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The dominant view of dyslexia is that it is a disability that is linked to a person’s genetic makeup. From this viewpoint the ‘dyslexic’ person is the cause of his/her difficulties. Researchers search for the cause of dyslexia so that one day they will be able to eradicate dyslexia.
Social development processes aim to bring about economic and social improvement in the lives of people through capacity building. Often this involves institution-building and social change. The International Consortium for Social Development (ICSD) is an organization of practitioners, scholars and students in the human services. It was started in the 1970’s by a group of social work educators to respond to pressing human concerns from an international, interdisciplinary perspective. The organization seeks to develop conceptual frameworks and effective intervention strategies geared to influencing local, national and international systems. It is committed to creating peaceful solutions to the problems of survival at the local, national and global levels. ICSD members use a social development approach to: Develop capacity of individuals and communities Promote world peace and social justice Improve access to adequate health care and education Overcome discrimination against women and minorities Create sustainable income and economic structures ICSD serves as a clearinghouse for information on international social development. The Consortium fosters collaboration among personnel of organizations such as the United Nations, World Bank, UNESCO, and UNICEF as well as among professional associations in the human services and institutions of higher learning. ICSD is a well-established and widely recognized international catalyst for sharing ideas among many nations and across many cultures. The ICSD Technical Assistance Roster links members’ special expertise in international social development to agencies, governments and organizations upon request. Areas of expertise include: Community and economic development Organization and program building Education and training in problem-solving processes Monitoring of social development projects ICSD provides mutual consultation and cooperative action on social development. Typical areas include: Curriculum development Faculty recruitment and training International liaison among colleagues with similar research or practice interests Conferences for educators, practitioners, officials, and others Research and demonstration projects Increasing decision making capacity of local residents including women
Reiki (pronounced Ray-key) is a Japanese word meaning Universal Life Energy, an energy which is all around us. Natural Healing Reiki is the name given to a system of natural healing which evolved in Japan from the experience and dedication of Dr Mikao Usui (d. 1926). Fired by a burning question, Dr Usui was inspired to develop this healing system from ancient teachings after many years of study, research and meditation. He spent the rest of his life practising and teaching Reiki. Today Reiki continues to be taught by Reiki Masters who have trained in the tradition passed down from Master to student.
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I am incredibly proud to have led the creation of TEAM Education Trust working with like-minded colleagues who have shared ambition for the future success of the children in our classrooms. The Trust has the education of children at its heart; it has been structured so children are the focus of our actions and to ensure they have the best foundations on which to build success in their future lives, jobs and relationships. To achieve this focus, we build on our greatest asset, our exceptional staff through identifying excellence and taking a team approach. I believe in teamwork. It is fundamental to everything we do at the TEAM Education Trust. It enables us to best use and promote the talents and skills of our staff, blending them to achieve an excellent inclusive education for all the children and young people within our schools. We know that working together makes a more efficient use of our time, resources and skills, allowing us to be more effective in achieving our vision that ‘Together Everyone Achieves More’.
STAA is a small charity based at the historic St Anns Allotments site, just a mile from the bustling city centre of Nottingham. STAA manages a number of highly regarded projects across 30+ plots at St Anns Allotments providing community benefit & offering a wide variety of volunteering opportunities. Our projects make a significant contribution to the upkeep of this amazing Grade 2* listed heritage site and the preservation of habitat and wildlife in the urban oasis at St Anns Allotments. STAA was initially established in 1997, from a local campaign group that came together with the prime objective of saving and protecting the St Anns Allotment site (Hungerhill Gardens, Stonepit Coppice Gardens and Gorseyclose Gardens) from redevelopment. STAA became a registered charity in 1998 and over the course of 20 years have been key partners in the delivery of large-scale infrastructure and Heritage Lottery Fund projects which have contributed to the restoration and regeneration of St Anns Allotments. Our research projects have also captured much of the St Anns Allotments’ unique history. STAA managed the allotment site and tenancies until December 2017 through a service level agreement with Hungerhill Developments Ltd. The site is now managed directly by HDL. In July 2020, STAA converted to a Foundation CIO* and continues its commitment to protecting, preserving and promoting the heritage, horticultural, wildlife and community value of St Anns Allotments. STAA works inside and outside the site gates with local schools, community groups and partner organisations to promote the heritage of the site, provide education and volunteering opportunities along with social welfare, recreational and leisure activities to improve the wellbeing of our wider communities in St Ann’s, Mapperley and inner-city Nottingham. Our website is designed to give visitors a broader understanding of our organisation and our varied projects including:
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