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GuideIn Person
Patchway Dragon Tang Soo Do

patchway dragon tang soo do

Bournemouth

Dragon Tang Soo Do is an Association of friendly family martial arts clubs based predominantly in the South West of England. Tang Soo Do is a traditional Korean martial art which teaches self-defence, fighting skills and weapons, in addition, its many benefits also act as a guide to allow people to live a healthy and harmonious life. Incorporated within the Association is a Japanese based style of martial arts called Wado Ryu. These clubs which are based in Bournemouth joined the Association in 2004 and share our ethos, values and aims. Together we are a strong, united and friendly group of like minded martial artists keen to improve our knowledge and pass on our skills and experience to others. Our clubs cater for people with a wide range of abilities and ages (5 years and above), so whether you want to train to improve your fitness and health, or are keen to learn how to defend yourself, or simply want to find a hobby to relieve stress and make new friends, then we maybe for you! We live in challenging times and nowadays, increasing numbers of people are learning to protect themselves and their families, our martial arts are a very effective tried and tested method of self-defence. However there are many other reasons why men, women and children train with us, our martial art also provides skills such as self-confidence, self-discipline, physical fitness, flexibility, co-ordination and respect, skills that help us all to cope better with the pressures of everyday life. The real benefits of Dragon Tang Soo Do are not the coloured belts you earn, but the positive changes that you will experience, the enhancement of your mind, body and spirit as well as the development of individual character and respect for others. The true goal of Dragon Tang Soo Do is to use the lessons you learn in class to enrich every part of your life. Our Vision The vision of Dragon Tang Soo Do is one where people can practice the Martial Arts in a safe and controlled environment. Dragon Tang Soo Do will strive to retain the important traditional aspects of our style, whilst being adaptable and open to new techniques and ideas. Our Instructors and senior grades will endeavour to provide instruction and guidance in a way that does not prejudice any student and will enhance the development of all, both in and out of the Dojang and Dojo (Training Halls). It is important that people enjoy the learning experience provided by Dragon Tang Soo Do. Goals To develop an individual’s mental and physical health. To build confidence in all who train with us. To have a reputation as an organisation of quality martial artists. To provide scheduled events to support the development of all. To set and maintain high standards. To build healthy relationships with other martial art organisations, in the interest of sharing best practices and continually developing the level of knowledge of the instructors and senior members. To maintain a balance between organisational cost effectiveness and the cost to the practitioner. To provide a challenging, fun environment that keeps the safety of all in mind. Diversity Every single person counts and everyone has a justifiable expectation to be treated with dignity and respect. That’s why through our ‘vision and goals’ the Directors, Masters and Instructors of Dragon Tang Soo Do are committed to ensuring that our Association respects and celebrates diversity and that all members are helped and encouraged to reach their full potential. Central to this we accept that we are all different and believe that everyone should be treated in an honest, fair and transparent manner in which their individuality should be celebrated and not used as a possible means of discrimination or barrier to achievement. If you feel there is anything more we can do to improve the way we treat our students then please speak to an Instructor, Master, Director or Master Thomas our Diversity Lead. History of Tang Soo Do The very first evidence of this ancient form of Korean martial arts appeared during the Three Kingdom era (57 BC-935 AD) as Hwa Rang Do. Since then, 2,000 years have passed. The indigenous martial arts quietly developed through generations of the Korean people. During some eras it flourished and other times it diminished, according to the political, economic or cultural environment. The art was known by various names throughout the eras, such as Hwa-Rang Do, Kyuck Too Ki, Moo Sul, Soo Bahk Ki, Soo Byuck Ki, and others. Following 1945 Korean independence, the Korean martial arts were again merged and flourished throughout the entire Korean Peninsula. Many organisations were founded with various names such as Soo Bahk Do, Tang Soo Do, Tae Soo Do, etc… At the beginning of the modern era of the Korean martial arts, Tang Soo Do was the most popular term for these arts. However, at that time, the Korean political leader was concerned about establishing Korean value based on Korean nationalism. The political leaders recognized the popularity of Korean martial arts around the world, but were opposed to the use of the name Tang Soo Do for the art, as it sounded like a Chinese martial art, because the first word “Tang” could be interpreted as representing the Chinese Tang Dynasty (617-907 AD). In 1964, a government sponsored small group created a new name for the Korean martial arts: Tae Kwon Do. We still respect the original term, Tang Soo Do, and intend to preserve its heritage and value as a traditional way or path. Unfortunately, many Tae Kwon Do instructors did not maintain the traditional values of the true martial arts. Instead, they converted to a sport as they have progressed to the internationally recognized sports arenas such as the Olympic games. This was considered to be a great political achievement, to bring strength and prominence to the Korean government in International politics. True Martial Arts lovers had no place within these Tae Kwon Do dojangs (Training Halls) to continue to pursue traditional martial arts because they abandoned many valuable aspects of true Martial Arts to become a simple competitive sport. We, as Tang Soo Do practitioners are striving to maintain traditional values of respect, dicipline, self control, self improvement, etiquette and ultimately live a healthy and harmonious life, physically and mentally. History of Wado Ryu It would be very difficult to trace the original roots of karate back to their inception, however it is believed that the Okinawan Islands off the Japanese coast were the birth place of the art practiced across the world today. Despite the strong links to Japan, the original name was “Chinese hand" or "Tang hand" which during the early part of the 1900s, the Japanese changed to Kara-te “open” or “empty hand” Wado Ryu is one of the four most popular karate styles practiced today, in comparison with others, it is relatively modern with the founder Hironori Ohtsuka, who had studied other forms of martial arts previously, introducing Wado Ryu in Tokyo around the mid 1930s. It wasn’t until 1965 that it was introduced to the United Kingdom by Tatsuo Suzuki. Our Clubs in Bournemouth have been operating since 1992 and we work hard to maintain the traditions and techniques as outlined by the Founder.

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Lenticular Futures

lenticular futures

Manchester

We're transforming psychotherapy and counselling in three ways: We are re-thinking all therapeutic theory to situate the individual in wider contexts and systems. We ask how everything is connected, by whom and with what consequences! Join us in decolonising, depathologising and ecologising practice, theory and research We can help therapists and training institutes develop future oriented technological competence for more accessible practice. Why is that important? There is a need to decolonise and depathologise the theory and practice of psychotherapy and counselling. We need to understand the problems of the individual as situated in a world which is socially, culturally and economically unbalanced. And we need to have ways of recognising and working with people's complex intersectional community memberships, experiences and talents in therapy. Why now? We are living in a panmorphic crisis (Simon 2021). It's a good time to read the writing on the wall and take action. We can do this by making decolonising and depathologising theory and practice, by responding with EcoSystemic ways of working, by critically engaging with accessible and future oriented technological possibilities. What work do we do? The key areas of our work are Training - Research - Consultancy. We run workshops and seminars to create and support decolonised, depathologised and ecosystemic ways of working. We host conferences on social issues affecting psychotherapy and counselling practice and training. We introduce psychotherapists and their training organisations to new technologies and intramediality to help make learning and assessment more accessible and culturally relevant. We produce research reports on future technology for therapy; neurodiverse therapy; therapeutic space; ecosystemic therapy; indigenous knowing and practice in therapy; new ways of training and assessing counselling and psychotherapy trainees; more... We consult to training organisations and professional membership bodies to help them improve the experience and success of trainees from diverse communities We run leadership and organisational development groups for leaders and managers who are developing inclusive therapeutic services What kind of organisation is Lenticular Futures? We are becoming a Community Interest Company. That means we are a Not For Profit and all proceeds from work support free or low cost projects and research within the organisation. How do we fund this work? We charge for workshops, conferences and seminars we host. We apply for funding. We welcome donations for specific projects or in general What does Lenticular mean? Lenticular Futures is a term borrowed from a paper by Professor Wanda Pillow (link). It's a prompt to hold in mind past, present and future when you meet people or see something. It's an invitation to notice the neurotypical, heteronormative, eurocentric lenses we have been taught to look through and check who-what we are including and who-what we are excluding. It comes from noticing what Wanda calls a "whiteout" in academic and professional literature of Global Majority contributors. This is an era for new curricula and making new theory and practice. Our professions can easily lead changes in the balance of power and develop more user friendly ways of working. What are our philosophical objectives? To theorise and interrogate fundamental taken for granteds in the cultural bias of theory and practice. To develop a lenticular ideology of psychotherapy and counselling which integrates and is led by decolonising, depathologising, ecosystemic, contextual influences of planet and co-inhabitants. To redress the exclusion of knowledge from oppressed population groups. To support therapeutic practices which are generated from within communities. To understand and address systemic influences of capitalism on wellbeing. To critically work with the socio-techno world in which we live. To get that systemic understanding of the world is an overarching metatheory for all our modalities. To decolonise means not having a disordered attachment to theories of disorder. Who are we? The co-founders are experienced psychotherapists and organisational consultants. We bring a vast amount of experience in systemic thinking about organisations, culture, therapy and counselling training, research and management. We also know how to create initiatives from within the margins. The co-founders are Dr Julia Jude, Dr Gail Simon, Rukiya Jemmott, Dr Leah Salter, Kiri Summers, Dr Liz Day, Dr Birgitte Pedersen, Anne Bennett, Naz Nizami, Dr Francisco Urbistondo Cano and Amanda Middleton. Forthcoming events Lenticular Futures: Crafting Practices beyond this Unravelled World FLIP@Brathay 2nd & 3rd May 2022 https://lf2022.eventbrite.co.uk Indigenous and Decolonising Knowledge and Practice Decolonising Therapeutic Practice read-watch-listen-make groups Future Tech to improve experiences for people doing therapy and in therapy training EcoSystemic Return Reading Seminars Professional Wellbeing events Walking and Outdoors Therapy Creating Decolonised Participatory Groups Systemic Practice and Autism Conference Writing Performance as Research Film, podcast, documentary making with people doing training and therapy Watch this page and our Eventbrite page - : - : - : - : - : - : - : - : - : - : - : - : - : - : - Therapy in a Panmorphic World This era of panmorphic crisis requires urgent, creative, ethics-led responses. Most of the professional theories we live by came into being without their ideological foundations being questioned. We cannot take a step further in this world without a commitment to developing awareness of parallel, criss-crossing, multidimensional, transtemporal, transcultural, transmaterial elements of living – and how they interact. No Meaning Without Context The key systemic value of understanding context is paramount to inquiry, to understanding what is happening and how to move as a relational, situated participant-player. But the contexts in play are often hidden, erased, elusive or remote, and it can be plain hard to see-feel-understand the knowledges and experiences specific to other places, people or disciplines. The Individual Is Not The Problem The psych professions confuse this further through the decontextualising practices of individualising and pathologising explanation of why some people see some things one way and not another. Furthermore, the social construction of truth is a debate that transcends academia and has been put to work by political agendas to foster an era of mistrust of truth. People are now aware that “truth” can be put to work for objectives other than the common good. This undermines social justice issues and what counts as information. Voices from within a community, from within lived experience are undermined by voices from without of those contexts often without a critique of power relations. A Fresh Look at Training Counsellors and "Psycho"therapists We cannot train relational practitioners in aboutness-withoutness ways of thinking. It separates people from place and history, and it creates colonisers and pathologisers whose practices become policy and influence the majority’s “common sense”. Opportunities for other kinds of learning are lost. The first language of the psycho professions of “talking therapy”, whatever its modality, is excluding of other ways of moving on safely and creatively together. The psychotherapies are playing catch-up in how people use technology to communicate in their everyday lives. A Paradigm Shift for Therapy and Counselling The Black Lives Matter movement offers a choice. It can be treated as a passing protest or a cultural shift. This organisation chooses to take the position that no-one should choose to be unchanged by Black Lives Matter. The question is how to be changed in ways that will contribute to a better world? This is more than a matter of equal rights. It is about safety now, it is about heritage, rich, stolen, re-interpreted, it is about past, present and future being held in mind, all the time. Professional practice needs to scrutinise its theoretical heritage with its hidden ideological assumptions to study and guide our ways forward into a new era, to meet change with culturally appropriate language, local knowledges, and ways of being and imagining.

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Act Fast Nl

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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By EnergyEdge - Training for a Sustainable Energy Future

Enhance your expertise in completion design with EnergyEdge's comprehensive classroom training. Join now and gain valuable insights!

Completion Design
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13th April FREE YIN YOGA AND MEDITATION

5.0(43)

By Art and Spirituality CIC

RELAX YIN & MEDITATION is a serene and restorative class designed to harmonize the body, mind, and spirit through gentle Yin Yoga poses and guided meditation Benefits: Promotes deep relaxation and stress reduction. Enhances self-awareness and emotional balance. Improves flexibility and releases physical tension. Supports energy flow and chakra alignment for holistic well-being. This class is ideal for individuals seeking a gentle, introspective practice to unwind and reconnect with their inner selves. No prior experience in yoga or meditation is necessary—everyone is welcome. This class is spondsored by the Lottery Community Fund, Awards for All. By attending this class you release the teacher, Giada Gaslini and Art and Spirituality Cic, from any liability arising out of any personal injuries, emotional or physical release, death, expectations of results, theft in the venue or damages that may happen to people and objects while attending.

13th April FREE YIN YOGA AND MEDITATION
Delivered In-Person in Edinburgh
FREE
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