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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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international university of japan

International University of Japan (IUJ) was founded in 1982, with the extensive support of Japan’s industrial, educational and local communities, to train professionals who can actively make contributions to the international society with a high level of interdisciplinary and specialized knowledge. As the nature of IUJ is very different from other Japanese graduate schools that mainly nurture scholars for academia, before stipulating its founding principles, IUJ was extensively discussed at the IUJ Advisory Committee, comprising eminent persons from industry and educational society, and at the Drafting Committee. The following is the Founding Principles of IUJ that have been made effective with the approval of the Board of Trustees Meeting. Aims of the school The International University of Japan is a private post graduate institution founded with the extensive support of Japan’s industrial, financial and educational circles and of administrative in the area where it was established. Its administrative policy, based on a spirit of progressive internationalism, is open and autonomous. The graduate school of the International University of Japan is a new professional school whose primary purpose is to educate capable young men and women and develop in them a high level of interdisciplinary and specialized knowledge which they can put to practical use in the international arena. Characteristics of the school Reflecting the above aims, teaching and research in the graduate School are, as a matter of Principle, interdisciplinary and are characterized by the comprehensive integration of area studies with the study of international relations and international management. In order to develop in its students a high level of specialized knowledge, the graduate school aims to foster originality in both teaching methods and in the organization of its curriculum and also to respond to social needs through extensive research activities. Instruction in the graduate School will as a general rule be conducted in English with a view to educating talented men and women whose skills will be applicable throughout international society. One of the fundamental aims of the founding of the graduate School is to encourage the enrollment of college graduates who have had previous business experience. The School opens its doors widely and welcomes persons with a wide variety of back grounds and specialties, both from Japan and abroad, in the hope that their practical knowledge will be further broadened and reinforced through friendship and interaction with other students. To effectively implement the above stated aims, students will as a rule reside in dormitories so that by living together young people of different nationalities and with different backgrounds can be stimulated by each other’s world views and awareness of critical issues and learn to work together. It is hoped that the graduates of the university will promote a high level of mutual understanding and international friendship on the basic of the personal relationships and trust developed during their student days. The Graduate School has searched widely for distinguished scholars from Japan and abroad, who are experts in their fields, to create a truly international faculty, which will have a strong formative influence on the students by maintaining close contact with them not only in the classroom but outside of it in the opportunities offered for interaction with the local community so that the students’ learning experiences can be both varied and meaningful. IUJ Mission and Objectives The objectives of IUJ are to: Teach and conduct research in academic theory and applications necessary for practical solutions of issues facing international society and international businesses, and Foster global leaders who have a high level of professional knowledge and skills with deep understanding of and respect for different cultures, thereby contributing to the development of international society. Mission and Objectives of Graduate Schools GSIR’s Mission GSIR is dedicated to developing professionals by educating students towards acquiring a long-term vision of the rapidly changing world, appreciating diverse perspectives in global and local contexts, and enhancing their analytical skills and problem-solving capabilities in a wide range of contemporary international affairs. GSIR also encourages academic research conducive to the development of its faculty’s teaching and supervision as well as student’s capability in the fields of international relations, international development and international peace studies, utilizing the experiences of Japan and the Asia-Pacific region. All programs are conducted in English. GSIM’s Mission The Graduate School of International Management (GSIM) is dedicated to developing “wise” (i.e., socially responsible) individuals for global business and social leadership, with an emphasis on serving the emerging countries. The two key components of GSIM mission are nurturing Social Responsibility (SR) and Global Business (GB), which the school aims to achieve and operationalize through its innovative policies, recruitment strategies, placement efforts, teaching, research, and service strategies. SR in GSIM mission derives from its belief that GSIM and its graduates should not only be compelled by financial benefits but also by their sense of duty to social causes. At GSIM, we mainly focus on the following aims in SR: To enhance the social responsibility policies of GSIM stakeholders, including Japanese corporations, Japanese government organizations, and local community To educate students to be socially responsible leaders, stressing the need of students from emerging countries in Asia and Africa. GB focuses on the needs surrounding all the constituencies that GSIM serves. For students and faculty, it is vital to keep abreast of the ever-changing dynamics of global business, supported by solid theoretical and practical bases, in order to advance their own careers and professionalism. For other stakeholders, which include Japanese corporations and government organizations, it is vital that GSIM nurtures students who can blend their business objectives with a sense of social leadership because such organizations expect this balanced outcome. At GSIM, we mainly focus on the following aims in GB: To instill global mindedness in students, including those from emerging countries in Asia and Africa. To help students understand the business and cultures of other countries and serve their home countries by contributing to their development, following graduation To help Japanese corporations, Japanese government organizations, local SMEs, and other stakeholders (e.g. foreign entities operating in Japan) to become globalized with a sense of social responsibility GSIM’s Vision To be the premier business school with a world-wide reputation that develops future leaders with social awareness who understand both Japan and emerging countries in Asia and Africa. GSIM’s Values Derived from the GSIM mission statement, the following are its notable values. INCLUSIVENESS (AND MULTICULTURAL AWARENESS) Our students are educated to be capable of being sensitive and skillful in reaching common objectives with people from various cultural backgrounds. GLOBAL MINDEDNESS Our students are trained in such a way that they can cope with any competitive environment on the global business stage. SOCIAL RESPONSIBILITY Our students are educated (1) to influence the activities of other individuals or the group to which he/she belongs to and (2) take wise and socially responsible decisions. ETHICAL INTEGRITY AND PROFESSIONALISM Our students are inculcated to be aware that in businesses moral and ethical conduct is essential. The students master business fundamentals necessary to become truly competent professionals.

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school of dialogue

London

Arabella Tresilian MAHons PGCE FRSA Dialogue Facilitator, Mediator & Conflict Coach: Mediation, fully-accredited by the Centre for Effective Dispute Resolution (CEDR) Dispute resolution for Employment, Workplace, Civil, Commercial & Community cases Specialist in health and social care, including mental health, autism & disabilities Download a copy of my one-page profile here: Arabella Tresilian Mediator Profile Overview ‘Arabella Tresilian is a CEDR-accredited mediator, and a conflict resolution trainer, specialising in facilitating dispute resolution and employee wellbeing in the public sector. She has twenty years’ experience as a management consultant, leader and educator, and set up the School of Dialogue to teach conflict resolution skills. Arabella mediates independently and on behalf of the Medical Mediation Foundation, Resolve West and other panels where she specialises in lending her ‘expertise by experience’ in the fields of mental health and neurodiversity. Arabella’s 70+ case history since 2016 include mediations in the fields of Judicial Review, Court of Protection, Mental Health Act, Mental Capacity Act, Local Government, workplace, employment, community and public sector dispute resolution.’ I am an independent consultant specialising in dialogue facilitation, conflict resolution and partnership-building. My business development experience, studies in educational leadership and experience in dispute resolution combine effectively to allow me to support organisations, employees, families and individuals in finding win-win resolutions within complex scenarios. I have 20 years experience working in a strategic capacity for public, private and third sector organisations in the UK and overseas, and I have specialist consulting experience in the fields of sustainability, education and health/social care. I have also taught and managed at secondary level internationally and in the independent sector in the UK, and founded/directed a theatre company devoted to promoting the understanding of mental health and social exclusion. I am a CEDR-Accredited Mediator qualified to undertake employment, workplace, commercial, civil and community mediation. In 2017 I became a CEDR Associate with the Centre for Effective Dispute Resolution (CEDR), joining their world-renowned training faculty. In the community setting, I am a Certificated Mediator with Resolve West (previously Bristol Mediation) resolving neighbour disputes and hate crime cases. I am also the cofounder of Equisphere Employability and a workplace mental health trainer for Bath Mind. In the healthcare setting, I am a mediator, trainer and conflict coach with the Medical Mediation Foundation. I am a Quality Improvement Coach with the Q Community (NHS Improvement & Health Foundation) and a Public & Patient Involvement advisor for the National Institute of Health Research (NIHR). I am a Member of End of Life Doula UK and have undertaken Advance Care Planning training with Living Well Dying Well. I am also a qualified Mental Health First Aid Instructor training groups to become Mental Health First Aiders in their contexts. I am a member of the Civil Mediation Council as a Member of the Association of South West Mediators. I abide by the European Code of Conduct for Mediators. I have DBS clearance and am fully insured as a mediator, trainer,educator, mentor and coach. Professional Experience & Skills Overview Facilitation and Organisational Dialogue Strategic development and team coaching in the workplace Communications and engagement for public-facing organisations Design and delivery of multi-organisational commercial partnerships Stakeholder engagement for effective policy development Conflict Intervention and Negotiation Interpersonal mediation and conflict resolution for workplace contexts Conflict coaching and mediation for highly-escalated community conflicts Brokerage of interorganisational partnerships for socio-economic benefit Leadership Design / delivery of Leadership Skills for Employability training for University of Bath Postgraduate certificate in Educational Leadership & Management (2011) Founder of three social enterprises and experienced team leader and manager International Competence Partnerships negotiator for European Green Capital 2015 Merger & Acquisition consultancy – UK/Spain Educator in vocational, business and enterprise skills – Coimbatore, India Training and Coaching Experienced teacher, trainer, mentor and coach specialising in communication Mentor to young leaders in enterprise on Future Talent programme Mental Health First Aider and specialist trainer in mental health with Mind Charity My style and my specialisms I came to the practice of Conflict Resolution and Mediation through two distinct routes. One was through doing management consulting in the public and private sectors, and coming to understand just how much stress, inefficiency and sadness arises from communication and conflict difficulties in the workplace. The other route was through being a patient, a parent of children with disabilities and a family carer, and witnessing how difficult it can be to make plans for the future when the present involves difficult discussions and many people. So I specialise in making sure that people feel comfortable with the process they undertake with me, and that it leads them towards feeling comfortable and confident about their future. I aim to be thoroughly supportive, reassuring and encouraging at all times. My professional work and personal experience in health and social care mean that I am particularly experienced in supporting people who are living with any form of illness, disability, mental health condition or life-limiting condition. I have particular personal experience of working with people who are deaf or hearing impaired, on the autism spectrum, experiencing mental illness and living with dementia or stroke. Why I love being a mediator I came to mediation through a confluence of circumstances which made me think, ‘There must be a better way for people to deal with their difficulties than to threaten legal action, or refuse to engage in communication at all!’ I realised that a great deal of my management consultancy work was really… conflict resolution. It gave me such pleasure and relief when long-held rifts within and between teams melted away after some good, authentic communication. This piqued my interest to find out more about the art of conflict resolution, and I did my first certificated training, and started practising as a community mediator. Later I qualified as a civil and employment mediator, and have been mediating ever since. It’s astonishing to witness people’s lives turn from a turmoil of distressing, intractable ‘stuckness’, to a new phase in which, for example, neighbours can conceive of greeting each other again; or work colleagues re-establish trust between each other after maybe years of mistrust, stress and non-communication. Mediation takes empathy, patience and persistence, and it is a skill I will develop and hone endlessly over years to come, but its core aspect is a belief that people really can find peace again, given the right support and a safe space to explore options for settling differences. Facilitating such processes is a real honour. Nothing beats the sight of former disputants smiling, shaking hands, or even (more often than you would think) hugging, at the end of a mediation.

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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? Useful Info FAQs Our Staff Blog Contact Us Apply Today Tasters Download Brochure Login Jobs Scholarship Sitemap © Copyright Reach Cambridge Ltd. All rights reserved. Reach Cambridge is not affiliated to the University of Cambridge or its constituent colleges. Privacy Policy - Terms & Conditions - Legal Disclaimers

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wrexham foyer

Denbighshire,

In this document the expression ‘we’ refers to, ClwydAlyn Housing Limited, Tir Tai Limited, PenArian Limited and Tai Elwy Limited, that provides housing and related services across North Wales. Each entity is the controller of its own personal data although data may be processed by other Group members on its behalf This privacy notice sets out how ClwydAlyn collects and uses information about you. Please read this privacy notice carefully to understand how we will use your personal information. If you have any questions or queries in relation to this privacy notice, you can contact our Data Protection Officer at: datacontroller@clwydalyn.co.uk 72 Ffordd William Morgan, St Asaph Business Park, St Asaph, Denbighshire, LL17 0JD 0800 1835757 (freephone from a landline) or 01745 536800 This privacy notice explains: What information we may collect about you How we use your information Contacting you Sharing your information Our legal basis for collecting, holding and using your information Security and storage of your information Your rights 1.What information we may collect about you The information we collect about you depends on why we are dealing with you. For example, if you make a housing application or become one of our tenants, we will need more information from you than if you are merely making an enquiry. We may collect the information about you in the following circumstances: If you call our Contact Centre When you call our contact centre we collect Calling Line Identification (CLI) information. We use this information to help improve its efficiency and effectiveness. We record calls for training and monitoring purposes. Additionally, our call handlers will make a record of your call in order to manage your query. We may need to share information with other organisations within or outside ClwydAlyn in order to respond to your call, for example so that we can organise maintenance or repairs or other support. We will usually tell you if it is necessary for us to pass information on to other organisations. If you email us Any email sent to us, including any attachments, may be monitored and used by us for reasons of security and for monitoring compliance with office policy. Email monitoring or blocking software may also be used. Please be aware that you have a responsibility to ensure that any email you send to us is within the bounds of the law. If you make a complaint to us When we receive a complaint from a person we make up a file containing the details of the complaint. This normally contains the identity of the complainant and any other individuals involved in the complaint. We will only use the personal information we collect to process the complaint and to check on the level of service we provide. If a complainant doesn’t want information identifying him or her to be disclosed to any person that the complaint is about, we will try to respect that. However, it may not be possible to handle a complaint on an anonymous basis. Similarly, where enquiries are submitted to us we will only use the information supplied to us to deal with the enquiry and any subsequent issues and to check on the level of service we provide. If you use our services We hold the details of the people who request and use our services so that we can provide these services and for other closely related purposes. For example, we use information about our service users to develop and improve our services and to make sure we are delivering services to different groups fairly. If you apply for housing or become a tenant, there is certain information that we require in order to process your application and manage your tenancy. If you do not provide us with this information, we will not be able to progress your application. When you visit our websites We automatically collect certain information when you visit one of our websites. Please see Use of Cookies below for more information about this. When you use our customer portal, you are able to view information held in our housing management system, including personal details, account statements, tenancy information, repair history and pay your rent / service charges. Please note that we use a third party provider, Verseone to support our customer portal. Information we receive from others We work closely with other organisations, such as local councils, police forces, voluntary sector organisations, other housing providers and our contractors, and we may receive information about you from them. If you visit our premises We may ask you to sign in and out if you visit staff or residents at our premises. Access is controlled for the purposes of building and occupant security. Access is recorded to assist with fire and other evacuation procedures. Furthermore, your image may be captured on CCTV to monitor and collect visual images for the purpose of security and the prevention and detection of crime. If you use our Wi-Fi or computer to access our IT systems, access and activity may be monitored to prevent misuse of Group property, according to our IS Corporate policies. Job applicants When individuals apply to work for us, we will only use the information they supply to us to process their application and to monitor recruitment statistics. Where we want to disclose information to a third party, for example where we want to take up a reference or obtain a ‘disclosure’ from the Criminal Records Bureau we will not do so without informing them beforehand unless the disclosure is required by law. Personal information about unsuccessful candidates will be held for 12 months after the recruitment exercise has been completed; it will then be destroyed or deleted. We retain de-personalised statistical information about applicants to help inform our recruitment activities, but no individuals are identifiable from that data. Once a person has taken up employment with us, we will compile a file relating to their employment. The information contained in this will be kept secure and will only be used for purposes directly relevant to that person’s employment. Once their employment with us has ended, we will retain the file in accordance with the requirements of our retention schedule and then delete it. If you are a member of one of our Boards, Committees or Panels We may ask for personal details for managing and statistical purposes. 2.How we use your information We process your personal information primarily in connection with managing our housing services. If you are a tenant, this includes managing your tenancy and dealing with any applications, queries or complaints that you make. Examples of how we use your information include: to confirm your identity to assess your suitability to access any of our services to manage your tenancy, care or support to ensure our properties are appropriately maintained and in accordance with legal obligations, such as periodic gas safety checks to notify you about important changes to our services to let you know about other relevant services, both ours and those of other parties whose products and services we have agreed should be made available to you (see the section below on 'Contacting you' for more information about this) to update and correct our records to carry out statistical and market analyses, including benchmarking exercises, to enable us to understand you better and improve our services, and in accordance with our operating Regulations to develop, test and improve our systems to ensure that content of our website is presented in the most effective manner for you and for your computer to administer our website and for internal operations, including troubleshooting, data analysis, testing, research, statistical and survey purposes to comply with other legal obligations, such as Health and Safety laws or safeguarding vulnerable people We may combine information we receive from other sources with information you give to us for the purposes set out above (depending on the types of information we receive). 3.Contacting you We will use your contact information to send you important information via letters, emails, text messages, or otherwise to telephone you. We may record telephone calls for security and training purposes. We may use the information we hold about you in order to provide you with information about our services which we feel may interest you. You can opt out of receiving marketing communications at any time, although please note that we will continue to send you important messages about your tenancy. If you have changed your mind about being contacted for marketing purposes, please contact our Customer Services Team on 0800 1835757 (freephone from a landline) or 01745 536800 to update your preferences. 4.Sharing your information We do not sell your information to any third party, but in certain limited circumstances we may disclose your personal information to: any member of our group, which means our subsidiaries, our ultimate holding company and its subsidiaries, as defined in section 736 of the UK Companies Act 1985; and/or other third parties in the following circumstances: if we are under a duty to disclose or share your personal data in order to comply with any legal obligation; in order to enforce or apply our terms and conditions and other agreements; to protect the rights, property, or safety of ClwydAlyn, our customers, or others; to investigate or prevent a crime. This includes exchanging information with other companies and organisations for the purposes of fraud protection and credit risk reduction; to obtain any professional advice; and/or with your consent. 5.Our legal basis for collecting, holding and using your information Data protection law sets out various lawful legal bases (or ‘conditions’) which allow us to collect, hold and use your personal information: Where you have entered into a contract or contracts with us, we may need to use your information to provide you with our services. An example of this is where you have a tenancy with us. Where we are under a legal obligation which requires us to process your personal information. For example, notifications of Health and Safety incidents. We will sometimes use your personal information based upon your consent. We will always tell you where this is the case and ask you to agree before we process your information. An example of using your personal information with your consent is publishing your image as part of a photograph on our website. Finally, sometimes it is necessary to process your personal information for the purposes of our own legitimate interests. We will only do so where these interests are not overridden by the interests and fundamental rights or the freedoms of the individuals concerned. An example of this is when we may contact you about your experience of contacting our Customer Services Team or a recent repair to your property. Data protection law recognises certain "special categories" of personal information, which is information revealing racial or ethnic origin, political opinions, religious or philosophical beliefs, trade union membership, genetic information, biometric information for uniquely identifying a person, information concerning health, and information concerning a person's sex life or sexual orientation. Information about criminal offences and records is placed in a similar category. These special categories of personal information are considered particularly sensitive and so we will only collect and use this information where you have given us your explicit consent or where we consider it necessary to do so. 6.Security and storage of your personal information The information about you that we collect may be transferred to, and stored at, a destination outside the European Economic Area (EEA). It may also be processed by staff operating outside the EEA who work for one of our suppliers. We will take all steps reasonably necessary to ensure that your data is treated securely and in accordance with this privacy policy. We will generally keep personal information about you no longer than is needed for as per our Retention Policy. 7.Your rights You have the right to request from us access to your own personal information. This is sometimes known as a 'subject access request'. You also have the right to ask us not to process your personal data for direct marketing purposes. We will tell you if we intend to use your data for this purpose or if we intend to disclose your information to any third party for this purpose. You can exercise your right to prevent such processing by checking certain boxes on the forms we use to collect your data or by contacting our Customer Services Team on 0800 1835757 (freephone from a landline) or 01745 536800. From 25 May 2018, you will have additional rights to request from us: That any inaccurate information we hold about you is corrected That your information is deleted That we stop using your personal information for certain purposes That your information is provided to you in a portable format That decisions about you are not made by wholly automated means Many of the rights listed above are limited to certain defined circumstances and we may not be able to comply with your request. We will tell you if this is the case. If you choose to make a request to us, we will aim to respond to you within one month. We will not charge a fee for dealing with your request.

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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 â€“ 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 â€œtruthâ€ 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 majorityâ€™s â€œcommon senseâ€. Opportunities for other kinds of learning are lost. The first language of the psycho professions of â€œtalking therapyâ€, 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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tumble tots nottingham

Worcestershire,

Tumble Tots is Nottingham's premium children's physical activity programme, from Walking (around 1 year old) to school age (4 years). Designed to develop children’s physical skills of agility, balance, co-ordination and climbing, through the use of brightly coloured Tumble Tots equipment, especially designed for little people. According to the physical activity guidelines issued by the four Chief Medical Officers (CMOs) of England, Scotland, Wales and Northern Ireland regular physical activity in children and young people is associated with improved learning and attainment, better mental health and cardiovascular fitness, also contributing to healthy weight status. Toddlers and preschoolers should spend at least 180 minutes (3 hours) per day in a variety of physical activities. The Tumble Tots programme has been carefully designed to promote physical activity, sport and exercise in children for physical and mental health benefits. We currently run the following "age and stage" classes in Nottingham: ★ Walking to 2 years ★ 2 to 3 years ★ 3 years to school age To learn more about our programme and each of our "age and stage" development classes click on "About > Our Programme". You can also click here to watch a short YouTube video about our programme. Our centres in Nottingham: MONDAYS Gamston Community Hall (Gamston) - NG2 6PS TUESDAYS David Ross Sports Village (University of Nottingham) – NG7 2RJ WEDNESDAYS David Ross Sports Village (University of Nottingham) – NG7 2RJ THURSDAYS Grange Hall (Radcliffe On Trent) - NG12 2FB FRIDAYS Sir Julien Cahn Pavilion (West Bridgford) - NG2 7JE Pricing and term information There are three elements to booking regular classes with Tumble Tots Nottingham 1) Annual Membership 2) Regular monthly class fees 3) Class fees covering payment: 1) Annual Membership The first element requires your child to become a member of the Tumble Tots National Club to participate in classes. Your membership is paid at the same time as confirming your regular booking, so that we can set-up your child's personal accident insurance policy to cover your LO to attend classes straight away. The annual membership fee is £26 per child. In addition, your child will receive a welcome pack posted directly to them including their iconic Tumble Tots T-Shirt, Back Pack, Sticker Book, Membership Card and Handbook. We also offer a reduced rate for Renewals and members can take advantage of our exclusive offers, discounts, competitions and many more member benefits! Please encourage your LO to wear their t-shirt to help them feel a sense of unity and pride with their fellow Tumble Tots, as well as the practical aspect of wearing comfortable loose clothing for climbing!! NB - our annual membership is mandatory, non-transferable, non-refundable and valid for one year. To view the full details of our membership programme please visit: https://www.tumbletots.com/nottingham/membership You can also checkout the toys and gifts that we sell in our online shop by visiting: http://www.tumbletots.co.uk/ 2) Regular monthly class fees At the same time as confirming your booking, you will pre-enter your credit or debit card details to authorise us to take a recurring payment on the 1st of a month for your child's class fees. A recurring payment is similar to a direct debit but taken from a valid debit or credit card and not directly from your bank account. The monthly fee is £28 and will be automatically processed on the 1st of the month for classes in the same month, i.e. September class fees will be paid on 1st September. We operate classes during school term time only and your monthly subscription plan covers class fees for a full school calendar year (36 weeks per annum), which have then been divided into 11 convenient and affordable recurring monthly payments. Your subscription will be paused in August, when no classes are running, or during periods of national lockdown. You may cancel your child's classes at anytime, giving a minimum 4 weeks notice. Younger siblings receive a 20% discount off their class fees. On average, there are 2-4 classes per month, dependent on how school term dates fall. 3) Class fees covering payment Please note that if you join part way through a month, a covering payment will be added to your first monthly instalment, so that you can start classes straight away. This amount will be calculated based on how many remaining classes there are. An example payment schedule is given below, where the new member joined on 21st September: Date of joining - £26 Annual Membership fee 1 Oct - £45 (£28 monthly fee October classes + £17 covering payment for 2 classes attended in September) 1 Nov - £28 monthly fee November classes 1 Dec - £28 monthly fee December classes (1 Jan - 1 Jul) - £28 monthly fee 1 Aug - £0 payment paused 1 Sep - £28 monthly fee September classes 1 Oct - £28 monthly fee October classes …and so on and so forth. Siblings discount Younger siblings receive a 20% discount off their class fees. Notice period You may cancel your child's place anytime, giving 4 weeks notice. Holidays, sickness and anytime / anywhere make-up classes We are unable to refund or credit missed classes, but do offer an anytime, anywhere makeup scheme. Term time only Classes do not operate during school holidays and dates will be indicated on our Facebook and Instagram pages, on our noticeboard and website, plus we also send end and beginning of term emails. Can younger siblings come along to their brother or sister’s class? Younger siblings in a car seat, pushchair or baby carrier are welcome to attend their older siblings class, so that your hands are free to support your child at all times. Cancellation • We reserve the right to cancel or postpone classes at any stage in the event of equipment failure, theft, insufficient participants or trainers, business closure or otherwise. • Any class fees refunds will be at the discretion of Tumble Tots Nottingham. The annual membership fee is non-refundable in full or in part. • Should a member, through illness or otherwise, miss their class, Tumble Tots Nottingham are under no obligation to offer a refund. Members are offered to make up the class on an alternative day. • Tumble Tots Nottingham reserves the right to vary course details in line with current guidance and best practise and to amend dates and prices without prior notice. Health & safety Your child’s safety is of utmost importance to us and we offer complete peace of mind and confidence that our programme is of the highest quality as a Fully Accredited Member of the Children’s Activity Association (CAA). 4 trained team members run our classes. All staff are responsible for maintaining safety and guiding both you and your Tumble Tot throughout the class. We operate on a strict 6:1 child/adult ratio, similar to nursery and preschool groups. Our team are DBS checked. There is a paediatric first aider and fire warden on site at all times. Parents are actively involved in the sessions for under 3’s. In the 3+ sessions, Tumble Tots participate without their grown up. By taking part you agree and acknowledge: • That it is an indoor activity with an element of risk. Members should be prepared to be knocked or bruised whilst learning new skills. In booking this activity, the participant acknowledges that it may be physically and emotionally challenging and that there are inherent risks associated with this activity. • At all times, to comply with the instructions given by staff members, particularly regarding supporting techniques and wearing suitable clothing for the activity. Misconduct You understand that Tumble Tots Nottingham may exclude anyone from a particular session and ask anyone who refuses to comply with these course booking terms or who conducts themselves in any way or who causes damage or annoyance to other persons to leave. Covid-Secure During the Covid-19 pandemic we have implemented additional health and safety measures, that can be read via the link below, to protect our members, team and the wider Nottinghamshire community. We entrust our members to adhere to the measures that we and the UK Government have put in place, to prevent any transmission whilst attending classes, and keep classes running. COVID-19 Secure Measures Complaints Should you have a complaint or issue you wish to raise, please let Fiona know, or another member of staff who you feel comfortable raising the issue with.

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blossoming bellies

Brittany's path led her through many experiences before focusing her work on the need for respect and humility in the amazing power, instinct, and normalcy of birth. Completing high school after her junior year with distinguished honors and a focus in visual art and writing , Brittany went on to study Literature at Temple University, graduating cum laude with a Bachelor of Arts degree in English and certificates in both writing and honors. She maintains membership with Phi Beta Kappa, a national academic honor society. Throughout college, Brittany worked for Trio Upward Bound, a national organization that prepares inner city high school students for college. In her role as tutor and counselor, she gained experience in dealing with several different ages from ninth through twelfth grade, understanding of differences in learning pace and ability, and comfort in leading group discussions and projects. Brittany went on to substitute teach for pre-school through eighth grade at Frankford Friends School, strengthening her abilities in areas including the facilitation of group activities, the development of all aspects of the person - physical, academic, spiritual, emotional, and social, and the mentoring of children of all different ages and backgrounds. In addition to her education career, Brittany has completed a mentorship training program which focuses on peaceful solutions to conflict through listening, reflection, and understanding and the development of counseling skills. She attended a Birth Works three day workshop where she gained skills and techniques helpful in facilitating childbirth classes and providing labor assistance. She has also completed birth doula training by both DONA International and Birth Arts International. Brittany is a Birth WorksTM certified childbirth educator, a DONA certified birth doula, a certified breastfeeding counselor with Nursing Mothers Alliance, and a Certified Lactation Counselor through the Academy of Lactation Policy and Practice. She has also completed birth doula training with Birth Arts International. She also holds a Rebozo certification from Wise Birth Choices, L.L.C. Brittany continuously furthers her knowledge through regular attendance and facilitation at conferences, workshops, and lectures, in addition to her home studies, and her facilitation of workshops for clinical and non-clinical birth professionals. In an effort to make maternity care options available to all birthing people, Brittany volunteered her time in putting together the Philadelphia Guide to a Healthy Birth with Choices in Childbirth. Although the Philadelphia Guide is no longer in print, The National Guide is available online at www.choicesinchildbirth.org. Brittany has also been a frequent contributor to the Birth Works quarterly newsletter and wrote monthly for the e-newsletter, "Empowerment for Healthy Living," when it was published. She continues writing for the Birth Works blog. Brittany has been a guest speaker on several pregnancy, postpartum, and health-related topics at businesses around the Philadelphia area, including Martindale's Natural Market in Delaware County, Shanti Yoga Shala and Nest, both in Center City Philadelphia, and the Expectant Parents Boot Camp at The Please Touch Museum. In the spring of 2011, Brittany organized and facilitated a free community screening of the documentary, "Food, Inc." She worked with the non-profit organization WomenCare organizing an event featuring world-renowned midwife Ina May Gaskin in May 2011. Blossoming Bellies has also been featured in the July 2011 issue of herbalist Susan Weed's ezine "Wise Woman Herbal Healing with Susun Weed." In May of 2014, Brittany had the honor of being the only childbirth educator and doula serving as a panelist at the Birth Works "Ask The Experts" event held in Cherry Hill, NJ where she discussed birth options and answered community members' birth-related questions aside several distinguished birth professionals, including obstetricians, academics, pediatricians, and midwives, from the greater Philadelphia area. She was also honored to be a presenter at ICAN's (International Cesarean Awareness Network) meeting on birth education options in the Philadelphia area in January of 2015. Brittany is also the creator of two dynamic workshops focused on understanding the pelvis, the baby's movements and positioning as they descend and rotate, and preventing and working through complications that arise from malpositioning, "Creating Space: Pelvic Dynamics, Fetal Positioning, and Use of the Rebozo" for birth professionals and "Moving Through Labor" for expectant parents. She has had the honor of facilitating her workshop, "Creating Space," for obstetrical, midwifery, and nursing groups around the country. She is a guest speaker at the University of Pennsylvania for their student midwifery program and a frequent speaker at international conferences including the Birth Works International Conference in October of 2016, the ICPA Freedom for Family Wellness Summit in March of 2018, the Evidence Based Birth Conference in September of 2019, the Midwifery Forward 2020 conference, the ICEA 2020 Virtual Conference, and the Utah Doula Association Virtual Mini-Conference in 2020. She also facilitates pelvic dynamics and fetal positioning workshops for Maternity Care Coalition and PALS. She continues to facilitate workshops for conferences and private practices around the country. Blossoming Bellies began with Brittany teaching classes in her home in South Philadelphia. She still occasionally teaches classes in the coziness of her home but, after spending time teaching classes at South Philadelphia Community Acupuncture, The Nesting House on vibrant East Passyunk Avenue, and the community space Lilypad, she now teaches at the BOK building aside Justin Ohm of Ohm Chiropractic. She has also branched out to serving other areas of the city, including Mt. Airy, Fairmount, West Philly, Fishtown, and Center City. Brittany was a Birth Works facilitator at the Maternal Wellness Center in Mt. Airy and continued teaching Birth Works classes in Mt. Airy at The Nesting House (former location of the Maternal Wellness Center) and at each of their additional locations in South Philly, West Philly, and Collingswood, for several years. Her South Philadelphia series classes are now held at the BOK building in South Philadelphia, where she shares space with Dr. Justin Ohm, of Ohm Chiropractic . She brought group Birth Works classes to the Fairmount section of Philadelphia, facilitating workshops at Still Waters Holistic Health Therapies from 2010 through 2019 and to the Fishtown section of the city, teaching at City Sprouts until their close in November 2016 and at Minnow Lane on Frankford Ave through 2020. Brittany's Homebirth Preparation Class can be found at Ohm Chiropractic in South Philadelphia. Her prenatal Breastfeeding and Chestfeeding 101 classes and Infant Care classes are offered in Brewerytown at Kith + Kin and in South Philly at BOK. Check out an interview with Brittany about her philosophies and classes at Philly Baby Bump. Brittany also helps mentor and guide new doulas as they begin their journey into the birth world. Doulas often observe her classes to fulfill their certification requirements and Brittany facilitates workshops specifically for doulas and birth professionals looking to expand their knowledge and skills. In addition, she offers a full doula mentorship course for those looking for one-on-one guidance, resources, and referrals as they enter in to the greater birth community. For more information about doula mentoring and one-on-one options available, please contact Brittany. Blossoming Bellies has been recognized by CBS Philly as one of the Top Childbirth Classes in Philly and is the winner of the 2016 Love Awards for Best Lactation Consultant, the 2017 Love Awards for Best Prenatal Classes, and the 2018, 2019, and 2020 Love Awards for Best Childbirth Preparation Classes. She is also a contributor to the blog A Child Grows and the blog We Bloom in Philly and has written several feature articles for the Birth Works newsletter. Brittany is a contributor to the international best-selling book "Baby Got VBAC: An Inspiring Collection of Wisdom for Better Births After a Cesarean," writing a chapter covering the importance of movement and guidelines for using it in all births, with a focus on vaginal birth after cesarean. In addition, she is a sought-after presenter on pelvic dynamics, fetal positioning, preventing malpositioning in labor, and working through positioning issues that can lead to stalls in labor, facilitating workshops at the Birth Works International Conference, the Freedom for Family Wellness Summit hosted by the International Chiropractic Pediatric Association, the Evidence Based Birth Conference, and the Midwifery Forward 2020 conference as well as for midwifery and obstetrical practices, labor and delivery nurses, and midwifery students around the country. She also has collaborated with East Eagle Yoga to develop and facilitate a prenatal yoga teacher training program full of the bodily knowledge, movement awareness, and empathetic practice that is crucial to the role of a prenatal yoga instructor. Brittany also developed and facilitated the online ICEA training for birth professionals on anatomy and reproductive structure. You can check out interviews with Brittany on a few national podcasts. She was honored to be a featured guest on episode #161 of the well known podcast, The VBAC Link, where she talks all about pelvic dynamics and autonomy in birth. Check it out at The VBAC Link! She will also be featured on the Vagina Talks podcast in February 2021. Providing expecting families with information, resources, a listening ear, and love and support is at the core of Brittany's goals. In helping parents to recognize their strength as humans, role models, and advocates for the needs and wishes of themselves and their children, Brittany assists families in creating birth and parenting experiences of which they feel positive, confident, and informed. Her approach to birth and parenting focuses on building awareness of one's intuition and combining it with learned knowledge in a way that is respectful of the needs and abilities of each individual.

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native english

This website is operated by Joshua Levy t/a Native English UK. Throughout the site, the terms “we”, “us” and “our” refer to Joshua Levy t/a Native English UK, the abbreviation t/a stands for trading as, as permitted under sole trader licence from the United Kingdom’s HMRC (Her Majesty’s Customs and Revenue). Joshua Levy t/a Native English UK offers this website, including all information, tools and services available from this site to you, the user, the client, conditioned upon your acceptance of all terms, conditions, policies and notices stated here. The education service delivery and jurisdiction are carried out online or offline from the United Kingdom, Russian Federation and other applicable countries. Nevertheless, by entering contract for our services, you hereby agree to abide by the terms as set out below. Kindly read it carefully. By visiting our site and/ or purchasing any product or service from us, you engage in our “Service” and agree to be bound by the following terms and conditions (“Terms of Service”, “Terms”), including those additional terms and conditions and policies referenced herein and/or available by hyperlink. These Terms of Service apply to all users of the site, including without limitation users who are browsers, vendors, customers, merchants, and/ or contributors of content. Please read these Terms of Service carefully before accessing or using our website. By accessing or using any part of the site, you agree to be bound by these Terms of Service. If you do not agree to all the terms and conditions of this agreement, then you may not access the website or use any services. If these Terms of Service are considered an offer, acceptance is expressly limited to these Terms of Service. Any new features or tools which are added to the current store shall also be subject to the Terms of Service. You can review the most current version of the Terms of Service at any time on this page. We reserve the right to update, change or replace any part of these Terms of Service by posting updates and/or changes to our website. It is your responsibility to check this page periodically for changes. Your continued use of or access to the website following the posting of any changes constitutes acceptance of those changes. SECTION 1 – ONLINE EDUCATION TERMS By agreeing to these Terms of Service, you represent that you are at least the age of majority in your state or province of residence, or that you are the age of majority in your state or province of residence, and you have given us your consent to allow any of your minor dependents to use this site. You may not use our products for any illegal or unauthorised purpose nor may you, in the use of the Service, violate any laws in your jurisdiction (including but not limited to copyright laws). You must not transmit any worms or viruses or any code of a destructive nature. A breach or violation of any of the Terms will result in an immediate termination of your education services, our contract, effective immediately. SECTION 2 – GENERAL CONDITIONS I/We reserve the right to refuse service to anyone for any reason at any time. You understand that your content (not including credit card information), may be transferred unencrypted and involve (a) transmissions over various networks; and (b) changes to conform and adapt to technical requirements of connecting networks or devices. Credit card information is always encrypted during transfer over networks. You agree not to reproduce, duplicate, copy, sell, resell or exploit any portion of the Service, use of the Service, or access to the Service or any contact on the website through which the service is provided, without express written permission by us. The headings used in this agreement are included for convenience only and will not limit or otherwise affect these Terms. Additionally, the personal information provided may be used for data analysis for better user experience. Nevertheless, your information will not be passed on to third parties for marketing or data collection purposes. This is only for our internal use strictly. SECTION 3 – ACCURACY, COMPLETENESS AND TIMELINESS OF INFORMATION We are not responsible if information made available on this site is not accurate, complete or current. The material on this site is provided for general information only and should not be relied upon or used as the sole basis for making decisions without consulting primary, more accurate, more complete or more timely sources of information. Any reliance on the material on this site is at your own risk. This site may contain certain historical information. Historical information, necessarily, is not current and is provided for your reference only. We reserve the right to modify the contents of this site at any time, but we have no obligation to update any information on our site. You agree that it is your responsibility to monitor changes to our site. If you are unsure of any information, kindly contact us as soon as possible SECTION 4 – MODIFICATIONS TO THE EDUCATION SERVICES AND PRICES Prices for our products are subject to change without notice. Additionally, prices for education delivery are in multi-currency and can change at any time based on exchange rate, region being served and other unforeseen factors. We reserve the right at any time to modify or discontinue the Service (or any part or content thereof) without notice at any time. We shall not be liable to you or to any third-party for any modification, price change, suspension or discontinuance of the Service. The price or any service provided to you can be on bespoke basis and is valid for your use and our contractual agreement, unless otherwise specified. SECTION 5 – EDUCATION RELATED PRODUCTS OR SERVICES (if applicable) We have made every effort to display as accurately as possible the colours and images of our products that appear on our website. We cannot guarantee that your computer monitor’s display of any colour will be accurate. We reserve the right, but are not obligated, to limit the provision of our product or Services to any person, geographic region or jurisdiction. We may exercise this right on a case-by-case basis. We reserve the right to limit the quantities of any products or services that we offer. All descriptions of products or product pricing are subject to change at any time without notice, at the sole discretion of us. We reserve the right to discontinue any product at any time. Any offer for any product or service made on this site is void where prohibited. We do not warrant that the quality of any products, services, information, or other material purchased or obtained by you will meet your expectations, or that any errors in the Service will be corrected. SECTION 6 – EDUCATION SERVICES TERMS, RIGHTS AND OBLIGATIONS By continuing to accept our education service, which are comprised of provision of education materials, not only contained on this website but related to your classes, you hereby agree to abide by the below terms and conditions, inclusive of additional terms of service as laid out above and below the page. 6a. The educator will make “best effort” and provide appropriate motivation for the pupil, to learn the language effectively. The educator in addition, will provide all necessary materials for effective learning. 6b. The materials provided might be bespoke or prepared by us at Native English UK or provisioned by third parties for your personal education use only. You are not authorised or disseminate, distribute or upload copyrighted material to any other platform online or offline or make any part of the content available to the general public. These materials are only for your personal use and are strictly provided only for that reason only. 6c. For effective learning, the effort must be joint and equal by the pupil and educator, in this regard the pupil needs to be make best effort and display appropriate motivation to be complete the assigned tasks, maintain effectiveness of being on-time for lessons as agreed. Additionally, this is to also acknowledge, education and learning process is joint effort between the educator and the pupil, and not supposed to be in anyway intended to be taken as one-way effort, obligation or motivation. 6d. In case of cancellation of lessons or service agreement, the pupil must notify the educator in reasonable time. By reasonable time, the generally acceptable time is 12 hours or more. Unless there is emergency whereby, exceptions can be granted. This is to ensure; the educator has sufficient time to re-arrange the lesson or amend timetable or services. This is especially important when considering online education delivery, as some places might have difficult field conditions or booking, reservation restrictions. 6e. In case of “no show”, “sudden cancellation” without valid or appropriate explanation, we reserve the right to apply lesson penalties by charging payment percentage amount for the lesson for compensating the educator’s time and effort in preparing the lesson time, place and materials. In case of “no show” the fees are non-refundable and can constitute violation and termination of our service provision or contractual agreement between us. 6f. Pupil also hereby agrees to behave respectfully, appropriately towards the education, refrain from using unsociable, unparliamentary language, or make use of offensive language towards the educator SECTION 7 – ACCURACY OF BILLING AND ACCOUNT INFORMATION We reserve the right to refuse any product or service, you place with us, without explanation. We may, in our sole discretion, limit or cancel quantities purchased per person, per household or per order. These restrictions may include orders placed by or under the same customer account, the same credit card, and/or orders that use the same billing and/or shipping address. If we make a change to or cancel an order, we may attempt to notify you by contacting the e-mail and/or billing address/phone number provided at the time the order was made. We reserve the right to limit or prohibit orders that, in our sole judgment, appear to be placed by dealers, resellers or distributors. You agree to provide current, complete and accurate purchase and account information for all purchases made at our store. You agree to promptly update your account and other information, including your email address and credit card numbers and expiration dates, so that we can complete your transactions and contact you as needed. Considering we are an international language school, our prices are in multi-currency and every attempt will be made to bill the client in local currency, nevertheless, even if the amount is billed in a currency other than billed, the transaction value will remain the same. For more detail, please contact us SECTION 8 – OPTIONAL TOOLS We may provide you with access to third-party tools over which we neither monitor nor have any control nor input. You acknowledge and agree that we provide access to such tools” as is” and “as available” without any warranties, representations or conditions of any kind and without any endorsement. We shall have no liability whatsoever arising from or relating to your use of optional third-party tools. Any use by you of optional tools offered through the site is entirely at your own risk and discretion and you should ensure that you are familiar with and approve of the terms on which tools are provided by the relevant third-party provider(s). We may also, in the future, offer new services and/or features through the website (including, the release of new tools and resources). Such new features and/or services shall also be subject to these Terms of Service. SECTION 9 – THIRD-PARTY LINKS Certain content, products and services available via our Service may include materials from third parties. Third-party links on this site may direct you to third-party websites that are not affiliated with us. We are not responsible for examining or evaluating the content or accuracy and we do not warrant and will not have any liability or responsibility for any third-party materials or websites, or for any other materials, products, or services of third parties. We are not liable for any harm or damages related to the purchase or use of goods, services, resources, content, or any other transactions made in connection with any third-party websites. Please review carefully the third-party’s policies and practices and make sure you understand them before you engage in any transaction. Complaints, claims, concerns, or questions regarding third-party products should be directed to the third-party. SECTION 10 – USER COMMENTS, FEEDBACK AND OTHER SUBMISSIONS If, at our request, you send certain specific submissions (for example contest entries) or without a request from us you send creative ideas, suggestions, proposals, plans, or other materials, whether online, by email, by postal mail, or otherwise (collectively, ‘comments’), you agree that we may, at any time, without restriction, edit, copy, publish, distribute, translate and otherwise use in any medium any comments that you forward to us. We are and shall be under no obligation (1) to maintain any comments in confidence; (2) to pay compensation for any comments; or (3) to respond to any comments. We may, but have no obligation to, monitor, edit or remove content that we determine in our sole discretion are unlawful, offensive, threatening, libellous, defamatory, pornographic, obscene or otherwise objectionable or violates any party’s intellectual property or these Terms of Service. You agree that your comments will not violate any right of any third-party, including copyright, trademark, privacy, personality or other personal or proprietary right. You further agree that your comments will not contain libellous or otherwise unlawful, abusive or obscene material, or contain any computer virus or other malware that could in any way affect the operation of the Service or any related website. You may not use a false e-mail address, pretend to be someone other than yourself, or otherwise mislead us or third parties as to the origin of any comments. You are solely responsible for any comments you make and their accuracy. We take no responsibility and assume no liability for any comments posted by you or any third-party. SECTION 11 – PERSONAL INFORMATION Your submission of personal information through the store is governed by our Privacy Policy. To view our Privacy Policy. SECTION 12 – ERRORS, INACCURACIES AND OMISSIONS Occasionally there may be information on our site or in the Service that contains typographical errors, inaccuracies or omissions that may relate to product descriptions, pricing, promotions, offers, product shipping charges, transit times and availability. We reserve the right to correct any errors, inaccuracies or omissions, and to change or update information or cancel orders if any information in the Service or on any related website is inaccurate at any time without prior notice (including after you have submitted your order). We undertake no obligation to update, amend or clarify information in the Service or on any related website, including without limitation, pricing information, except as required by law. No specified update or refresh date applied in the Service or on any related website, should be taken to indicate that all information in the Service or on any related website has been modified or updated. SECTION 13 – PROHIBITED USES In addition to other prohibitions as set forth in the Terms of Service, you are prohibited from using the site or its content: (a) for any unlawful purpose; (b) to solicit others to perform or participate in any unlawful acts; (c) to violate any international, federal, provincial or state regulations, rules, laws, or local ordinances; (d) to infringe upon or violate our intellectual property rights or the intellectual property rights of others; (e) to harass, abuse, insult, harm, defame, slander, disparage, intimidate, or discriminate based on gender, sexual orientation, religion, ethnicity, race, age, national origin, or disability; (f) to submit false or misleading information; (g) to upload or transmit viruses or any other type of malicious code that will or may be used in any way that will affect the functionality or operation of the Service or of any related website, other websites, or the Internet; (h) to collect or track the personal information of others; (i) to spam, phish, pharm, pretext, spider, crawl, or scrape; (j) for any obscene or immoral purpose; or (k) to interfere with or circumvent the security features of the Service or any related website, other websites, or the Internet. We reserve the right to terminate your use of the Service or any related website for violating any of the prohibited uses. SECTION 14 – DISCLAIMER OF WARRANTIES; LIMITATION OF LIABILITY We do not guarantee, represent or warrant that your use of our service will be uninterrupted, timely, secure or error-free. We do not warrant that the results that may be obtained from the use of the service will be accurate or reliable. You agree that from time to time we may remove the service for indefinite periods of time or cancel the service at any time, without notice to you. You expressly agree that your use of, or inability to use, the service is at your sole risk. The service and all products and services delivered to you through the service are (except as expressly stated by us) provided ‘as is’ and ‘as available’ for your use, without any representation, warranties or conditions of any kind, either express or implied, including all implied warranties or conditions of merchantability, merchantable quality, fitness for a particular purpose, durability, title, and non-infringement. In no case shall Joshua Levy t/a Native English UK, our directors, officers, employees, affiliates, agents, contractors, interns, suppliers, service providers or licensors be liable for any injury, loss, claim, or any direct, indirect, incidental, punitive, special, or consequential damages of any kind, including, without limitation lost profits, lost revenue, lost savings, loss of data, replacement costs, or any similar damages, whether based in contract, tort (including negligence), strict liability or otherwise, arising from your use of any of the service or any products procured using the service, or for any other claim related in any way to your use of the service or any product, including, but not limited to, any errors or omissions in any content, or any loss or damage of any kind incurred as a result of the use of the service or any content (or product) posted, transmitted, or otherwise made available via the service, even if advised of their possibility. Because some states or jurisdictions do not allow the exclusion or the limitation of liability for consequential or incidental damages, in such states or jurisdictions, our liability shall be limited to the maximum extent permitted by law. SECTION 15 – INDEMNIFICATION You agree to indemnify, defend and hold harmless Joshua Levy t/a Native English UK and our parent, subsidiaries, affiliates, partners, officers, directors, agents, contractors, licensors, service providers, subcontractors, suppliers, interns and employees, harmless from any claim or demand, including reasonable attorneys’ fees, made by any third-party due to or arising out of your breach of these Terms of Service or the documents they incorporate by reference, or your violation of any law or the rights of a third-party. SECTION 16 – SEVERABILITY In the event that any provision of these Terms of Service is determined to be unlawful, void or unenforceable, such provision shall nonetheless be enforceable to the fullest extent permitted by applicable law, and the unenforceable portion shall be deemed to be severed from these Terms of Service, such determination shall not affect the validity and enforceability of any other remaining provisions. SECTION 17 – TERMINATION The obligations and liabilities of the parties incurred prior to the termination date shall survive the termination of this agreement for all purposes. These Terms of Service are effective unless and until terminated by either you or us. You may terminate these Terms of Service at any time by notifying us that you no longer wish to use our Services, or when you cease using our site. If in our sole judgment you fail, or we suspect that you have failed, to comply with any term or provision of these Terms of Service, we also may terminate this agreement at any time without notice and you will remain liable for all amounts due up to and including the date of termination; and/or accordingly may deny you access to our Services (or any part thereof). SECTION 18 – ENTIRE AGREEMENT The failure of us to exercise or enforce any right or provision of these Terms of Service shall not constitute a waiver of such right or provision. These Terms of Service and any policies or operating rules posted by us on this site or in respect to The Service constitutes the entire agreement and understanding between you and us and govern your use of the Service, superseding any prior or contemporaneous agreements, communications and proposals, whether oral or written, between you and us (including, but not limited to, any prior versions of the Terms of Service). Any ambiguities in the interpretation of these Terms of Service shall not be construed against the drafting party. SECTION 19 – GOVERNING LAW These Terms of Service and any separate agreements whereby we provide you Services shall be governed by and construed in accordance with the laws of London, England & Wales, United Kingdom. SECTION 20 – CHANGES TO TERMS OF SERVICE You can review the most current version of the Terms of Service at any time at this page. We reserve the right, at our sole discretion, to update, change or replace any part of these Terms of Service by posting updates and changes to our website. It is your responsibility to check our website periodically for changes. Your continued use of or access to our website or the Service following the posting of any changes to these Terms of Service constitutes acceptance of those changes.

dunwalkin' driving school edinburgh www.dunwalkin.com

As your instructor I will provide: A friendly and relaxed atmosphere Structured driving lesson plans where we can monitor your progress Driving lessons are one to one and where you will get my full attention Collect and drop off facility at your Edinburgh home address, or an other location within Edinburgh that is convenient to you A non-smoking environment (legislation requires the vehicle, being a workplace, enforce a non-smoking policy) My aim is to teach you “safe driving for life” and not just get you through your driving test. Testimonials Leslie was great. I started to learn with a different school and found the lessons stressful and really not enjoyable, but Leslie helped me to relax and was calm and patient with his explanations. I ended up passing first time and would definitely recommend him as a teacher. Nina Nicholl – 1 May 2017 I would not have passed, if it were not for Leslie’s exceptional patience and determination to ensure that I felt 100% confident going into my test. He was always able to get me the time slots that I asked without a fuss! Would highly recommend. Thank you Leslie! Ellie Robertson – 14 February 2017 Leslie @ Dunwalkin what can I say from the most anxious, unconfident person you will probably come across! You are the most patient and nicest person I’ve ever had the pleasure to meet and learn from. You worked around my working hours, you taught me how to drive rather than just how to pass my test. You believed in me when I didn’t believe in myself and the result a pass with 2 minors! I look forward to our next adventure – motorway driving. To all the students who are like me, I can not recommend Leslie enough. He is an absolute diamond. Caroline McDonald – 18 January 2017 I passed my test first time! Leslie was a great instructor who was very clear and concise when explaining things to me. He was patient with me and was very calm and supportive. I would highly recommend Leslie! Thanks again for all your help. Lewis Ajodani – 5 January 2917 After two attempts at passing a test with another instructor, I approached Leslie as his reviews were excellent. They did not lie! He has a really relaxed but clear approach to teaching and made me feel really at ease in the car. He is really logical about driving, and makes you prepare for the road and not just the test. Having just passed yesterday (something I was starting to think would never be possible!) I feel great. Highly recommend! Olivia Ainsworth – 25 November 2016 Dunwalkin’ Driving School is great! I already had a license from another county, and unlike other driving schools I have contacted before, Dunwalkin’ Driving School did not try to sell me more lessons than I needed. Leslie Muldoon was patient, good at explaining, fair and fun to be around. He made an assessment of my driving, estimated how many classes I will need, and I finally passed straight away on my first try. Excellent. Connor Ki – 23 November 2016 Amazing driving lessons great price and a professional service from start to finish could have not done it without his help and commitment to me thanks again and will miss the Tuesday chats. Steven Munro – 29 September 2016 Having originally started driving with another instructor before I moved to Edinburgh, I found Leslie’s approach to be much more thorough and patient. He took the time to answer any questions and talk through alternative scenarios to those that were encountered during lessons, as well as emailing additional resources to help my understanding. All of this came together to give me the confidence to pass my test and become an independent driver Nina Jeffrey – 26 July 2016 Leslie was a fantastic instructor. Organising lessons was a doddle and he was very good at changing lesson times if something came up. He was always patient, understanding and helpful behind the wheel and I don’t think I would have passed first time without him. Highly recommend. Stuart McGachan – 23 July 2016 I found Leslie at Dunwalkin to be a very calm, helpful and engaging instructor. He always made me feel at ease behind the wheel and helped my learn to drive in a relaxed and enjoyable manner. I would fully recommend Dunwalkin to anyone wishing to learn to drive the right way. Harry Smith – 7 June 2016 I would highly recommend Dunwalkin Driving School for anyone learning to drive. Leslie was a great instructor who made my lessons as helpful and stress-free as possible. Definitely wouldn’t have been able to pass my test without his help. 10/10. Scott Burrell – 18 March 2016 Having had a number of lessons with Dunwalkin’ Driving School and subsequently passed my test I would like to express my gratitude to Mr Muldoon. The lessons were quick and easy to arrange, and Mr Muldoon offered great flexibility, allowing me to book a lesson at a time and date that was convenient. Further, the actual experience itself was excellent, as Mr Muldoon was not only very informative and a fantastic instructor, but he did so in a relaxed manner, which allowed me as a learner at the time to feel more relaxed and confident about my driving, something which I think is very important. All of the essential areas were covered extensively with Mr Muldoon, but he was equally happy to spend some time on a specific area if I felt it needed attention. Overall I am very pleased I used Dunwalkin’ Driving and I would highly recommend them. Jamie Crerar – 25 February 2016 At the beginning I was a fairly nervous and hesitant driver, but Leslie’s calm, supportive approach to teaching put me at ease every lesson. I took just over 25 hours with Leslie between my first lesson and my successful first driving test, and I can confidently say that he made every hour worthwhile and always left me feeling like I was making significant progress. Lessons took place in and around the routes commonly taken during driving tests at my test center, so when the test came I was fully prepared. His step-by-step techniques for carrying out potentially tricky reversing maneuvers makes them seem easy in no time at all. Leslie’s relaxing, approachable in-car atmosphere and excellent tuition has developed me into a confident, safe driver, and I am glad I chose him as my instructor; I would recommend him to anyone else looking to learn. Calum Hill – 31 December 2015 Leslie provided an excellent level of driving tuition that prepared me not only for all aspects that are covered in the practical driving test (which I passed first time) but for likely situations that could arise in my driving beyond that. He was an extremely patient instructor who always had a calming influence in spite of my nervous driving and sometimes inexplicable mistakes! The atmosphere in the car was always friendly, with good natured banter to lighten the mood. He was also very accommodating and flexible to fit driving lessons around my work and social life, including on his supposed days off…! Could not recommend him highly enough! Elliot Reid – 8 October 2014 I hadn’t driven since passing my test several years ago and was a bit nervous about taking a car out on my own. Having a few lessons really helped to bost my confidence and helped with the areas where I was lacking a bit of experience – driving on motorways, complex junctions and parking. >Leslie was really patient with me and helped me get to a stage where I can happily take a car out on my own. I’ve finally got my freedom back! Ashley Campbell – 15 August 2014 He has been my instructor since last September and today, I have finally passed! If it were not for Leslie’s relentless patience and understanding as well as his reliability – I never would have gotten through it! Not only is Leslie an amazing instructor, he adapts his learning style to suit you and helped me to understand not only how to be a safe and knowledgeable driver but also Leslie helped me understand myself and how I learn much better. It has been a long journey (no pun intended) and although I am partially sad that it has come to an end, I know that I have the confidence and ability to be a great (and safe) driver. I would highly recommend Leslie (and have done already) to my friends and family. I cannot thank Leslie enough for everything he has taught me. Thanks and with best wishes, Anna Sacco – 2 July 2014 Leslie is a fantastic driving instructor. From the first lesson you feel relaxed and comfortable as he talks you slowing and carefully through what you will be doing and how to properly complete the task. Leslie is extremely patient and calm at all times which rubs off on you!! The atmosphere in the car is always friendly so you keep calm and really enjoy your lessons! Leslie not only prepares you to pass your test, but takes the time to make sure you are capable of coping with all manner of driving conditions and scenarios, which makes you are more confident driver. L Cameron – 4 March 2014 I set myself a goal of learning to drive by a certain point and Leslie helped me achieve that goal. His approach to teaching is second to none. Not only does he teach you the skills to drive, but he also prepares you for the theory and practical tests by asking you questions and making you aware of potential hazards. And, he teaches you how to become one of the better drivers on the road. He picks up on your body language and your mind-set, and explains why you are making mistakes; and he breaks down the more complicated situations, step by step, to help you overcome any issues with your driving. I couldn’t recommend him highly enough. E Crossan – 12 Dec 2013 Excellent service for money! Very thorough and every single thing is explained well. Got me to pass on my first attempt! Would recommend to anyone looking for a driving instructor. Ben Davidson – 12 Dec 2013 I got in contact with Dunwalkin’ when I had two disappointments with other driving schools. When I started with Leslie he put me at ease straight away. After my first lesson with him he knew exactly what my weak points were and he built on them week by week to the point that I passed my test on 14/08/13. When you have leslie as a driving instructor you know that you have the right instructor, he is friendly and a very patient person, I should know when he had to put up with me and my mirrors, well should I say, the lack of using them!! All that said thanks again Leslie for getting me up to standard. Colin Bruce – 15 Aug 2013 The instructor was excellent, calm and supported me despite being very nervous at times. Easy to organise a lesson and prices very good. If anybody was going to get me though my test it was Dunwalkin’! Lewis Henderson – 17 June 2013 I started my driving lessons in October 2012 with Leslie and within the first lesson he was successful in teaching me the functions of the car and how do drive properly and not like in a video which I thought it was like at the time! He was able to do this through a mixture of it has to be said extreme patience, enthusiasm and the ability to put up with my constant questioning and answer them in such an effective way that it made me instantly more confident in my ability to drive. Leslie was a great teacher and it was thanks to him that I passed my practical test first time with only four minor faults! He was also extremely accommodating with the times of when the driving lessons took place and was flexible to my timings. I would very happily recommend him to anyone and hope that you are wise enough to make the choice of Leslie as your instructor! Alain Archibald I started my driving lessons at a comparatively old age with Dunwalkin. Throughout my learning journey, Leslie has offered a very professional, patient and enjoyable learning experience. He was particularly patient with my recurring mistakes and gave excellent practical pointers on how to avoid making them (especially on roundabouts!). He is very adept at removing stress and anxiety in new learners, especially those past their teens, and knows how to identify the root cause of learners’ errors and correct them. Coupled with excellent value for money, I would certainly recommend Dunwalkin to anyone looking to learn from scratch and reach a very high and safe standard of driving. Very grateful for all the training! Dan Blagojevic Leslie is a fantastic driving instructor. He is calm, patient, encouraging with his driving lessons and great at getting you past all your driving anxieties. During the driving lessons he simplified things where I complicated them, he clarified where I when I was confused and continually made me aware of my progress. As learner, I used to dread getting into the drivers seat but leslie ‘s positive teaching has given me such confidence in my driving and not only that, I enjoy it too! Vikki R Leslie was a great instructor. He allowed me to take things at my own pace but was not afraid to push me when he knew I was capable. As Leslie was very approachable I felt at ease speaking with him If I ever had any concerns over my driving. Learning with Dunwalkin suited me very well as Leslie was always very flexible in our timetable as my work hours would change week to week. I would highly recommend the Dunwalkin driving school as you are being taught skills to make you a good and conscientious driver for life and not just to pass a test. Sophia M Leslie is a fantastic driving instructor. From the first lesson Leslie helped me feel calm, relaxed and safe in the car, not an easy task with a very nervous learner. Leslie was always friendly, approachable, happy to answer any questions and flexible if lessons needed to be changed. His sense of humour, patience (of a saint!!!) and calmness made each lesson an enjoyable experience and helped me develop my confidence. Leslie’s approach is very much to teach safe driving for life, not just to get you through the test. His ‘coaching’ style enabled me to learn safe driving skills at a deeper level than surface learning which could be quickly forgotten. I feel confident that I now have the skills to drive safely on my own. I passed my test first time with 2 minor faults. I’ve already signed up for Pass Plus with Dunwalkin. My son has Asperger’s Syndrome and I’ve asked Leslie to teach him to drive as I believe he has the patience, understanding and skill to help him to become a confident and safe driver. I would highly recommend him to anyone looking for driving lessons in a positive learning environment. Thank you so much Leslie you are a star. Jane M I found Leslie to be a calm, controlled presence in the car and had a firm grasp of all aspects required to pass the “practical driving test”. In addition, Leslie was approachable and honest, providing an accurate assessment of my skills. He accurately identified what I needed to improve in order to pass the test and also to become a good overall driver. Peter H I was a ‘late’ learner. Into my thirties before I plucked up the courage to learn to drive. And a pretty nervous individual into the bargain! But thanks to Leslie’s tuition and approach I quickly overcame my fears. He didn’t just teach me to drive, he gave me the confidence to drive (and not let mistakes get me down). And I passed first time! Colin M I passed my driving test first time with the help of a friendly and supportive instructor. I would fully recommend ‘Dunwalkin Driving School’ to anyone ready to hit the roads! Emma P You gave Alasdair the understanding of handling a car and driving with confidence and an awareness of other drivers. You made him aware of his limitations and keen to build up his driving skills. You encouraged him to undertake Pass Plus after passing his driving test (first time!) to make him safe as possible on the roads. You gave me the courage to take him out to practice driving.

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55238 SharePoint Online for Administrators

By Nexus Human

Duration 3 Days 18 CPD hours This course is intended for This course is designed for Administrators who need to setup, configure and manage SharePoint Online as part of their Office 365 Administration. Overview After completing this course, students will gain the skills to: - Understand the architecture of SharePoint Online - Have knowledge of all the components in SharePoint Online - Have on hands on experience configuring the components of SharePoint Online - Have hands on experience configuring the options - Work with Site Collections and storage options - Manage user profiles and social profiling - Understand and configure data connectivity in SharePoint Online - Build a taxonomy structure - Understand and configure Search in SharePoint Online - Configure and deploy apps - Understand and define Enterprise content management and data loss prevention. - Configure additional options and features in SharePoint Online such as Information Rights Management This course will introduce the audience to SharePoint Online Administration in Office 365 and explain and demonstrate the configuration options for SharePoint Online. The course is appropriate for existing SharePoint on-premises administrators and new administrators to Office 365 who need to understand how to correctly setup SharePoint Online for their company. The course will also help SharePoint on-premise administrators understand the differences between SharePoint on-premises and SharePoint Online. 1 - INTRODUCTION TO OFFICE 365 AND SHAREPOINT ONLINE Introduction to the Office 365 Administration Center Configure Reporting Accessing SharePoint management tools Accessing security and compliancy Managing Office 365 and SharePoint Online with PowerShell Comparing On Premises SharePoint with SharePoint Online User identity in Office 365 and SharePoint Online Manging user domains Building Hybrid scenarios OneDrive and Sites redirection Yammer redirection Understand hybrid search Hybrid business data connectivity Hybrid taxonomy 2 - WORKING WITH SITE COLLECTIONS Introduction to classic and modern admin centers Creating Site Collections Defining ownership and security for site collections Configuring Storage Configure External Access to site collections Recovering site collections Configure external sharing Managing site collections with PowerShell 3 - MANAGING USER PROFILES Overview of the profile service Defining profile properties Map profile properties to a term store Creating custom profile properties Managing audiences Creating audiences Managing user profile policies Configure trusted my site host locations Configure preferred search center locations Defining read access permission levels Configuring newsfeed options Setup email notifications Configure my site cleanup 4 - WORKING WITH DATA CONNECTIONS Introduction to Data Connections Overview of PowerApps, Flow and PowerBi Overview of the business connectivity service Introduction to BDC definition files Creating BDC definition files Introduction to the secure store service Configuring the secure store service Creating secure store target application settings Configure connections to cloud services Configure connections to on-premises services Tools to build data connections Creating external content types Building external lists using external data 5 - MANAGING THE TERM STORE Overview of the term store Understanding terms and life cycle management Creating term groups Creating the term store Creating Term Sets in the UI Creating Term Sets via importing via a CSV Creating terms in the UI Creating terms via PowerShell and CSOM Manage terms with synonyms and pinning Configure delegated administration 6 - CONFIGURING SEARCH An Introduction to the search service Classic versus Modern search experience Understanding Managed Properties Create Managed Properties Manage Authoritative pages Understand Result sources Create and configure result sources Understand Query rules Promoting results through query rules Remove search results from the index Exporting search configurations Importing search configurations 7 - CONFIGURING APPS An Introduction to Apps Understanding the App Catalog Building the App catalog Adding Apps to the catalog Add Apps to your SharePoint sites Adding Apps via the marketplace store Manage App licensing Configure store access settings Monitoring app usage 8 - ENTERPRISE CONTENT MANAGEMENT IN SHAREPOINT ONLINE An Introduction to ECM in SharePoint Online Components of ECM Office 365 versus classic compliancy Understanding In-Place records management Configure In-Place records management Understanding the records center Build and configure a records center Understanding the compliancy policy center Build a compliancy policy center and configure policies Discover the security and compliancy center Configure an eDiscovery center Build an eDiscovery case Understand data loss prevention Build a data loss prevention policy and query Working with classification and data governance 9 - MANAGE OPTIONS FOR SHAREPOINT ONLINE Configure OneDrive features Configure use of Yammer or Newsfeeds Understand Information Rights Management Configure Information Rights Management Define site classification options Understand early release options for Office 365 Configure Early release options for your Office 365 tenant Manage Access Control Additional course details: Nexus Humans 55238 SharePoint Online for Administrators training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the 55238 SharePoint Online for Administrators course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

55238 SharePoint Online for Administrators

Delivered OnlineMon, Nov 25, 01:00 PM GMT + more

£1,785

55399 Implementing and Managing Microsoft Intune

By Nexus Human

Duration 3 Days 18 CPD hours This three-day instructor-led course is aimed at modern device management professionals looking to manage their enterprise devices using Microsoft Intune. This course will cover Enrolment, Application Management, Endpoint Security and Windows Autopilot as well as Azure Active Directory Conditional Access and Identity Protection. The delegates will learn how to enroll devices, deploy applications and manage them to maximize user productivity and device security. 1: Introduction to Microsoft Intune Mobile Device Management Microsoft Intune Azure Active Directory AAD Identity Protection AAD Conditional Access 2: Microsoft Intune Device Management Enrolling Devices Device Compliance Device Profiles Device Updates 3: Microsoft Intune Application Management Application Management Deploying Applications Application Configuration Managing Applications Policy Sets and Guided Scenarios 4: Microsoft Intune Endpoint Security Security Baselines and tasks Antivirus Disk Encryption Firewall Atack Surface reduction Endpoint detection and response Account Protection 5: Deploying Windows with Windows Autopilot Windows Autopilot overview Preparing for Windows Autopilot deployment Deploying Windows 11 using Windows Autopilot 6: Microsoft Intune Additional and Premium Features Remote Help Tunnel for Mobile Application Management Endpoint Privilege Management Advanced Endpoint Analytics Additional course details: Nexus Humans 55399 Implementing and Managing Microsoft Intune training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the 55399 Implementing and Managing Microsoft Intune course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

55399 Implementing and Managing Microsoft Intune

Delivered OnlineMon, Nov 25, 01:00 PM GMT + more

£1,785

Watercolour for All 4 week Online Course Monday Morning Via Zoom

By Art By Purnima

Watercolour for All 4 week Online Course Monday Morning Via Zoom

Delivered OnlineMon, Nov 25, 09:00 AM GMT + more

£95

Finance for Non-Financial Entrepreneurs - North Essex

5.0(1)

By Let’s Do Business Group

This course aims to demystify the accounting language so that you are in control of the financial performance of your business, helping you forecast for the future, evaluate your current efforts, and establish strategies to meet your goals.

Finance for Non-Financial Entrepreneurs - North Essex

Delivered OnlineWed, Nov 27, 09:30 AM GMT

FREE

Jiwsi Relationships and Sex Education Training (Nov 24)

5.0(2)

By Cwmni Addysg Rhyw - Sex Education Company

Free relationships and sex education training for professionals working in North Wales. Cwmni Addysg Rhyw - Sex Education Company has been commissioned to deliver relationships and sex education (RSE) training to BCUHB staff and partner organisations in North Wales. The aim of this training is to increase confidence and skills to work more effectively with issues concerning sexual health and vulnerable young people. 'The best training I have ever attended!' 'Fun & informative' Attend the first day of the course if you simply want to update your RSE information and attend both days if you want to gain skills and confidence in delivering RSE to individuals or groups. Day one Vulnerable clients Attitudes and values in relation to practice The law and sex Key sexual health issues, including safer sex Gender identity and sexual orientation Communication and sexual health Relevant resources Day two - Additional second day/module for delivering RSE Assessing learning needs Developing purpose and learning outcomes Managing safety and boundary issues Planning, delivering and evaluating sessions Each day will run from 9.30am to 4.30pm via Teams or Zoom. For more information and/or to be added to our mailing list contact Mel Gadd mel@sexeducationcompany.org Terms & conditions: Cwmni Addysg Rhyw facilitates externally funded training to staff that work in the public, private, voluntary and independent sectors. There is significant investment of resources in terms of time, planning and budget to deliver this service and due to repeated incidents of non-attendance without notice it has now become necessary to introduce a charging policy for cancellation and non attendance. Although this course is free of charge to attend we will charge late cancellation administration fees as follows: No notification of non-attendance - £50, less than 48 hours notice of non-attendance £30, Less than 1 weeks notice of non-attendance £25. By registering on the course you agree to these charges on late cancellation or failure to attend. As we usually have a reserve list for our courses we ask you to only book on the course if you can attend the whole day. Arriving late or leaving early will be classed as non-attendance and may be charged as such. We will be delivering this training via Teams or Zoom. It is your responsibility to ensure you can use the platform before booking. If you are unable to access the training on the day because you can't access the platform this will be classed as non attendance and will be charged as such. If you want to check that you can access the training via teams/zoom before booking please contact us. We are happy to set up a quick call for you to check access.

Jiwsi Relationships and Sex Education Training (Nov 24)

Delivered OnlineWed, Nov 27, 09:30 AM GMT

FREE

Data Analytics BootCamp, 12-weeks, Online Instructor-led

4.6(12)

By PCWorkshops

PYTHON BOOTCAMP: This 12-week Python Data Analytics Data Boot Camp is designed to give you a complete skill set required by data analysts . You will be fully fluent and confident as a Python data analyst, with full understanding of Python Programming. From Data, databases, datasets, importing, cleaning, transforming, analysing to visualisation and creating awesome dashboards The course is a practical, instructor-lead program.

Data Analytics BootCamp, 12-weeks, Online Instructor-led

Delivered OnlineThu, Nov 28, 11:00 AM GMT + more

£1,200

Safeguarding for Lawyers Course

By DG Legal

This training is for lawyers who may come into contact with vulnerable people through their work. In particular, it is aimed at those who hold legal aid contracts and must meet the requirements of the Specialist Quality Mark (SQM) standard in respect of safeguarding. Everyone has the right to be kept safe from harm, abuse or neglect. We all have obligations to ensure that vulnerable people are protected and that we have appropriate procedures in place to ensure that abuse is identified and reported. We will help you to understand the following; What is safeguarding? The different types of abuse Example signs of abuse, harm and neglect What action should be taken if abuse is suspected The SQM requirements What a Safeguarding Policy should include Target Audience The online course is suitable for staff of all levels, from support staff to senior partners. Resources Comprehensive and up to date course notes will be provided to all delegates which may be useful for ongoing reference or cascade training. Please note a recording of the course will not be made available. Speaker Amie Higgins, Consultant, DG Legal Amie is a Senior Solicitor, qualified under the Law Society’s Immigration & Asylum Accreditation Scheme (IAAS) as an Advanced Caseworker and Supervisor. Amie specialises in all aspects of Immigration, Asylum and Human Rights work, with a specialism in human trafficking/modern slavery cases and working with vulnerable clients. Amie is an experienced trainer, delivering a range of training on both legal and practice management topics.

Delivered OnlineThu, Nov 28, 10:00 AM GMT

£39 to £59

50255 Managing Windows Environments with Group Policy

By Nexus Human

Duration 5 Days 30 CPD hours This course is intended for This course is intended for Enterprise network staff responsible for help desk support, system administration, and network design. Overview At Course Completion: - Features and functions of Group Policy - Use Group Policy management tools to manage security policies - Design a Group Policy infrastructure - Group Policy processing architecture - Back up, restore, import, and copy Group Policy Objects through the Group Policy - Management Console - Use Windows PowerShell to manage Group Policy - Implement security using Group Policy - Configure the desktop environment with Group Policy - Configure roaming profiles and Folder Redirection - Assign and publish software packages - Implement AppLocker and software restriction policies - Create and deploy Administrative Templates - Configure Group Policy preferences In this course, you will learn how to reduce costs and increase efficiencies in your network. You will discover how to consolidate the administration of an enterprise IT infrastructure with Group Policy, and you will learn to control and manage computer systems and domain users running Windows Server 2016 and Windows clients. Create Group Policies, implement administrative and security templates, and determine best practices when deploying software packages. Walk away with the experience and tools needed to optimize your enterprise systems and networks, implement administrative and security templates, and determine best practices when deploying software packages. 1 - Introduction to Configuration Management Configuration Management Overview Configuration Management Using Group Policy Group Policy Features Introduced with Later Versions of Windows Using Windows PowerShell in the Configuration Management Process 2 - Using Group Policy Management Tools Local and Domain Policies Using Group Policy Management Console Understanding Group Policy Refresh 3 - Designing a Group Policy Infrastructure Design Stages for a Group Policy Infrastructure Planning your Group Policy Design Designing Your Group Policy Solution Deploying Your Group Policy Solution Managing Your Group Policy Solution 4 - Understanding the Architecture of Group Policy Processing Group Policy Components in AD DS Understanding the Group Policy Deployment Order Modifying Group Policy Processing 5 - Troubleshooting and Backing Up GPOs Using Group Policy Troubleshooting Tools Integration of RSoP Functionality Group Policy Logging Options Backing Up, Restoring, Importing, and Copying GPOs Building Migration Tables 6 - Securing Windows Using Group Policy Exploring the Windows Security Architecture Securing User Accounts Exploring Security Policies Windows Firewall with Advanced Security Implementing Domain Security Security Policy Options for Window Client and Windows Server 7 - Implementing Application Security Using Group Policy Managing UAC Settings Defending Against Malware Using AppLocker to Restrict Software Implementing Windows App Security Settings 8 - Configuring the Desktop Environment with Group Policy Exploring Script Types and Controlling Script Execution Defining the Desktop, Start Menu, and Taskbar Settings Defining the Control Panel Settings Defining the Windows Components Settings Configuring the Printer Management and Pruning Settings Defining the Network Settings Discovering the new Group Policy Settings 9 - Implementing User State Virtualization Configuring Folder Redirection Managing Offline Files Implementing User Experience Virtualization OneDrive for Business 10 - Assigning and Publishing Software Packages Using MSI Packages to Distribute Software Using Group Policy as a Software Deployment Method Deploying Software Setting Up Distribution Points Using the Systems Center Configuration Manager to Distribute Software 11 - Configuration Management with Windows PowerShell Introducing Windows PowerShell Using Windows PowerShell Writing PowerShell Scripts Windows PowerShell Library for Group Policy Windows PowerShell-Based Logon Scripts 12 - Implementing PowerShell Desired State Configuration Introducing Group Policy Preferences Comparing Preferences and Policy Settings Options for Applying Preferences Configure Preference Settings 13 - Configuring Group Policy Preferences Introducing Group Policy Preferences Comparing Preferences and Policy Settings Options for Applying Preferences Configuring Preferences Settings Additional course details: Nexus Humans 50255 Managing Windows Environments with Group Policy training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the 50255 Managing Windows Environments with Group Policy course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

50255 Managing Windows Environments with Group Policy

Delivered OnlineMon, Dec 9, 01:00 PM GMT

£2,975

MS-102T00 Microsoft 365 Administrator Essentials

By Nexus Human

Duration 5 Days 30 CPD hours This course is intended for This course is designed for persons aspiring to the Microsoft 365 Administrator role and have completed at least one of the Microsoft 365 role-based administrator certification paths. This course covers the following key elements of Microsoft 365 administration: Microsoft 365 tenant management, Microsoft 365 identity synchronization, and Microsoft 365 security and compliance. In Microsoft 365 tenant management, you learn how to configure your Microsoft 365 tenant, including your organizational profile, tenant subscription options, component services, user accounts and licenses, security groups, and administrative roles. You then transition to configuring Microsoft 365, with a primary focus on configuring Office client connectivity. Finally, you explore how to manage user-driven client installations of Microsoft 365 Apps for enterprise deployments. The course then transitions to an in-depth examination of Microsoft 365 identity synchronization, with a focus on Microsoft Entra Connect and Connect Cloud Sync. You learn how to plan for and implement each of these directory synchronization options, how to manage synchronized identities, and how to implement password management in Microsoft 365 using multifactor authentication and self-service password management. In Microsoft 365 security management, you begin examining the common types of threat vectors and data breaches facing organizations today. You then learn how Microsoft 365?s security solutions address each of these threats. You are introduced to the Microsoft Secure Score, as well as to Microsoft Entra ID Protection. You then learn how to manage the Microsoft 365 security services, including Exchange Online Protection, Safe Attachments, and Safe Links. Finally, you are introduced to the various reports that monitor an organization?s security health. You then transition from security services to threat intelligence; specifically, using Microsoft 365 Defender, Microsoft Defender for Cloud Apps, and Microsoft Defender for Endpoint. Once you have this understanding of Microsoft 365?s security suite, you then examine the key components of Microsoft 365 compliance management. This begins with an overview of all key aspects of data governance, including data archiving and retention, Microsoft Purview message encryption, and data loss prevention (DLP). You then delve deeper into archiving and retention, paying particular attention to Microsoft Purview insider risk management, information barriers, and DLP policies. You then examine how to implement these compliance features by using data classification and sensitivity labels. Prerequisites Completed a role-based administrator course such as Messaging, Teamwork, Security, Compliance, or Collaboration. A proficient understanding of DNS and basic functional experience with Microsoft 365 services. A proficient understanding of general IT practices. A working knowledge of PowerShell. 1 - Configure your Microsoft 365 experience Explore your Microsoft 365 cloud environment Configure your Microsoft 365 organizational profile Manage your tenant subscriptions in Microsoft 365 Integrate Microsoft 365 with customer engagement apps Complete your tenant configuration in Microsoft 365 2 - Manage users, licenses, and mail contacts in Microsoft 365 Determine the user identity model for your organization Create user accounts in Microsoft 365 Manage user account settings in Microsoft 365 Manage user licenses in Microsoft 365 Recover deleted user accounts in Microsoft 365 Perform bulk user maintenance in Microsoft Entra ID Create and manage guest users Create and manage mail contacts 3 - Manage groups in Microsoft 365 Examine groups in Microsoft 365 Create and manage groups in Microsoft 365 Create dynamic groups using Azure rule builder Create a Microsoft 365 group naming policy Create groups in Exchange Online and SharePoint Online 4 - Add a custom domain in Microsoft 365 Plan a custom domain for your Microsoft 365 deployment Plan the DNS zones for a custom domain Plan the DNS record requirements for a custom domain Create a custom domain in Microsoft 365 5 - Configure client connectivity to Microsoft 365 Examine how automatic client configuration works Explore the DNS records required for client configuration Configure Outlook clients Troubleshoot client connectivity 6 - Configure administrative roles in Microsoft 365 Explore the Microsoft 365 permission model Explore the Microsoft 365 admin roles Assign admin roles to users in Microsoft 365 Delegate admin roles to partners Manage permissions using administrative units in Microsoft Entra ID Elevate privileges using Microsoft Entra Privileged Identity Management Examine best practices when configuring administrative roles 7 - Manage tenant health and services in Microsoft 365 Monitor the health of your Microsoft 365 services Monitor tenant health using Microsoft 365 Adoption Score Monitor tenant health using Microsoft 365 usage analytics Develop an incident response plan Request assistance from Microsoft 8 - Deploy Microsoft 365 Apps for enterprise Explore Microsoft 365 Apps for enterprise functionality Explore your app compatibility by using the Readiness Toolkit Complete a self-service installation of Microsoft 365 Apps for enterprise Deploy Microsoft 365 Apps for enterprise with Microsoft Configuration Manager Deploy Microsoft 365 Apps for enterprise from the cloud Deploy Microsoft 365 Apps for enterprise from a local source Manage updates to Microsoft 365 Apps for enterprise Explore the update channels for Microsoft 365 Apps for enterprise Manage your cloud apps using the Microsoft 365 Apps admin center 9 - Analyze your Microsoft 365 workplace data using Microsoft Viva Insights Examine the analytical features of Microsoft Viva Insights Explore Personal insights Explore Team insights Explore Organization insights Explore Advanced insights 10 - Explore identity synchronization Examine identity models for Microsoft 365 Examine authentication options for the hybrid identity model Explore directory synchronization 11 - Prepare for identity synchronization to Microsoft 365 Plan your Microsoft Entra deployment Prepare for directory synchronization Choose your directory synchronization tool Plan for directory synchronization using Microsoft Entra Connect Plan for directory synchronization using Microsoft Entra Connect cloud sync 12 - Implement directory synchronization tools Configure Microsoft Entra Connect prerequisites Configure Microsoft Entra Connect Monitor synchronization services using Microsoft Entra Connect Health Configure Microsoft Entra Connect cloud sync prerequisites Configure Microsoft Entra Connect cloud sync 13 - Manage synchronized identities Manage users with directory synchronization Manage groups with directory synchronization Use Microsoft Entra Connect Sync Security Groups to help maintain directory synchronization Configure object filters for directory synchronization Explore Microsoft Identity Manager Troubleshoot directory synchronization 14 - Manage secure user access in Microsoft 365 Manage user passwords Enable pass-through authentication Enable multifactor authentication Enable passwordless sign-in with Microsoft Authenticator Explore self-service password management Explore Windows Hello for Business Implement Microsoft Entra Smart Lockout Implement conditional access policies Explore Security Defaults in Microsoft Entra ID Investigate authentication issues using sign-in logs 15 - Examine threat vectors and data breaches Explore today's work and threat landscape Examine how phishing retrieves sensitive information Examine how spoofing deceives users and compromises data security Compare spam and malware Examine account breaches Examine elevation of privilege attacks Examine how data exfiltration moves data out of your tenant Examine how attackers delete data from your tenant Examine how data spillage exposes data outside your tenant Examine other types of attacks 16 - Explore the Zero Trust security model Examine the principles and components of the Zero Trust model Plan for a Zero Trust security model in your organization Examine Microsoft's strategy for Zero Trust networking Adopt a Zero Trust approach 17 - Explore security solutions in Microsoft 365 Defender Enhance your email security using Exchange Online Protection and Microsoft Defender for Office 365 Protect your organization's identities using Microsoft Defender for Identity Protect your enterprise network against advanced threats using Microsoft Defender for Endpoint Protect against cyber attacks using Microsoft 365 Threat Intelligence Provide insight into suspicious activity using Microsoft Cloud App Security Review the security reports in Microsoft 365 Defender 18 - Examine Microsoft Secure Score Explore Microsoft Secure Score Assess your security posture with Microsoft Secure Score Improve your secure score Track your Microsoft Secure Score history and meet your goals 19 - Examine Privileged Identity Management Explore Privileged Identity Management in Microsoft Entra ID Configure Privileged Identity Management Audit Privileged Identity Management Control privileged admin tasks using Privileged Access Management 20 - Examine Azure Identity Protection Explore Azure Identity Protection Enable the default protection policies in Azure Identity Protection Explore the vulnerabilities and risk events detected by Azure Identity Protection Plan your identity investigation 21 - Examine Exchange Online Protection Examine the anti-malware pipeline Detect messages with spam or malware using Zero-hour auto purge Explore anti-spoofing protection provided by Exchange Online Protection Explore other anti-spoofing protection Examine outbound spam filtering 22 - Examine Microsoft Defender for Office 365 Climb the security ladder from EOP to Microsoft Defender for Office 365 Expand EOP protections by using Safe Attachments and Safe Links Manage spoofed intelligence Configure outbound spam filtering policies Unblock users from sending email 23 - Manage Safe Attachments Protect users from malicious attachments by using Safe Attachments Create Safe Attachment policies using Microsoft Defender for Office 365 Create Safe Attachments policies using PowerShell Modify an existing Safe Attachments policy Create a transport rule to bypass a Safe Attachments policy Examine the end-user experience with Safe Attachments 24 - Manage Safe Links Protect users from malicious URLs by using Safe Links Create Safe Links policies using Microsoft 365 Defender Create Safe Links policies using PowerShell Modify an existing Safe Links policy Create a transport rule to bypass a Safe Links policy Examine the end-user experience with Safe Links 25 - Explore threat intelligence in Microsoft 365 Defender Explore Microsoft Intelligent Security Graph Explore alert policies in Microsoft 365 Run automated investigations and responses Explore threat hunting with Microsoft Threat Protection Explore advanced threat hunting in Microsoft 365 Defender Explore threat analytics in Microsoft 365 Identify threat issues using Microsoft Defender reports 26 - Implement app protection by using Microsoft Defender for Cloud Apps Explore Microsoft Defender Cloud Apps Deploy Microsoft Defender for Cloud Apps Configure file policies in Microsoft Defender for Cloud Apps Manage and respond to alerts in Microsoft Defender for Cloud Apps Configure Cloud Discovery in Microsoft Defender for Cloud Apps Troubleshoot Cloud Discovery in Microsoft Defender for Cloud Apps 27 - Implement endpoint protection by using Microsoft Defender for Endpoint Explore Microsoft Defender for Endpoint Configure Microsoft Defender for Endpoint in Microsoft Intune Onboard devices in Microsoft Defender for Endpoint Manage endpoint vulnerabilities with Microsoft Defender Vulnerability Management Manage device discovery and vulnerability assessment Reduce your threat and vulnerability exposure 28 - Implement threat protection by using Microsoft Defender for Office 365 Explore the Microsoft Defender for Office 365 protection stack Investigate security attacks by using Threat Explorer Identify cybersecurity issues by using Threat Trackers Prepare for attacks with Attack simulation training 29 - Examine data governance solutions in Microsoft Purview Explore data governance and compliance in Microsoft Purview Protect sensitive data with Microsoft Purview Information Protection Govern organizational data using Microsoft Purview Data Lifecycle Management Minimize internal risks with Microsoft Purview Insider Risk Management Explore Microsoft Purview eDiscovery solutions 30 - Explore archiving and records management in Microsoft 365 Explore archive mailboxes in Microsoft 365 Enable archive mailboxes in Microsoft 365 Explore Microsoft Purview Records Management Implement Microsoft Purview Records Management Restore deleted data in Exchange Online Restore deleted data in SharePoint Online 31 - Explore retention in Microsoft 365 Explore retention by using retention policies and retention labels Compare capabilities in retention policies and retention labels Define the scope of a retention policy Examine the principles of retention Implement retention using retention policies, retention labels, and eDiscovery holds Restrict retention changes by using Preservation Lock 32 - Explore Microsoft Purview Message Encryption Examine Microsoft Purview Message Encryption Configure Microsoft Purview Message Encryption Define mail flow rules to encrypt email messages Add organizational branding to encrypted email messages Explore Microsoft Purview Advanced Message Encryption 33 - Explore compliance in Microsoft 365 Plan for security and compliance in Microsoft 365 Plan your beginning compliance tasks in Microsoft Purview Manage your compliance requirements with Compliance Manager Examine the Compliance Manager dashboard Analyze the Microsoft Compliance score 34 - Implement Microsoft Purview Insider Risk Management Explore insider risk management Plan for insider risk management Explore insider risk management policies Create insider risk management policies Investigate insider risk management activities and alerts Explore insider risk management cases 35 - Implement Microsoft Purview Information Barriers Explore Microsoft Purview Information Barriers Configure information barriers in Microsoft Purview Examine information barriers in Microsoft Teams Examine information barriers in OneDrive Examine information barriers in SharePoint 36 - Explore Microsoft Purview Data Loss Prevention Examine Data Loss Prevention Explore Endpoint data loss prevention Examine DLP policies View DLP policy results Explore DLP reports 37 - Implement Microsoft Purview Data Loss Prevention Plan to implement Microsoft Purview Data Loss Protection Implement Microsoft Purview's default DLP policies Design a custom DLP policy Create a custom DLP policy from a template Configure email notifications for DLP policies Configure policy tips for DLP policies 38 - Implement data classification of sensitive information Explore data classification Implement data classification in Microsoft 365 Explore trainable classifiers Create and retrain a trainable classifier View sensitive data using Content explorer and Activity explorer Detect sensitive information documents using Document Fingerprinting 39 - Explore sensitivity labels Manage data protection using sensitivity labels Explore what sensitivity labels can do Determine a sensitivity label's scope Apply sensitivity labels automatically Explore sensitivity label policies 40 - Implement sensitivity labels Plan your deployment strategy for sensitivity labels Examine the requirements to create a sensitivity label Create sensitivity labels Publish sensitivity labels Remove and delete sensitivity labels Additional course details: Nexus Humans MS-102T00: Microsoft 365 Administrator training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the MS-102T00: Microsoft 365 Administrator course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

MS-102T00 Microsoft 365 Administrator Essentials

Delivered OnlineMon, Dec 2, 01:00 PM GMT

£2,975

How can I ensure my business is digital-ready in 2024 and beyond?

5.0(1)

By Let’s Do Business Group

Continuously evolving business and technology landscapes create new and transforming opportunities for entrepreneurs and companies that are prepared.

How can I ensure my business is digital-ready in 2024 and beyond?

Delivered OnlineThu, Nov 28, 10:00 AM GMT

FREE

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