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2925 Educators providing FEEL courses

Toks Coker, Hands of Light

toks coker, hands of light

She cares for a diverse clientele from all over the world such as royalty, celebrities, entrepreneurs, mothers, property developers, and artists. People are needlessly suffering from anxiety, depression, loneliness, and a variety of ailments that deplete them physically, emotionally, mentally, and spiritually. They feel lost inside them while putting up a mask of bravery, courage, and confidence…….. sometimes they do not even realise they are lost. After many years of caring for and seeing her clients she has come to the great realisation that saying Yes to Life is a choice each person has to make. A journey of a thousand miles begins with the first step. Toks has personally had to deal with the death and loss of her unborn children, partner, family members (mother, father, grandparents, uncles, aunts) and friends. Her life lessons have taught her the importance of self-reflection, honesty, and truth. Toks believes that life is like the vast ocean, looking calm on top, but in turmoil under. Surfing the waves of life is a wonderful challenge of facing your suffering, limiting beliefs, fears, negative emotions, thoughts, behaviour, etc. and transforming them to love, peace, joy, harmony, and happiness. This is what her Yes to Life is all about. When she shares her knowledge and insights she speaks from her vast experience, learnings, and training. Her ability to turn poison to medicine with her insights, wisdom, and mentoring is testimony to who she is at heart. “Toks you are so easy to love.” said a lady after 5 days with her. Happiness is available to everyone – Say Yes to Life.

Caludon Castle School

caludon castle school

0.0(3)

Coventry

We are fortunate to have superb facilities here at Caludon which provide modern and professional learning spaces and resources for every subject. In addition to this, we use digital technology smartly, investing in the creative and transformative potential of the use of IPads and interactive platforms. We know that during the course of our students’ time here at Caludon they will inevitably face personal as well as academic challenges. Our pastoral teams are dedicated to supporting our young people so that they feel safe and happy at school, form good friendships and understand and embody our values of respect, kindness and inclusion. We enjoy the diversity of our school community and, whilst we encourage a pride in being a part of the Caludon Castle School, we also encourage a celebration of what makes us unique and individual. A student’s time at Caludon should be defined by more than attending their lessons. Our students will belong to a House (Devonish, Maddison or Smith) and participate in house competitions and celebrations; they can join clubs and societies to pursue their interests beyond the classroom and they will be encouraged to invest in their leadership skills through our student leadership pathways. Caludon Castle School is fortunate to be part of a successful multi-academy trust with a strong leadership culture for both staff and students. As well as attracting and developing excellent professionals, our school community also has much to share as we collaborate with partner schools realising opportunities to continually learn and grow. Our students will benefit from this outward looking approach through which our own future leaders will no doubt emerge!

Black Mountain Bronze

black mountain bronze

Bronze is contemporary and yet has strong echoes deep within our evolutionary past. The casting of bronze is a raw and elemental process that can be achieved around a campfire with beeswax and clay or in sophisticated foundries using high tech furnaces and technical materials. At the heart of the process is the transformative slight of hand, like fossilisation where one object becomes another under the influence of extreme heat. Organic materials or wax are replaced by bronze in the casting process, via a combination of intention, earth and fire. Finishing and colouring bronze is equally transformative, raw metal through the crude exposure to the weather, seawater or sophisticated of chemical sequences and heat comes to life with rich, lustrous and intense colours. NEW WORKS I love the physicality of sculpture both of the process and the materials. Before setting up my bronze foundry in 2015 I trained and practiced as a ceramic artist. Working wax, is a visceral process; how I feel in the act of creation and my responses to the emerging piece dictate the outcome. I suspend conscious engagement and hold the sense of where something is going for as long as possible without interpretation. I believe that a work of art can offer a mirror to the soul for both the maker and the observer. How we respond to a work tells us something about ourselves. For this reason I am encouraged to explore new areas of work and challenge the viewer to consider their response to all types of work, paying attention to what they like as much as well as what they find uncomfortable.

Touch-type Read and Spell

touch-type read and spell

Chislehurst

TTRS is modular in design and contains 24 levels with 31 modules in each level. A module typically takes a few minutes to complete and we recommend taking 2-3 modules a session. Student success is encouraged by immediate feedback and positive reinforcement. This feedback includes a score that is based on completion rates and accuracy, not speed or time taken. First score – first success The course starts with learning to touch-type, read and spell the vowels – a , e , i , o , u. The audio track accompanies the letters as they appear on screen, reinforcing sound-letter correspondence, which is a crucial skill for sounding out words in reading. The user then receives their first score – and success! Phonics and repetition In the second level, the student is introduced to words grouped by onset, vowel-blend and final consonant. For example – fed, wed, led. This teaches phonics in context and at the same time the student learns the position of the keys using the on-screen hand guides. With repetition, words move from short-term to long-term memory and the skill of typing begins to feel more comfortable. Repetition is also a way of over-learning that can help users with dyslexia overcome working memory and processing difficulties. Multi-sensory approach TTRS takes a multi-sensory approach to repetition learning. Through the multi-sensory approach, a user hears the words spoken through headphones or speakers, sees the words printed on the screen, and is prompted as to which fingers to press via the on-screen keyboard. Finally, through the sense of touch, they type out the words, harnessing muscle memory in the hands and fingers to learn spelling.

University of Chester

university of chester

3.9(217)

Chester

The institution's original buildings were the first in the country to be purpose-built for the professional training of teachers. The first cohort of 10 male student teachers had been taught in temporary premises in Nicholas Street from February 1840, until increasing student numbers led to a move to further temporary accommodation in Bridge Street later that year. The need for a permanent site led the Dean and Chapter of Chester Cathedral to donate land adjacent to Parkgate Road and the new facilities were opened in 1842 for the 50 student teachers and their school pupils. The Parkgate Road Campus has subsequently been developed to accommodate the needs of students and the University still provides higher education in this location and at other sites in the city and beyond. Education qualifications remain significant and are now a fraction of the 420 course combinations on offer. In the 20th Century, the institution steadily expanded its student numbers and the variety and nature of its courses, which range from Animation to Zoo Management. The University of Chester now has over 1,700 staff and some 20,000 students, drawn from the United Kingdom, Europe and further afield, particularly from the United States, India, China, Nigeria, Turkey, Uganda, Pakistan, Ghana, Bangladesh, Qatar, Indonesia, Vietnam, Japan, Sri Lanka and Malaysia. As well as undergraduate and postgraduate degrees, a new range of foundation degrees and apprenticeship degrees combines conventional university study with learning at work. MPhil and PhD qualifications are an established and growing area of activity, with the University gaining the powers to award its own research degrees in 2007. The emphasis is very much on research that has practical benefits both economically and culturally, and the University provides consultancy support across a variety of areas of expertise. Recent projects have included helping to develop England’s first ‘carbon neutral’ village, discovering a vitamin compound which reduces the risk of heart disease and dementia, translating the Bible into British Sign Language, and research into understanding the psychological impact of cancer to improve wellbeing and quality of life for patients and their families. Development of well-respected courses in Health and Social Care, Humanities, Business and Management, Arts and Media, Social Sciences, Science and Engineering, Medicine, Dentistry and Clinical Sciences, and Education and Children’s Services has further extended the University’s work and connections with industry, commerce and the professions. Many millions of pounds are continually invested in the accommodation and resources to enhance the student experience and there is a strong focus on making students feel supported and at home. Recent developments include the addition of two large accommodation blocks (Grosvenor and Sumner Houses) and a significant expansion of the learning resource centre at the Parkgate Road Campus. The Handbridge former Western Command Army HQ, in which Winston Churchill held wartime meetings with international politicians, is now the Queen’s Park Campus and opened for the academic year 2015/16 as a base for the Faculty of Business and Management, educating the leaders of tomorrow. This followed the launch of Thornton Science Park in 2014/15, hosting the UK’s first new Faculty of Science and Engineering in two decades and bringing together teaching and research with business and innovative industry practices on one site.

Live Studio

live studio

Edinburgh

Growing up, I always loved sport and physical exercise, I was up for any challenge, so when I had my first son I presumed I could get back to it right away. Unfortunately, at the time, despite all my physical activity, I had a lack of understanding about the way the body works and repairs itself. I tried to get back into all the activities I had done, and realised that I wasn’t able to do this without pain and discomfort. It just didn’t feel good. After the birth of my second son, I ended up needing a hernia operation. At that point my sister recommended Pilates - that is when everything changed for me. I understood why my body hurt. It was so simple: I wasn’t balanced. It was such a basic concept that I had never really been taught before in all my training. Very quickly, I was able to get back to the activities I loved with little or no pain! Inspired by this new knowledge, I started learning as much as I could. My passion grew the more I learned and I ended up training to become a Pilates Level 2 instructor on the Mat and the Reformer. I had to share what I had learnt with others. I enjoy working with everyone, from experienced practitioners to people trying Pilates for the first time. Recently I have worked with elite sports teams and, having been a high-level sportsperson myself in the past, I am realizing the true potential that there is to help people of all physical abilities make stronger connections with their bodies. The more we understand about our own bodies, the more we can work towards living the most active, healthy and pain free lives that we can.

Jcoss

jcoss

Barnet

Headteacher’s welcome JCoSS is dedicated to the pursuit of academic excellence, and to the full richness of Jewish learning. We provide a high-achieving, aspirational environment: our high quality teaching staff deploy the best in educational practice to ensure our students reach the highest levels of academic attainment. We are relentlessly ambitious for their success, tirelessly seeking to inspire them to outstanding results. At JCoSS we are committed to the success of each child in all that they do. We attach a high value to academic attainment, and we recognise and celebrate personal achievement across every field of endeavour. The JCoSS environment enriches our students with a wealth of opportunities both in and out of the classroom, so that they are well grounded and well rounded, able to achieve their potential in every way. JCoSS represents something unique in Jewish and British education. As a pluralist Jewish school we promote understanding and enquiry, we open minds and we strengthen dialogue. We embrace the entire Jewish community regardless of affiliation or observance, teaching the full range of Jewish beliefs, practices and values. Your child will learn in a way that affirms and enhances his or her faith, background and tradition. We encourage curious minds to ‘think otherwise’. We seek to spark brilliance in all our students and inspire them to become articulate, informed, confident and motivated young people, qualified and equipped for the challenges and opportunities of the 21st century. I feel very privileged to lead this wonderful school. My career has been spent in schools renowned for academic achievement, and I bring experience of overseeing hundreds of successful applications to Oxbridge and other competitive institutions. I am determined that JCoSS students should have every opportunity to achieve the highest standards in all that they do.