS 2 status. The 8 DEIS Strands covering Attendance, Retention, Transitions, Examination Attainment, Literacy, Numeracy, Parental Engagement, Partnership with others while designed for target students are applied on a whole school basis and benefit all of our students. St. Kevin’s College:  Proven academic success Comprehensive range of subjects State-of-the-art IT facilities. St Kevin’s uses VSWare education platform which is available to parents. We also provide the Edmodo Virtual Learning Environment. Every student has a personalised account on each platform. 100Mbps high speed Broadband Wi-Fi access throughout the school. Supervised after school study Optional Transition Year Programme Homework Club Breakfast Club Canteen Facilities providing healthy lunches for all students. (Junior Cert 1, 2, & 3 students are not permitted to leave the school at lunchtime.) Book Rental Scheme Anti-bullying policy, procedures and charter Home School Community Liaison Coordinator Links with the Home There are several opportunities for parents to link with the college formally throughout the academic year: Parent/Teacher Meetings School Journal Login to your sons VSWare account. Login to your son’s Edmodo account. Assessment Reports. (E- Portal and post.) Information Evenings Parents’ Council Email and text message Home School Community Liaison Coordinator The college operates an open door policy where a parent can make an appointment to meet with a Year Head at any stage if they have concerns. The Principal and Deputy Principal are also available to meet with parents should the need arise. We focus on partnership with the parents and believe that a co-operative relationship between the college and home best fosters the development of the student. First Year Induction Moving to second level is a time of great change for young children and their families. Here in St. Kevin’s College we are mindful of this transition and the challenges it brings. We offer a comprehensive first year induction which includes a ‘phasing in’ programme. Our Home School Community Liaison coordinator has strong links with all our feeder primary schools. This induction programme supports students as they make the move to our college. It helps them to get to know their new surroundings, make new friends, meet their teachers and learn the rules in close contact with their Form Tutor and Year Head. Our aim is to make first years feel confident and happy coming to school each day. The college is reputed for its high level of pastoral care which supports students in achieving their best. For students who experience small difficulties integrating in First year we offer them the Transition programme which helps them cope with the change. We provide a course for all students and their parents on Cyber bullying and internet/social media safety. Book Rental Scheme The college operates a very popular book loan scheme. This gives students the opportunity to rent most of their text books for a very reasonable charge. The books remain the property of the college and are always in excellent condition. Policies & Procedures The college operates policies that are fair and consistent, promoting equality for all and active participation in learning. These policies will be outlined to parents on information evenings and in the student journal. All policies are referred to Parents Council, Student Council and Staff prior to ratification by the Board of Management and publication. See policies here. School Canteen The school canteen delivers hot lunches, rolls and drinks and is an area for all students to have lunch. St. Kevin’s College promote healthy eating for students. Breakfast Club The student canteen also hosts a breakfast club before school serving cereals, tea and toast. Evening Study Students preparing for State Examinations are encouraged to attend supervised Evening Study held on four evenings per week. Extra–Curricular St Kevin’s aim to provide a wide of range of experiences to our students both inside and outside the classroom. We have a strong sporting tradition offering Gaelic football, Hurling, Basketball, Soccer, Rugby, Athletics to name just a few. We have a number of debating teams, a book club, Art installations at holiday times, Healthy eating/Keep fit “boot camps”. We run an annual international school tour and numerous day trips to reward students for excellence in subject areas. Our Transition Years go hillwalking and on many outdoor pursuit activities such as canoeing and sailing. We promote cultural activities whenever possible with students attending plays in the city’s theatres whenever possible both for subject related and general education purposes. Religion Our Mission Statement provides for education in the Catholic tradition although we accept students from all faiths and none. This provides for healthy and lively debate among our students during religion classes and contributes to the holistic development of all students. We hold religious services and Mass throughout the year led by our chaplain, Catriona Keegan, with contributions made by all students and staff. St Kevin’s college is a community which welcomes all our partners to participate in the spiritual life of the school

Brighton and Hove Textiles Art Group

brighton and hove textiles art group

Brighton

2024 WORKSHOP PROGRAMME UPCOMING WORKSHOPS & ACTIVITIES Each year we run a series of workshops that are open to members of the group. Most of these require booking in advance and have extra costs associated to cover things such as tutors and materials. Participation in workshops is optional. If you’re interested in taking part in any of these please speak to Jenny R at the next meeting. (Non members can book places through Facebook/Eventbrite. Workshops are added to Facebook/Eventbrite during the year as details and publicity are confirmed) JANUARY 2024 – OPEN DAY Demonstrations of weaving and spinning, giant knitting needles, items for sale and tea and cake.  Open to all. FEBRUARY 2024 – AGM No booking required. Usual AGM things – review of group finances, voting in officers, etc. Also, of course, crafting and nattering!  MARCH 2024 – CROCHET HEXAGON CARDIGAN We will be learning how to make a Hexagon cardigan in crochet.   Booking required. Non Member cost £15 APRIL 2024 – STEEKING WITH FIONA MORRIS  We will be learning how to “steek”.  We will make a “mug hug” which is knitted in the round and then cut (“steeked”) to make a space for the handle Booking required.  Non Member cost £30 MAY 2024 – BEADING ON CANVAS WITH ELIZA MCCELLAND We will make a sampler of different beading techniques  Booking required. Non member cost £30, plus materials kit £5 if required JUNE 2024 – SHOBORI DYEING WITH JENNIFER HUGHES This workshop includes a silk scarf, a silk hanky and 2 cotton squares to dye Booking required. Non member cost £35 JULY 2024 – FLAX PROCESSING WITH BRIGITTE KALTENBACHER Booking required.  Non Member cost £40 AUGUST 2024 – A VISIT TO THE ALPACA FARM No booking required to visit the farm SEPTEMBER 2024 – FINDON SHEEP FAIR No booking required. No additional cost. Findon sheep fair is the same week as our September meeting, so we’ll be heading there, rather than meeting in the hall  OCTOBER 2024 – TALKS ON ROMAN TEXTILES WEAVING AND THE HISTORY OF KNITTING WITH CAREY FEINER Booking Required. Non Member cost £10 per talk NOVEMBER 2024 – TBC DECEMBER 2024 – CHRISTMAS PARTY! No booking required, any group member welcome. It’s Christmas! Bring a dish along and join us for our ‘Christmas lunch’!

Reach Cambridge

reach cambridge

Cambridge

Since 2005, Reach Cambridge has given thousands of young people from all over the world the opportunity to prepare for the future in a university environment. Based in the historic city of Cambridge, our exciting and varied program comprises academic subject courses, group activities, lectures and excursions. Our team is dedicated to offering our students the international experience of a lifetime within a safe, positive and inspiring community. ‘Every year, we receive wonderful testimonials and feedback from students, parents and teachers about how reliable, enthusiastic, motivated and friendly our staff are. Our team is 100% dedicated to helping young people find their place in the modern world and, in the words of our Latin motto: Sic Itur Ad Astra – “Reach for the stars.”’ Jon McGoh, Founder and Jenny Evans, Managing Director APPLY BEFORE 15TH JANUARY AND SAVE £200 The Reach Team Our experienced and dedicated year round staff team meticulously plans and prepares for our programs throughout the year. Meanwhile our program teams ensure the safe and efficient running of the programs. As well as ensuring the organisation runs smoothly, several members of the year-round team also travel across the globe to visit schools and talk to students and their families about our programs face-to-face. Let us know if you’d like to receive a visit! Program Team Senior Staff Our experienced senior staff work together with our supervisors and teachers to ensure that our students have the opportunity to grow in confidence and enjoy their independence in a safe and supervised environment. They are onsite and on-call to oversee all aspects of the programme; their primary duty is to look after the health and safety of everyone involved, as well as to ensure every student feels welcome, and every program is enriching, inspiring and unforgettable. Academic Staff Our inspiring team of teachers works closely with our Director of Curriculum to provide the highest quality subject courses. Many of our teachers are working or studying at high-level academic institutions such as Cambridge, Oxford or London universities. They usually are Fellows, Professors, researchers or postgraduates and specialists in their field. Here at Reach, our teachers have significant autonomy in creating their courses so that they can utilise their expertise fully. Supervisory Staff Reach Cambridge supervisors live on-site alongside the students and are available 24 hours a day. Many of our supervisors are current undergraduates and are the students’ first point of contact to attend to their questions or concerns. Supervisors run an amazing schedule of daily activities and take part in weekend excursions with the whole community of students. They also look after a dedicated small group of students who live in the accommodation with them. A look inside – Our Academic Courses Accreditation Reach Cambridge is proudly accredited by the British Accreditation Council (BAC) for Independent Further and Higher Education as a Short Course Provider. This is an extract from our most recent interim report – “The senior leadership team is cohesive, collaborative and responsive. Teaching and learning are of a high quality, using highly qualified, experienced and engaging teachers. Programmes are well-designed to offer participants a well-rounded mix of academic and personal development opportunities. Programmes are designed to enable participants to benefit from the wider learning and development that arises from mixing with participants across a wide range of ages and cultures.” Education experts from the BAC inspectorate assessed the institution against our standards during a formal inspection visit. The Inspection team wrote a report for the independent Accreditation Committee who subsequently awarded accreditation, which is valid for four years. The inspection report is available in the Directory and Inspection Reports section on the BAC website, where you can read more about the BAC. Cambridge Cambridge is a prestigious centre of academia and a beautiful place to live and study. The world-famous University of Cambridge is over 800 years old, and has been home to some of the most respected authors, scientists, thinkers, and even royalty. The city boasts some of the country’s finest architecture, art galleries and museums, as well as a vibrant theatre scene. Running through it is the River Cam: colleges glimpsed from the banks of the Backs, students punting along the water, and rowers practicing at high speed, are all part of the Cambridge experience. A Brief History of Cambridge Before the University The Romans were first to build a town in Cambridge, although archaeologists have found evidence of habitation as far back as 1500BC. It was a convenient crossing point for the River Granta now known as the River Cam. Throughout Anglo-Saxon and Norman times, settlements tended to centre on what is now known as Castle Hill‚ for its fortification potential. William the Conqueror was the first to build a castle on the hill and his son, Henry 1st, gave the town its first charter. The oldest structure in Cambridge, St Bene’t’s Church, dates from the 11th Century. The University It was in 1209 that scholars, taking refuge from hostile townsmen in Oxford, settled in Cambridge. Students soon flocked to Cambridge, although in its early years, these were largely clerks or clergymen in holy orders of some sort. It was not until 1284 that the first Cambridge College (of which there are now 31), Peterhouse, was founded. Colleges sprang up in the centuries to follow‚ the result of benefactions from donors including King Henry VIII. The most famous structure in Cambridge – King’s College Chapel – was built by a succession of Kings, starting with Henry VI in 1446 and finishing with Henry VIII in 1515. Cambridge is the top-ranked University in the UK and has produced 118 Nobel laureates and 15 British Prime Ministers. Famous Scholars In 1627, a clergyman by the name of John Harvard entered Cambridge, before emigrating to America in 1638 and founding Harvard University. Numerous other influential scholars have passed through Cambridge: Sir Isaac Newton, Charles Darwin, William Wordsworth, Samuel Taylor Coleridge, Lord Byron and Lord Tennyson, several signatories of the American Declaration of Independence, Bertrand Russell, Ludwig Wittgenstein, F.R. Leavis, John Maynard Keynes, Crick & Watson, Sylvia Plath, Frederick Sanger, Ted Hughes and Stephen Hawking to name but a few! All Reach Cambridge students have the opportunity to live and study in this inspiring environment, walking in the footsteps of great scholars who have changed the way we see the world. Cambridge Gallery APPLY BEFORE 15TH JANUARY AND SAVE £200 Register Your Interest First Name* Surname* Email* Country* Select Country Phone/WhatsappPlease include a country dialling code Which best describes you* Select Inquiry Please sign me up to your online mailer for the latest news and updates Yes CAPTCHA Reach Cambridge Resources Find out more Why Reach? 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Ksenia Belash

ksenia belash

It’s a pleasure to greet you in my virtual home:) Meeting someone for the first time can feel a little awkward. As a way of introduction, let me share a few random and not so random facts about me: I spent a big chunk of my childhood daydreaming, journeying through whimsical worlds, exploring subtle energies and noticing things that other people strangely wouldn’t notice. I wrote my first poem at the age of 6. This is also when I experienced myself as a cloud during my first ever meditation, guided by my grand dad. One of my favourite treasures was a blue crystal ball that my mum brought home from a lab she worked at - it seemed to have come from a different dimension. For a long time, I made myself believe these things were silly and meaningless. These days, I cherish the magical, the whimsical, the weird and believe the sense of WONDER to be a potent medicine for the soul that I am privileged to share with others. Up until the age of 9, if I closed my eyes, I could see people’s emotional states as auras of different colours. I developed my own colour coding system to identify what was going on - it was quite accurate. Unfortunately, I don’t see auras anymore, but I get a lot of subtle information through my body sensations. Whenever I speak to someone, a whole big experience unfolds within me and, over the years, through studies of the nervous system and what not, I have developed a way of making quite a good sense of it. It is a huge resource that I bring into my work with people. I also see images and metaphors that come seemingly out of nowhere and bring insights into things. I am currently 38. Most people assume I am younger and it can feel mischievously delicious to see them acting in alignment with this assumption without breaking the illusion. I currently live in London, am planning to move to Portugal, was born and raised in Russia and my roots are mainly from Ukraine. I speak seven languages and know both the curses and the gifts of not having one single place of belonging. I came to the UK when I was 20 to study hospitality and tourism management…only to realise, a couple of years later, that my heart longs to create and express itself, not manage. So I got my BA, completed my internship in a Central London office and went on to pursue photography and other visual arts for many years to come. It is only recently that I have connected my early interest in hospitality with what I currently do - which hosting spaces where people can really land and feel at home, in connection with their body, soul and spirit. I spent many years of my life in a relationship that felt utterly destructive to my soul. In 2015, I felt desperate and went to see a therapist. I thought this work was useless and nothing would help. In 2016, I went through a painful separation and then divorce. At that time, I was also feeling completely lost professionally. This period felt like the dark night of the soul, but I have eventually managed to come through, with a different understanding of myself, my strength, my needs and things I stand for in this world. What felt like hell, turned out to be the beginning of my healing journey. A BIT ABOUT MY HEALING JOURNEY Having grown up in an environment where emotional depth, sensitivity to nuance, authentic self-expression and creative ways were not exactly appreciated, I know very well what it's like to feel different, misunderstood, not sure where and if I can ever belong. For many, many years, I believed that something was deeply wrong with and broken about me and how I am. No matter how much I tried, how much I pushed to change myself, I struggled to fit into the loud, noisy, rushing, linear, rationality-oriented world that at times didn't make any sense. Like so many other sensitive souls, I have developed my own ways of coping and fitting in - like hiding bits of myself that I deemed ugly, scary or uncool, swallowing my truth, hiding my thoughts and feelings even from myself to the extent of losing any sense of boundaries, disconnecting from my body and intuition, anxiously chasing after the next new thing and external validation, not giving myself any space to breathe and listen to my inner voice. Living like this was painful and at some point became intolerable, so I reached out for help. In the course of my own healing journey, one of the many things I have discovered that the belief that something was fundamentally wrong and broken about me, was just that - a belief, not a curse that determined how I lived my life. I have also discovered that the most healing thing was not this or that tool, modality or approach. It was not even a cognitive understanding of why things happened. What my inner system and the young parts of my psyche deeply needed in order to heal was an attuned relational space, where I was loved for who I was and allowed to go at my own pace and be fully me, with all of my feelings of brokenness, sadness, envy, confusion, darkness, guilt, lostness, anger, heartbreak, as well as joy, excitement, dreaminess, hope and pride and a myriad of other feelings. What my parts needed, were to be seen and consistently met with acceptance, love, warm curiosity, compassion and understanding by another human being. In the process, I have also discovered the power of connecting with my intuitive body wisdom and befriending my nervous system and what is often referred to as somatic intelligence - a resource I never knew was available to me. As a result, rigid ways of being/thinking/reacting that have felt like "just who I am", started to soften, release and transform, while my sense of authentic self, personal power, self-trust, boundaries and capacity to feel and handle difficult emotions, without becoming overwhelmed, has been steadily growing. Offering healing spaces like that and supporting others like myself on their journeys of growth and healing, has become my passion and vocation.

International Federation Of Surgical Colleges

international federation of surgical colleges

London

The International Federation of Surgical Colleges (IFSC) was founded in 1958 in Stockholm, Sweden, with the objective of speaking with a single voice for world surgery on problems of common interest. Founding members consisted of traditional colleges of surgery and surgical societies from the European continent. Official relations with the WHO started in 1960 and since then the IFSC has been a recognised non-state actor (NSA) in formal relations with the WHO. It is also in consultative status with the UN Economic and Social Council (ECOSOC) where it is in a position to advise the UN on surgical matters. The IFSC remains the only organisation representing surgeons that is in special relations with both the UN and the WHO. Over the years the IFSC regularly changed its goals and operational methods as surgical care delivery, education and training changed in world surgery. In 1992 the constitution was changed to focus primarily in supporting surgical expertise in low income countries and in 2003 the constitution was again revised to state the federation’s goal as “the advancement of surgery in developing [sic] countries, especially Africa, promoting education and training, and help with examinations”. In 2007 a Memorandum of Agreement was signed with the College of Surgeons of East, Central and Southern Africa (COSECSA) to support specific educational projects. Similar support has been extended in different formats to the West Africa College of Surgeons (WACS), basic surgical training in Sri Lanka and the Egyptian Surgical Society. About what we Did From 2010 to 2015, under the leadership of Mr Bob Lane, the IFSC has supported the design, ratification and delivery of courses in basic surgical skills, anastomosis workshops, management of surgical emergencies, surgical critical care and in research methodology to a few hundred surgical trainees, other junior doctors, nurses who work in surgery and associate clinicians, predominantly in sub-Saharan Africa, but also in Sri Lanka. Such courses were always developed and delivered on request from affiliated regional or local surgical organisations, and in consultation with ministries of health about local need. In order to easier manage the business of course delivery the IFSC was registered as a charity in England and Wales in 2011. Included in all training courses was Training of Trainers which was essential in order to create sustainability in surgical learning. Large numbers of senior surgeons joined in the teaching of trainees on our courses and were able to continue running courses independently thereafter, which is still happening in certain centres to this day. To support this process teaching material was handed over to local centres or made available electronically. In 2019 and 2021 online courses in research methodology were developed for surgical and anaesthesia trainees in COSECSA and the College of Anaesthetists of East, Central and Southern Africa (CANECSA) respectively, with guidance and support from the Royal College of Surgeons of Ireland (RCSI), a founding member of IFSC. About us, the WHO and Surgical Learning Over the years IFSC worked hard with likeminded groups to support WHO projects in emergency and essential surgery, such as contributing to the book Surgical Care at the District Hospital, the Alliance on Patient Safety, the Global Initiative for Emergency and Essential Surgical Care (GIEESC) and resolution 68.15 at WHA68 in 2015 on “Strengthening Emergency and Essential Surgical Care and Anaesthesia as a Component of Universal Health Coverage”. In 2020-2021 the IFSC contributed to the development of the Learning Strategy of the new WHO Academy with specific focus on improved global preparedness for health emergencies. Members of the IFSC’s executive board continue to play important roles in the Technical Experts Working Group for advising SADC countries on the implementation of National Surgery, Obstetrics and Anaesthesia Plans as part of Universal Health Coverage. In this process the IFSC actively contributes to implementing the WHO’s “3 Billion” Pillars of work for universal health coverage, better protection from health emergencies and people enjoying better health and wellbeing. The IFSC’s focus in delivering these goals remain in advocacy for global surgery, in supporting education and training in especially essential surgery in first level hospitals and in supporting research skills acquisition by all surgeons in especially low and middle income countries (LMICs). In this way IFSC is trying to contribute to the decolonisation of surgical education and research, and to stop the unethical flow of research data from the Global South to rich countries in the North. It has also become clear that the time for designing surgical training courses in rich Western countries (or any HICs) for delivery in LMICs has come to an end. There remains a vast learning need in surgery in the Global South but such learning is directed from surgical educational institutions and experts in LMICs. The IFSC’s role in supporting such learning needs is increasingly to provide and support individual experts from its member organisations who can help deliver or advise on such learning projects. The SARS-CoV 2 pandemic has made it possible to deliver much of such support virtually, saving the expenses and climate impact of frequent air travel. About our Vision As incoming president of IFSC I have therefore stated three goals: To make IFSC more open and democratic, and more representative of surgeons in LMICs. It means reviewing the constitution, re-introducing a president’s council, changing membership criteria, and nomination and voting processes. To give this momentum, at the AGM a new Secretary-General and a new Chair of the Education and Research Committee were elected from Southern Africa institutions. The majority of surgeons in the world are not trained through traditional surgical colleges and IFSC membership should reflect this. Proposals for changes to IFSC structure and processes will be discussed by the Executive Board (EB) in 2022 and presented at the 2022 AGM for a vote. To play our role in decolonising surgical education, training, research and care. It means discouraging the flow of teaching and training material developed in HICs to be taught in LMICs, and stopping the flow of research data and intellectual property from the Global South to rich institutions in the Global North. IFSC will, however, strongly support surgical learning programmes developed in LMICs, as requested, and continue to support our research methodology courses for trainees in COSECSA, CANECSA and elsewhere to help young surgeons and anaesthetists in LMICs have control of their own research data. To support planetary health. Human, animal, plant and climate health are all interlinked. As IFSC helps with training, ongoing learning and support for essential surgery, it is important that such progress does not come at an unnecessary cost to planetary health. This also means being aware of and speaking out about unnecessary planetary health costs of luxury surgical care in high income environments. For this goal IFSC depends on advice from experts outside our organisation. All the above mean that IFSC needs to work differently to support the role of surgeons and surgery in the world, and encourage members not to think in surgical silos, but consider how we can work with other organisations in global surgery and related groups in e.g. anaesthesia, gynaecology and with other expertise, in order to advance surgical care for patients who are most in need. Although membership of IFSC is through surgical colleges and societies, we hope that those colleagues who read this piece will be encouraged to support the work of IFSC through their respective surgical organisations.

Farmer Gow's Education

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.