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10063 Educators providing Other courses delivered Online

Exceed Worldwide

exceed worldwide

London

Exceed Worldwide, with partners, has established Schools of Prosthetics and Orthotics (P&O) in five countries in Southeast and South Asia – Cambodia, Sri Lanka, Indonesia, the Philippines and Myanmar. With the exception of the Philippines, our Schools train Prosthetist Orthotists to International Society for Prosthetics and Orthotics (ISPO) Category 2 standards. The Philippines School trains students to ISPO Category 1 standard. In addition, our Cambodian School trains P&O technicians. This course has been recommended for ISPO Category 3 accreditation and is awaiting certification. Exceed works closely with ISPO to gain and maintain international accreditation standards and all of our P&O schools work closely with key partners, including government ministries, institutions of third-level education disabled persons’ organisations and other NGOs, to ensure that programme curricula comply with national standards and that graduates of P&O schools are recognised as health care professionals who can be integrated in national health systems. Places at our first, internationally-acclaimed school in Cambodia (established in 1994) are offered to students from other lower and middle income countries and this school will offer a course at ISPO Category 1 level from 2021. DEVELOPING CLINICAL SERVICES Courses at each P&O school focus on theory and practice, with a strong emphasis on practical training in teaching clinics which emphasise the importance of establishing and delivering care to national and international standards. Exceed P&O centres provide high quality, free or very low cost physical rehabilitation services for people with disabilities. ADVOCACY We work at grass roots level with teachers, community leaders and families to encourage understanding of the needs and abilities of children and adults with disabilities and promote their inclusion in local communities and society in general. We also collaborate with national and international resource holders and policy makers, including national governments, ISPO and WHO, to ensure that equal rights and the inclusion of persons with disability is high on the agenda. COMMISSIONING ACTION-BASED RESEARCH Lack of hard data and high quality research on the impact of disability, the needs of people with disabilities and the design, development and assessment of support services is a critical issue. To address this well-documented research and data deficit, Exceed has founded and co-ordinates the Exceed Research Network (ERN), an international research consortium involving universities, NGOs, P&O businesses and eminent social, P&O and engineering researchers and practitioners from these sectors. ERN is a young organisation, but Network partners are already carrying out applied research to address a range of P&O and disability issues. OFFERING COMMUNITY-BASED REHABILITATION Exceed Community-Based Rehabilitation (CBR) activities reflect ISPO and WHO guidelines. Our community teams focus on the identification of people with disabilities who need support, referral for treatment at Exceed centres and follow-up support. This support enables children, young people and adults with disability to access education and training, gain employment or start small businesses. We also work with community projects that directly address poverty and the exclusion of people with disabilities from mainstream development assistance. DEVELOPING NEW APPROACHES TO SERVICE PROVISION 80% of those who need P&O services do not have access to them. Resources are scarce and Exceed believes that the future provision and expansion of P&O services to an adequate level will depend on creative co-operation between governments, the private sector, NGOs and donors to develop new service models. Exceed believes that social enterprise (a business that uses its profits for social impact) will play an important role in this mix and has launched Exceed Social Enterprises as a vehicle to access private wealth to support charitable services.

jonsterckx.co.uk

jonsterckx.co.uk

Tabla Percussion World Music Workshops. Samswara Indian Music, Sitar & Tabla, Stroud, Devon & South West UK Jon Sterckx is a tabla player & innovative percussionist with 30 years experience of working with world percussion & World Music. He studied tabla in UK with Harjinder Singh Matharu and in India with Shivanand Bandhari at the Naadashree Arts Institute in Kumta, Karnataka, and with Kailash Nishad in Benares (Varanasi). Jon has performed twice at TED events, and his performance at TEDxWarwick was selected from over 10,000 TED events globally for inclusion in the TED Global Music Project. Jon plays a range of percussion instruments and has worked across a wide range of musical styles, from Indian classical music and other traditional world music to contemporary experimental & ‘fusion’ styles, theatre & dance collaborations, and his solo multi-percussion Live Sampling / Live Looping performances – Drumscapes. Jon is available for percussion performances, Tabla and percussion tuition in Stroud & Gloucestershire, world rhythm workshops across UK and as a session musician anywhere in the world, through remote recording sessions. Jon has delivered Tabla, World Music, Indian Music & World Rhythm workshops to schools, colleges, universities & festivals for over 20 years. Contact for more information & booking details. Jon is a Tutor and Mentor for South West Music School, an Associate of Wiltshire Music Connects and a partner of Swindon Music Service. He also runs weekly tabla classes in Swindon. Jon has performed with various artists and groups including Indo/Arabic instrumental duo Taaliqa, Fusion group Dhani, Balkan Folktronica duo Arhai and Drumscapes – his unique solo multi-percussion live sampling performances which he has performed at WOMAD, London International Arts Festival, Beautiful Days, Pulse festival, Drum Camp, Tribe of Doris, World Music Workshop Festival and at most of the UK’s main world music festivals & Melas. Jon’s Drumscapes work has also been featured twice by music software company Ableton in the Ableton blog. Jon was a selected performer at the National Celebration of British Asian Live Arts in 2008, and his sitar & tabla duo Samswara were voted ‘Best Group in South West & South Wales’ in the MTM South Asian & Ethnic Minorities Awards 2014. Jon has recorded for Grammy winning composer Christopher Tin on his album ‘The Drop That Contained The Sea’, Grammy nominated producer Arun Shenoy on the track ‘Bliss’, BBC Music Folk Award winners Phil Henry & Hannah Martin album ‘Singing The Bones’ and Americana folk artist ‘Mean’ Mary James amongst many others. Jon has been commissioned by the music creation software company Bandlab to produce content for their platform. Jon has produced sample packs in Bollywood Percussion, Tabla and his own ‘Jon Sterckx Signature’ pack. Tuition &Training: Jon’s tabla tuition began in Cardiff with Harjinder Singh Matharu from Birmingham. Harjinder gave Jon a good solid foundation in tabla playing between 1994 – 1998 as well as the encouragement & inspiration to commit himself seriously to the instrument. In 1994 / 1995, Jon returned to India where he learned from Shivanand Bhandari at the Naadashree Arts Institute in Kumta, Karnataka, India. In 1998 & 1999, Jon returned to India and studied with Kailash Nishad in Benares, (Varanasi) in North India, a city renowned for the study of North Indian (Hindustani) music. In 2000, 2001, 2002, 2003 & 2005 Jon organised performances & workshops for Kailash in the UK, where he delivered workshops in universities & performed Tabla solos at Arts Centres & venues in the South West UK. During these month long visits to the UK, Kailash stayed with Jon in Devon and continued Jon’s tabla tuition. They also gave performances together, with Taaliqa playing the first set & Kailash performing tabla solo in the second. In 2005 they also performed together in a collaborative finale. Jon’s other musical studies include a BA ( Hons ) Music degree from Dartington College of Arts in 2000, where his main subject was in composing music for live performance.

Maren Weege Yoga & Massage

maren weege yoga & massage

0.0(4)

TEACHING: A teacher to me is on the one hand an enabler, someone who assists skilfully in the learning of another without claiming to be anything more than a facilitator. I aim at empowering students to own their experience and process and find their inner teacher. On the other hand, a teacher is someone who through practice, experience and study reached a level of knowledge and understanding which when it is shared enriches someone else's experience. I enjoy sharing what I've learned and keep studying a variety of subjects, practising with my teachers and learning from my students. A central dimension of my teaching is space holding. Holding space is like externalising mindfulness into 3D: creating a space of presence, awareness, trust, clarity, empathy, curiosity, and non-judgment for a person or a group. YOGA: I believe in the power of a yoga practice because - both as practitioner and teacher - I have experienced and witnessed significant shifts in inner as well as outer state and the experience of being alive. Firstly, it is a system that is based on ethical principles. It offers multidimensional practices ranging from movement and postures to concentration, relaxation and meditation all of which promote awareness, healing and training of our physical body, our breathing, our energetic body, our senses, and our mind. There is something for everyone. To connect to ourselves, we need to spend some time with, get to know and begin to accept, respect and love ourselves for who we are. My intention is to teach in a mindful way putting awareness first. The main teaching focus are breath- and heart-centred practices with accompanying movement and postures - yoga from the inside out. There are various studies that prove the positive effects of conscious breathing on psychological and physiological healing and a calmer state of mind. The techniques become tools that serve your personal journey and enrich your life. A yoga class also offers the opportunity to connect with and support each other without words or touch but through sound and breathing. THE FEMALE BODY: Since my first pregnancy yoga teacher training, I have gone on a journey of discovery around topics specifically relevant to the female body experience. It is a fascinating, beautiful and sometimes intense field of work. The intensity comes from the fact that the changes pre- and postnatally on a physiological, mental-emotional, practical and spiritual level can be incredibly challenging yet the mainstream message is to 'just get on with it' and 'to get your body back'. My intention is to bring women together, to hold space for their experience and offer useful practices for their special state of health. To deepen my knowledge around birth and to be able to offer more support for women and supporting men, I took a doula training in 2016. The more I learned, studied and experienced in this field, I realised that there is a lack of awareness around the importance of a healthy pelvic floor for general wellbeing alongside with shame and lack of opportunity to talk about issues like incontinence, prolapse and pain. I am passionate about doing my bit to change this by offering pelvic floor workshops for women. Another reality in a female body is a menstrual cycle and menopause. There is beautiful wisdom to be had when these female life and monthly cycles are embraced. Living as if we didn't have a cycle leads to ongoing underlying stress and a plenitude of health issues. In the era of the #metoo campaign, it is more evident than ever that there is a lot of trauma in women's bodies and hearts. I hold women's circles and half day retreats based in yoga which are a safe place to be and share.

The University of Huddersfield

the university of huddersfield

London

Whatever you aim to do in life, it pays to get a good education. And with high standards of teaching and learning and excellent facilities that's exactly what our students can expect from the University of Huddersfield. Based right in the town centre and at the heart of the local community, we help thousands of people, from school leavers to those returning to education after a gap, achieve their goals each year. Why do nearly 20,000 students choose to study at Huddersfield? Excellence The University of Huddersfield is a growing centre of research and excellence and we always push the boundaries of knowledge. The University of Huddersfield achieved a Gold Teaching Excellence and Student Outcomes Framework (TEF) award in June 2017. This award expired in June 2021 and the scheme is currently being revised. We look forward to being reassessed when the awards are re-opened in 2023. We won the first Global Teaching Excellence Award recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (Higher Education Academy, 2017). Triple proof of teaching excellence; our staff rank in the top three in England for the proportion who hold doctorates, who have higher degrees, and hold teaching qualifications (HESA 2022). So, you’ll learn from some of the best, helping you to be the best. We are joint first in the country for National Teaching Fellowships, which mark the UK’s best lecturers in Higher Education, winning a total of 20 since 2008 (2022 data). We've world-leading applied research groups in biomedical sciences, engineering and physical sciences, social sciences and arts and humanities. The University of Huddersfield became the Times Higher Education University of the Year in November 2013. Judges highlighted the University’s outstanding record for student satisfaction and employability with the University placed in the top ten in the country in both categories. We asked our staff and students why they thought the University of Huddersfield won the University of the Year award. Here's what they said. Employment We have an impressive record for graduate employment, with 96.5% of our undergraduate and 96.6% of postgraduate students in work or further study within fifteen months after graduating (HESA Graduate Outcomes 2019/20, UK domiciled, other activities excluded). The University places a great deal of importance on industry experience and therefore 100% of our undergraduate students have the opportunity to undertake professional work experience during their studies. Enjoyable Since 2008, £156 million has been spent on campus development making sure our students have access to some of the best facilities in the country. Our campus also has a vibrant social scene and we have a very active Students’ Union with more than 110 clubs and societies. Enterprising The University is growing its reputation as a leader in the field of enterprise. In 2012 the University was awarded the prestigious Times Higher Education Entrepreneurial University of the Year and followed this up in 2013 and 2022 when it was awarded a Queen’s Awards for Enterprise: International Trade. Professor Liz Towns-Andrews, 3M Professor of Innovation, also received an individual Queen’s Award for Enterprise Promotion. Then in 2019 our Vice-Chancellor, Professor Bob Cryan, won the Examiner Business Person of the Year award. We have helped a number of graduates to set up their own successful businesses and have a fantastic Enterprise Team who are here to help students get their business ideas off the ground. The Enterprise Hub, housed in the 3M Buckley Innovation Centre, is a great hub for students who wish to set up their own business and provides a great opportunity to network with other students and local businesses.

Leah Forsyth MHFA Instructor

leah forsyth mhfa instructor

As the leading Apprenticeship Training Provider in the UK we are proud to play a key role in Apprenticeship Training across the Electronic Fire & Security sector across the North West and beyond: through a range of mixed delivery methods we have a reach like no other across the whole of England. Our links with individuals, employers and stakeholders are at the very heart of what we do. We aim to strengthen and develop these relationships and the services we offer over the coming five years. The period ahead will have its challenges, but we are starting out from a strong position – positive student feedback, excellent results and a brand new curriculum, combined with our skilled and highly motivated staff and the development of our new training centre into a truly 21st century centre of excellence. We look forward to building on these strengths. Skills for Security is a Grade 2, Good, Ofsted national provider, with a Technical Training Centre in Warrington. We hold direct claims status with two Awarding bodies and a direct contract with the ESFA. We are a part of the British Security Industry Association (BSIA) and a not-for-profit organisation. As the leading Apprenticeship Training Provider in the UK we are proud to play a key role in Apprenticeship Training across the Electronic Fire & Security sector across the North West and beyond: through a range of mixed delivery methods we have a reach like no other across the whole of England. Our links with individuals, employers and stakeholders are at the very heart of what we do. We aim to strengthen and develop these relationships and the services we offer. A nationally renowned centre of excellence for High-Quality Learning, Teaching and Employer Engagement. We work with apprentices, stakeholders and employers to ensure training is designed and delivered to be fit for purpose. Competitions Continuing to be highly successful in competitions & awards locally, regionally and on national platforms through Engineers of Tomorrow and WorldSkills. Continuous Development A strong focus on listening to employer & apprentice voices, ensuring the ongoing and continuous development of the curriculum. Our Centres We are now able to offer fire and security apprenticeship training in across England; Warrington, Birmingham, Oxford, Southport and Watford (opening mid 2022). We also have facilities in Glasgow to cater to our learners in Scotland. These innovative partnerships were developed based on the feedback we received from many of our employers earlier in the year, where it was highlighted that there was a definite need for more training providers across the whole of England. The purpose of these partnerships was to make training more accessible, flexible and affordable for our employers. What we offer Our learning programmes are exclusively tailored for apprentices in the security industry, specifically a niche part of the industry - fire and security emergency alarm systems. We have excellent networks as a specialist provider for Security. We pride ourselves on the excellent quality service which we deliver and hold our products and services in very high regard. Skills for Security work with employers to set National Occupational Standards, improve security skills and professionalism by providing access to training, apprenticeships and security qualifications for people employed in security roles across the UK. We are the preferred apprenticeship training provider in England for the security industry We have over 450 apprentices enrolled throughout England We have a purpose built and fully equipped technical teaching workshop at our Technical Training Centre in Warrington with satellite centres in Southport & Birmingham We are Industry leaders in e-learning accredited training We have fully Qualified Electronic Fire & Security trainers We also offer team leadership and customer service apprenticeships and we also deliver CPD accredited technical training.

IOA Central Branch

ioa central branch

Coventry

The Institute of Acoustics is the UK's professional body for those working in acoustics, noise and vibration. It was formed in 1974 from the amalgamation of the Acoustics Group of the Institute of Physics and the British Acoustical Society (a daughter society of the Institution of Mechanical Engineers). The Institute of Acoustics is a nominated body of the Engineering Council, offering registration at Chartered and Incorporated Engineer levels. The Institute has some 3000 members from a rich diversity of backgrounds, with engineers, scientists, educators, lawyers, occupational hygienists, architects and environmental health officers among their number. This multidisciplinary culture provides a productive environment for cross-fertilisation of ideas and initiatives. The range of interests of members within the world of acoustics is equally wide, embracing such aspects as aerodynamics, architectural acoustics, building acoustics, electroacoustics, engineering dynamics, noise and vibration, hearing, speech, underwater acoustics, together with a variety of environmental aspects. The lively nature of the Institute is demonstrated by the breadth of its learned society programmes. There are three corporate grades of membership, namely Honorary Fellow, Fellow, and Member, and four non-corporate grades of Associate Member, Technician Member, Affiliate, and Student. The Institute is well supported by organisations which have become Sponsor Members and by its Key Sponsors. A recent employment survey shows that of our 3000 members, some 900 are employed in industry, commerce and consultancies, 400 in education and research, and nearly 500 in public authorities. Among the more specialist areas in which acousticians are employed are the audio and hi-fi industry, auditorium and concert hall design, broadcasting, telecommunications, quiet vehicle and product design, sonar system design, human-computer interaction, environmental noise control and health and safety management. The Institute works closely with other professional bodies in related fields, including CIEH, REHIS and IOSH and the Association of Noise Consultants. As one of the smaller professional institutions, the Institute of Acoustics has particular strengths in its learned society programmes and its cohesive role for the subject. There is a club atmosphere in its activities and it is possible for members to maintain personal contacts with colleagues engaged in other related areas of acoustics. There is a high participation rate by members in the conference, subject specialist meetings and regional branch activities of the Institute. The Institute offers members a Continuous Professional Development support scheme, a feature which is becoming increasingly recognised as an essential element in ensuring that professionals can keep up-to-date with rapidly changing technological and regulatory issues. Specialist interests are catered for through specialist groups, and regional activities are promoted by a number of regional branches. The work of the Institute relies heavily, of course, on the voluntary efforts of many members of Council, of its Standing Committees and of the Group and Branch Committees. The Institute publishes a bi-monthly Acoustics Bulletin, containing articles of professional, academic and technical interest and the Institute's Proceedings record the two hundred or more papers presented at our formal meetings each year. An education programme, comprising a Diploma in Acoustics and Noise Control and several Certificate of Competence courses is offered at a number of Centres throughout the UK. The Diploma is also available by tutored distance learning. Through specialist Institute of Acoustics working groups, support is given to the development of legislation in these areas, and there is considerable activity by Institute members in UK, European and International Standards development. The Institute is a founding member of the European Acoustics Association (EAA), a member society of the International Institute of Noise Control Engineering (I-INCE) and a member of the International Commission for Acoustics (ICA)

Ninelands Primary School

ninelands primary school

1NT,

If you're moving into Leeds or want to change schools in Leeds, you need to make a school transfer – often called an in-year application. Moving schools can be a difficult experience for a child. You should always speak to your child's current school before trying to move to see what support they can offer you How to apply for an in-year place We are part of the Leeds coordinated in-year application scheme. This means you can apply for a place online using the Leeds in-year application form at Before you move schools (leeds.gov.uk). You can apply for places at our school and most other Leeds schools at the same time on this form. If you have moved house, please upload evidence of the house move with the online application. You can find out what you need to provide on the above website. We have to offer places by applying our admission policy criteria to your child’s application and we will contact you with our decision about offering you a place. We will tell you our decision no later than 15 school days from when you apply. If we cannot offer you a place, we will write to you to explain the reasons, explain how you can appeal and add your child to our waiting list in case a place becomes free. Our waiting lists are kept until end of each school year. You will need to make a new application if you want to be on the waiting list for the following school year. Appeals If you are not offered a place at the school you requested, you will have the right of appeal. The appeal panel is independent of the school and council and the decision is legally binding. Before you appeal you: should accept any place that you have been offered in case your appeal is not successful should think about why you are appealing and check if it's likely to be successful could read the advice for appealing school places on GOV.UK could get independent advice on making an appeal from a charity Leeds City Council arranges our appeals and you can find the appeal form at School appeals (leeds.gov.uk) If you are applying for a Reception place for September 2023, you need to submit your appeal form by the above deadline to ensure the appeal will be heard before the summer holidays. Appeals for Reception, Year 1 and Year 2 – these classes are limited to 30 pupils per teacher by law. This means that appeals for these places are less likely to be successful. If our school refuses your child a place because of this limit and you want to appeal, you will need to make an infant class size appeal. You can see if your reasons are likely to be successful by reading the Department for Education's information about infant class size appeals. Other appeals - You can appeal because you want your child to attend a particular school. These are successful if the panel agree that the reasons for your appeal outweigh the school's decision not to admit any more children. Wanting your child to go to a school because you think it is the best one in the area is not likely to convince the panel that your child should get a place there Look at the Leeds City Council school admissions video Ninelands Primary School Admissions Policy 2022/2023 Admissions Policy Appendix A - Map of catchment area Admissions Policy Appendiz B - Local Authority supplementary application form 1a Admissions Policy Appendix C - Local Authority supplementaty application form 1b Nursery Application Form 2021/2023 Nursey Application Form 2023/2025 Nursery Admissions Policy 2021/2023 Nursery Admissions Policy 2023/2025

The Surrey School of Reflexology

the surrey school of reflexology

Surrey

Classes are run at The Beeches Baptist Church. Hygeine is important and classes and the venues are Covid aware. Parking available. Please do call or email the school if we can help with any questions regarding courses, reflexology or indeed any other therapies. We are here to advise when we can. Taking registrations now for the next Reflexology Diploma course commencing Autumn 2023. CONGRATULATIONS to ALL our 2021-22 students who have just received their examination results. ALL students gained a Credit or Distinction in their Level 3 Anatomy & Physiology exams and ALL gained either a Credit or Distinction in their Diploma in Reflexology examinations. WELL DONE!! A year of very hard work and dedication, justly rewarded. The Surrey School of Reflexology offers the best in training for those wanting to become a Professional Reflexologist. The Surrey School of Reflexology is an affiliated school of the Professional Reflexology Association. All reflexology courses, including CPD, are accredited with the International Federation of Reflexologists. Previously known as the European School of Healing and Complementary Medicine, we relaunched ourselves twelve years ago and now offer much more of what we are best at – training Reflexologists and providing Postgraduate Workshops and short Courses. Referred to as CPD, these trainings are not only for Reflexologists but all Professionals of Complementary Therapy. Established in 1995, Reflexologists have graduated from our school with our recognised qualification for 27 years and are now working in many different establishments including the NHS, and also in countries around the world. Once qualified from this school you will be able to work as a professional reflexologist in any position offered and in any country where reflexology is legal. The school is run by Nina Pearson who is the Principal. She has been a qualified, practicing, Reflexologist for over 30 years and is a Fellow of the International Federation of Reflexologists, Member of the Professional Reflexology Association, and has been awarded Lifetime Membership to the Association of Reflexologists. All tutors are established practitioners with a wealth of knowledge and experience. Business studies are taught by a qualified Accountant. Our students are encouraged to attain the highest standards as therapists so that they can work with competence and integrity second to none. We also pride ourselves in being able to support the learning of those with Dyslexic tendencies. Our students are all ages and from all walks of life. The teaching of the courses has been designed with this consideration in mind, and so classes and workshop groups are kept small and informal to allow for individual attention and guidance. Learning with us is fun within a safe environment. The Surrey School of Reflexology is based in SUTTON Surrey on the borders with South London, 5 minutes walk from Carshalton Beeches BR station and 15 minutes walk from Sutton BR station. Direct trains from Victoria, London Bridge and Clapham Junction. There are a number of bus routes close by. Free parking easily available in local roads. We are a “NO FUSS” school – the important bit is the quality of teaching and producing confident well-educated therapists; our prospectus is not fancy and a majority of communication with students is done using email. This means that we can keep the costs of our courses and workshops down. NB………….Complementary Therapy is a HANDS-ON profession and it important that your training is also HANDS-ON. Coming to a class with other students not only provides support from your peer group but direct communication with your tutor and of course that all important guidance with practice of the routine and class discussions. After qualifying, your client will look to you for support and class experience then becomes invaluable.