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Let���s Get Out Dorset

let���s get out dorset

Bournemouth

I HAVE A PASSION AND A BELIEF I have worked with young people for 17 years, I started working with young people in 2004 within a youth club, that provided a safe space for young people to engage in many activities. Very quickly I found my passion which is helping young people to make positive choices in their lives. Whilst my time was spent with a diverse group of young people, I realised that I had a passion working with the more challenging young people, usually the ones that get forgotten because they’re not turning up for school or their behaviours are very challenging because maybe they have emotional behavioural difficulties including risky behaviours. With these challenges I conducted risk assessments, whilst keeping young people at the heart of any action undertaken. These young people are the ones central to what I believe is my mission. I wanted to work primarily with young people who for some reason or another had conflict within their life. My belief is, no matter what, everybody needs somebody to believe in them, even when they struggle to believe in themselves. This led to more responsibility in my role as a youth worker. I started doing one-to-one work with challenging young people, working on a project that targets young people who are at risk of becoming marginalised. When further cuts to Youth service's were sanctioned young people suffered the most, this had a knock on effect to local crime figures rocketing. Young people with no direction or safe spaces to grow, the fundamental nature of being young is lost and in too many cases to mention, young people often find themselves in an environment where peer pressure is rooted in dysfunction, this in my experience is the perfect storm for disaster. Over the last decade since the cuts to youth work it has become more challenging to engage young people. I found myself taking my passion to help young people who were in a residential care setting where they were having the most difficult time of their lives. But again through one to one Key work supporting young people to make changes and experience alternative support such as green activities, I found that these activities help toward emotional stability. Activities can include night fishing, paddle boarding, kite surfing or whatever the young person chooses. If an idea or activity is brought to me I will only consider this after a thorough risk assessment and if successful together we will implement the activity in our one to one sessions, this serves as a way of including young people in their own support package. My aim, together with young people would be to re-introduce them to education, society and family living through mediation and support. I will be introducing young people to resilience building techniques that will have far reaching benefits that will stay with them throughout life, better preparing them for challenges life will bring. Outdoor activities reduce isolation, encourages change and builds confidence rather than being stuck indoors on their consoles confined to their bedrooms in isolation but getting out and enjoying nature and fun activities. please follow the hyperlink below Whilst doing all this creating a safe, positive, caring environment providing a consistent, reliable relationship with good boundaries. I then changed and went back to mentoring and again I have worked with some of the hardest to reach young people. I have a belief that everyone deserves to be given a helping hand. Whether they have been exploited with crime eg. CSE or County Lines, Gang Culture, Knife Crime, this can cause young people to be trapped in a cycle of fear that they can’t get out of,I believe no young person should be exposed to negative cycles like those mentioned above. This leads to isolation within their families and communities. Evidence is emerging during the current climate i.e Covid 19 has had a detrimental effect on young people regarding their mental wellbeing. Isolation breeds dysfunction which can contribute to anxiety and dysfunctional behavior finding It difficult to reintegrate back into society. which for some could even mean not being able to leave the house. My passion is to help turn young people's lives around and build resilience. empowering them to do things they really enjoy. In doing so this will help build up life skills that will inevitably serve them well with the challenges that life will bring. I will support them to be the best young person they can become and enjoy a safe caring and sustainable life which we all deserve.

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Guidepost Montessori

guidepost montessori

Development takes the form of a drive toward an ever-greater independence. It is like an arrow released from the bow, which flies straight, swift and sure. The child’s conquest of independence begins with his first introduction to life. While he is developing, he perfects himself and overcomes every obstacle that he finds in his path.” MARIA MONTESSORI Founder of the Montessori Method of education The Montessori approach Montessori helps your child develop a fundamental, enduring love of learning and the deeply ingrained social, emotional, and academic skills they need to succeed as an adult. Montessori combines highly intentional learning materials, rich social development, and a joyous approach to practiced independence. Our mission Our singular mission at Guidepost is to guide and empower each child as she grows in her independence. In every child lives limitless human potential. For the child to realize that potential is to confidently grow and to joyously learn. It is to create and to love herself while gaining the knowledge to form a unique vision of her singular life. It is the security to live that vision, to dare greatly, to love others. The Montessori approach to human development is based on the belief in the potential of the child, and on the belief that it is only the child herself who can realize this potential. To grow up well is to grow up to be increasingly independent — to be increasingly capable, increasingly confident, increasingly secure, increasingly able to meet one’s own needs, forming one’s own values, and authoring one’s own life. Our job as caretakers is to understand and to love this process as it unfolds for children in our care, and to support the child in blazing her trail. The circumstances of children are as varied as children themselves. The specific needs, the precise resources available, the particular constraints faced by each child and each family are different. As times change, there is a need to keep step and to ensure that the application is timely. But the fundamental need is timeless: to help the child achieve her own development. So, too, is the fundamental method: to provide the child with material, environment, and guidance that is lovingly optimized to support her in that work. The support a child’s caretakers can provide for her burgeoning independence is multifaceted: We can provide materials and inspiration for her to do the work of growing and learning. Every child learns to walk, but not every child learns to walk in a way that feels like an exciting challenge, that redounds upon her confidence. So it is with all of human development and knowledge. The child achieves her own development by engagement and by practice. From grasping an object for the first time, to eating independently, to toileting, to putting her world to words—to the whole world of knowledge, of nature and quantity and life and culture—the effort that children put in can be magnified by thoughtful learning materials and guidance. We can carefully support a child’s environment, creating a wonderful world for her in which to grow up. Children are constantly interacting with and absorbing experiences from their environment. One of the best things we can do for a child is to set up a space where she can be maximally independent and efficacious, a space that is to her comprehensible and enticing, a space that is aesthetically and pedagogically rich. Whether it’s at school or at home, the principles are the same: a world that is accessible, orderly, and enticing is a world that is supportive of a child’s growth. We can prepare ourselves as caretakers of the child. Raising children is as demanding as it is rewarding. It requires that we spend ourselves in understanding and love, that we thoughtfully navigate the stages of a unique child’s development, and that have the self-awareness to manage our own lives, motivation, and energy as we do so. It is tremendously beneficial to both the child and her caretakers to elevate a teaching and parenting philosophy to consciousness, to take an integrated approach to the infinite texture of a child’s growth toward independence. Finally, we can connect with others, other parents, other teachers, other developmentalists and pedagogues, each of whom adds their own experience and wisdom to our accumulated knowledge about child development. Montessori is not just a philosophy of human development. It is also an applied pedagogy, one with over a century of validation, refinement, and grassroots international growth. Guidepost, and each member of our community, benefits tremendously by participating in that movement and history.

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Creative Arts Mentoring

creative arts mentoring

London

Artist Mentor enables contemporary artists and creative professionals to make significant changes in their work and lives. We have mentored and coached hundreds of creative clients from across the globe to improve their work, lives, businesses, and their careers. We love helping creative people be more successful. Take your moonshot! Ceri hand talks about the services that Artist Mentor provides, and how, with the right kind of tailored coaching, you can achieve creative, professional and personal goals that may have previously eluded you. [The video will open in a pop-up window] Whether you want to make better work, attract more studio visits, exhibitions, build your network, create a more compelling website, make more income, or get that new job, we can help you shine. Together we take stock of your work and creative journey to date, clarify your strengths, purpose, and opportunities, and define the steps you need to take to achieve your goals. We work with individuals over an agreed period, as a challenging, critical friend, providing accountability to ensure lasting transformation. We plan with you how to integrate what you’ve learned within your everyday life and schedule, ensuring you continue to thrive. We provide one-to-one and group sessions, providing learning and skill sharing opportunities through expert led classes, resources and free community events and resources. We also have a network of Associate Mentors we provide regular work to - a diverse mix of experienced artists, curators, educators and gallerists, enabling us to respond to increased demand and support a growing range of client and sector needs. All sessions are confidential and your Artist Mentor mentor or coach will be a committed, trusted critical friend. Why get a Mentor or Coach? If you’re a creative, chances are you’re an introvert, deep thinker and highly sensitive - great qualities for realising innovative work! Unfortunately, we know that a high percentage of creative people can often feel isolated, rejected, and suffer from self-doubt, negative self-talk, or imposter syndrome. Old stories may weigh heavily and inhibit your growth, or you get stuck in a fear of failure loop or suffer from self-destructive habits. It might be that you simply can’t see the wood from the trees and have lost sight of your priorities or strengths. Having a trusted champion, committed to helping you flourish, helps you identify and make the changes necessary to reach your goals. A mentor or coach believes in you, recognises your special sauce, identifies opportunities, new tools, and growth potential with you, setting you challenges or targets to help you take the appropriate steps. What's the difference between Mentoring and Coaching? Mentoring A Mentor can serve as a critical sounding board at critical points throughout your creative career, providing an insider's perspective and guidance you may not be able to get from other sources. The role of a mentor is to listen, learn, and advise and is usually a longer-term relationship. A mentor can help you excel in your practice and career, and become the best version of yourself, helping you achieve your goals, introducing you to new ways of thinking, challenging your limiting assumptions, signposting, and offering critical feedback. A mentor will often draw on their personal experiences and expertise to help advise and encourage dialogue with their mentee. This could be in the form of sharing a story, tools, resources, or lessons learned from a challenge they overcame in their career. This kind of personal dialogue is encouraged in a mentoring relationship. Coaching A Coach encourages self-discovery and growth to secure lasting change. Together we assess your current situation and challenges, identify limiting beliefs, interrogate, and address perceived obstacles. We create a safe thinking environment, ask incisive questions and devise a custom plan of action designed to help you achieve specific outcomes. We nurture creative strategies based on what fits best with your goals, personality and vision and foster accountability to increase productivity. Coaching partnerships are usually more short term than mentoring relationships, as they are usually objective driven and more structured. Someone may seek out a coach to help them develop a specific skill or work through a particular limiting belief. The coaching could well end once that skill or objective had been acquired. A coach can help increase your self-awareness: identifying areas for improvement, and challenging assumptions that may be preventing you achieve your goals. Coaching is often used for the development of leadership skills, where they may train you in the art of questioning to equip you to manage others better or identifying limiting beliefs in yourself. The relationship between a client and their coach is a collaborative creative partnership.

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Hayley Heals

hayley heals

Hi, I'm Hayley and I'm a healer and teacher. I'm trained as a Moon Mother (giving female energy healings and blessings), a shamanic healer and a crystal healer. I combine these with over twenty years experience working with witchcraft, the moon and nature to bring you healing, empowerment and knowledge. So you too can work with natural forces to bring positive change to your life. About Being a Moon Mother I began my journey as a Moon Mother in 2016. I had been taking part in something called 'The Worldwide Womb Blessing' for a year- which happens five times a year where thousands of women connect through a meditation to help them feel more empowered as women. You can read more about this on https://www.wombblessing.com After a year of taking part in this event that is run by a woman called Miranda Gray, I came across something on the Womb Blessing website about 'Moon Mothers'. Something in the name itself rang a bell in me so I continued reading. I learnt that a Moon Mother is a woman trained to do personalised womb healings and womb blessings. My heart sang in a way it never had before, and I knew this was a path I wanted to follow. I found out that Miranda Gray (she was the only teacher at the time- there are now trained teachers in addition) was doing a Level 1 Moon Mother training in London that year. I was living in Essex at the time and London is not to far, so it was ideal! Not only that but as it turns out Miranda Gray hadn't been in the UK for a few years, as she teaches all over the world, so it also felt like an unique opportunity. So I went to the Level 1 training and I fell in love with it, learning how to womb healing and blessing, everything about it felt right. I definitely wanted to continue this journey, this first one literally changed my life as I learnt how to live to my cycle and this shifted everything- even leading me to let go of taking the contraceptive pill after so many years. Two years later, there was a Level 2 training, this time in Glastonbury. It had always been my dream to go to Glastonbury but I had never been. I really wanted to go but didn't know how I would get there, or be able to afford the training, plus accommodation etc. I decided to make a gofundme page asking for donations, and I was asking for this instead of birthday presents as the training also fell on my birthday weekend. I was able partly because of the GoFundMe and partly through my own determined saving to have all the money I needed, I had a friend offer to drive and let me down, but somehow I still could afford the travel so I made it! If the first training had changed me, this weekend in Glastonbury deeply impacted me, as I did the training, but also felt much deep awakening from being in the Spiritual home of Glastonbury. I made close friends with other Moon Mothers this time. I learnt how to do the Female Soul Healing (a deeper version of the womb healing) and how to do The Gift for Men (a feminine blessing for men). The following year, a level 3 training was announced, this time in Ireland and would be held just before an annual 'Moon Mother Gathering' an event where lots of Moon Mothers come together from all over the world. On this occasion the gathering would be taking the Moon Mothers to the different sacred sites in Ireland. Of course I wanted to go! I was in the same position financially and there was even more to think about- flights etc. But I was determined to do it and so yet again by my own determination and grit, I found myself there. It was a beautiful experience shared with my new found friends from the previous years. My spirituality journey was profoundly touched by the whole experience- the training, Ireland and the sacred sites we visited. I could now offer another six versions of the womb blessing! - Opening to Sacredness, Opening to Peace and the four archetype blessings of Maiden, Mother, Enchantress and Crone. Becoming a Moon Mother and sharing this work with others has been transformative, changing my life in many ways. Out of all the work I do, this is where I feel I shine the most!

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Code Red The Empowerment Project

code red the empowerment project

London

The founder, Calvin E J Wilson LLM (LSE), is a Barrister who has a longstanding interest in educating students, young adults, and their parents on the workings of the criminal justice system. The Empowerment Project Qualifications and Studies Barrister at Law, Inns of Court, School of Law, United Kingdom Attorney at Law Supreme Court of Trinidad and Tobago Senior Crown Prosecutor, Crown Prosecution Service, United Kingdom Banker, Bank of Commerce, Trinidad and Tobago Master of Laws (Commercial) London School of Economics Bachelor of Laws University of London The Empowerment Project Experience Post graduate education and training in the law, with valuable experience on the frontline of the Criminal Justice System including almost eight years prosecution experience at the Crown Prosecution Service and the Criminal Courts, and operational experience with advising Teams at New Scotland Yard. Devised and successfully delivered this series of workshops and has conducted mentoring, motivational speaking and awareness raising sessions at Youth Clubs and Community Centres around London. Direct contacts with officers of the Met Police at ranks of Constable, Sergeant, and Inspector. Guidance and mentoring experience with black young adults. The Empowerment Project Skills Strong professional, administrative, managerial, and creative skills. Resolute adherence to good governance, accounting and auditing best practices. Devising and implementing new and improved working arrangements and innovative projects. Unique skill set that is critical to the effective leadership and delivery of the objectives of Code Red Empowerment. Established Consulting firm Calvin Wilson and Associates, which offers strategic and public affairs advice to governments and the private sector globally, on anti-money laundering and combatting the financing of terrorism issues, and on preventing trans-national criminal gangs from preying on young people. Founded The Empowerment Project The Empowerment Project Books Author of the book “Voices from Violence. A Woman’s Journey to Self-Healing” which is presented to audiences in the Readers Theatre format by CODE RED Ensemble, as an advocacy vehicle to empower young girls and women and to sensitise boys and men in order to reduce or eliminate the level of violence globally. Desilu Banton desilu banton I was born in Dulwich Hospital, East Dulwich Grove,SE22 3PT, on 11th December 1961. I began my life in a house at 102 Railton Road, Herne Hill,SE24 OET, on the ‘Front Line’ of ‘Brixton’, London. What I remember most of my childhood is drawing, drawing all the time, every opportunity. My father loved music and loved to dance. We would dance together. My mother designed clothes and was a dressmaker and cake baker. My parents had arrived in England in 1954 from Jamaica and lived in the Brixton area. They lived on Concannon Road from around 1955 and moved to Railton Road in 1959 after they had wed at the church at Santley Street, around the corner of Concannon Road. Today I live by my painting and continue in my mothers’ and fathers’ legacy as a creator. I am open to producing works of art by commission. painting Painting is expression, a way of me talking with everybody else about how I feel, like a bluesman would play his blues. The whole thing is about feeling. Painting is blues. I paint those feelings that are from inside my head, from inside my soul. The spiritual part of all this is the heritage, the thing that comes from my ancestors, the ingredients that everybody talks about when they talk about the past, where we all come from, which is DNA, the genes. What I am doing is recording the memory that comes to me from nature, along with the music that came from West Africa and the Atlantic experience, all of it, and what I do then is give it form, give it some skin, textures and colours, the whole thing is like an umbilical cord that has not lost its life force, it is the whole nine yards. Jackie Burton Jackie Burton Born and raised in West Yorkshire, I took a trip to London in 1983 and have remained here since then. I am a black woman, a Christian and a mother. A retired Social Worker, I have a passion for children, young people and their families. Over the last 40 years I have had roles in church including youth leader and Pathfinder club leader as well as teaching in children’s Sabbath school & children’s church. It was my joy, to find the most creative and interesting ways to engage children and young people with so many varied learning styles. Over the last 12 years of my career I was a Team Leader for a local authority Fostering Service; having responsibility for facilitating training, assessing foster carers and placing children from diverse and challenging backgrounds with those carers. Life-long learning is part of who I am and I started becoming more interested in paper crafts when my now, 25 year old son was around 3 years old. We started to make cards for every occasion and stopped buying them from the shops. Paper crafts opened the door to so many other crafting pursuits and my love for crafting has only grown since then, from wedding decoration, decoupage & canvas art to knitting & simple sewing, I have done many and various and still do. Nothing pleases me more than sharing my love for something with others, and creative crafts is certainly one of those very many things. I have done this via children’s craft workshops; transforming spaces for Vacation Bible School (VBS); school holiday clubs; card making workshops for children and adults. If it includes crafting, I will consider it. Currently I am involved in a weekly Craft Café project where we are using hobby crafts to support people in our community who may be lonely, socially isolated or feeling low. Sr Josephine Udie MP, MSc, GC HDip, NP Reverend Sister, Steer Right Project Coordinator, Power Coach Expert, Health Care Professional Reverend Sister, Steer Right Project Coordinator, Power Coach Expert, Health Care Professional Sister Josephine is passionate about the dignity of the human person. As a trained Power Coach and Health Care professional, Sister enjoys using her skills to coach, support and empower children and families to become who they are meant to be. Steer Right is a charity for which Sister Josephine is Project Coordinator, uses the strap line Little help Big Difference to highlight the effectiveness of what a small amount of intervention can do. Amari Smith-Foster Amari Smith-Foster I am a mental health advocate and a student counsellor. I am extremely passionate about mental health and well-being. After battling with my own mental health, being sectioned at just 13 and becoming part of the system, I am using those same life experiences to help others overcome. My story, my pain and this rollercoaster of a journey has given me great insight to help others and make a change. Me speaking up and using my voice, allows so many others, old, young, male, and female to feel heard, to feel seen. Now I am in a position, I have promised myself , it is pivotal that I make a change for the mental health system. My social profiles: Instagram: https://www.instagram.com/accounts/onetap/?next=%2F LinkedIn: https://www.linkedin.com/in/amari-smith-foster-26a68417b/ Youtube: https://www.youtube.com/channel/UCPMHXb5U40E0Zw1B3h4vcJg Please feel free to contact me should there be any issues. Norman Mine Norman Mine Norman Mine is an Italian-born London based multidisciplinary artist whose practice encompasses visual art, acting and social work. Using autobiographical scenarios as a starting point, Mine's practice expands into fantasy and delusion and in his alter-ego, Dino Desica, an aspiring Italian actor who exists only through a video format, as "performance to camera", becoming an ephemeral simulation of the self. Mine's practice explores the infinite possibilities of the self, the authenticity and the structures of inclusion and exclusion in which it is constructed. For the past three years Mine has run creative workshops co-working with people of different generations, backgrounds, and abilities; developing a specific approach that unsettles the scenario in which participants perform to stimulate creativity and imagination as an opportunity to navigate within. Mine has obtained a Masters Degree in Fine Art at Goldsmith College in 2018. His work has been shown at Performance Istanbul (2021), disORDER Live Collective (2020), Deptford X (2019), The Koppel Project (2019), Platform1 Gallery (2018), Art Night London (2017). He was a recipient of the DYCP grant, Art Council England (2021). In 2022 Mine has founded Norwood JunkAction, an eco-community art project based in Croydon, London. Diana Wilson Diana Wilson Diana Wilson is an Executive and Life Coach professional as well as a Psychodynamic Counsellor, who in parallel, has enjoyed a substantial career in Education and Training and Development across Schools and local Government. Diana is fluidly proficient in a myriad of modalities with a keen focus on Cognitive Behavioural Coaching. She offers leading-edge, inspirational coaching that stimulates thinking, accelerates transformation, and empowers clients to accomplish their aspirational goals. My social handles: Website: www.dwcoach.co.uk LinkedIn: linkedin.com/in/diana-wilson-564a6941 Richmond Trew Richmond Trew A Professional Trainer/Workshop Facilitator with 25 years’ experience of working in communities and custodial settings nationally and internationally. He is also a recording & performing artist fronting the collective Abstract Word and currently has Publishing & Production contracts with (Peer Music LTD-MAP Music). Richmond also leads a group of free-lance Arts Practioners under the name of Journeyman Arts (Using the Arts to share & pass on Knowledge). He also Runs 492 Korna Klub next generation Ltd that runs live improvised drama weekly on Galaxy Radio.

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Iva Troj

iva troj

London

A Balkan mountain child and a young arts protege who grew up to become a world renown contemporary artist with a PhD in art history. Iva Troj grew up in the outskirts of Bulgaria’s Romani slums in the last decade of communism – a world full of sexual predators, communist propaganda, censorship and no path to artistic livelihood other than what she could imagine in her wildest dreams. Today, she is a Gerety Award winner and 3 times Cannes Lions nominee for her Halo Masterpiece [biggest ever launch in the Halo franchise’s history, with more than 20M players, 520M reach], Towry Best of England Award winner, and 2 times Contemporary Art Excellence Artist of the Year award winner. She has exhibited both nationally and internationally and her work is in collections in the UK, France, Ireland, Sweden, Norway, Germany, China, United States and Japan. In 2021, her epic painting Halo Infinite Masterpiece was exhibited at Saatchi Gallery and The Louvre. In 2020, her paintings were included in a number of permanent museum exhibitions in South Asia, among them Haegeumgang Museum 해금강테마박물관 in South Korea. And in Sept 2022, she was invited to exhibit a body of work at The Louvre in Paris. Troj obtained her first fine arts degree when she was just 17 years old. After completing two BA degrees and a master’s degree from the United States and Sweden, she was awarded an art history PhD title. She is widely known for her fine art pieces which seamlessly merge Renaissance aesthetics and techniques with postmodern praxis. Her intensely detailed oil paintings achieve astonishing tricks of light and shade, as practiced by the great masters. Exhausted by a society in which women often feel vulnerable, threatened, or powerless, Troj recasts the fairer sex as powerful creatures, freed from the oppressive male gaze and placed within Edenic settings where they can revel in their own beauty and potential. Blending abstraction with figuration, the natural world with the urban landscape, dream with reality, Troj’s breathtakingly beautiful artworks achieve something truly unique, both in terms of aesthetics and concept.” 22Blocks Agency Artist Statement As a child, I was taught to question one-dimensional narratives, which grew from a survival technique to a development technology of the artistic self. The foe I so often portray almost always represents the normalisation of one or more dysfunctional discourses. Like many artists, I discuss personal experiences. At the same time, I strive to escape the self, an urge that partially stems from crossing borders in the last years of the Cold War. Living through cultural starvation in my childhood’s Eastern Europe has made me restless and hungry for honest creativity. In that sense, nothing I discuss is strictly personal. Sexual abuse, violence, trauma… I may present an unusual perspective on these topics stemming from the self, but only as an outset. The work needs to keep changing, relive itself, challenge its own conformity. There is a point in every artist’s career when one is tempted to choose a tested and proven path. I’m constantly trying to resist this temptation by containing the “paths” in series where I can explore a motif or a theme without succumbing to the comforts of one visual style. The artists that I look up to for inspiration have one thing in common – constant renewal. Traditional elements are very central to my body of work. It’s not so much a need to keep it” traditional”, but rather the way I speak. I grew up in a communist country. We sang songs about machines being superior to man and praised modernity while destroying nature and killing creativity and the human spirit with it. At the same time, my summers were spent in the mountains with my grandmother who had hanging gardens, thousand stories and no TV. These two realities are inseparable in my mind. My style and inspiration come from the techniques of The Old Masters, not just Western but also Eastern European, Russian in particular. As a child I would often look at art books from the Renaissance, Baroque, Rococo and even Modernism and wonder why the women in them were so powerless and passive, always laying there nude like they lost the will to live, combing their hair and undressing, etc. I grew up wishing to become good at painting so I could change the stories in classical motifs. My technique resembles the Flemish method of layering thin veneers of paint between layers of varnish. Beautiful imperfection and constant renewal are themes that flow throughout my paintings. Awards: 3 x nominee for Cannes Lions Award for Halo Infinite Masterpiece 2022 Art Excellence Award 2020 해금강테마박물관] Haegeumgang Museum South Korea. CAF Artist Of The Year 2019 (2d) Contemporary Art Excellence Artist of The Year 2016 2016 Palm Award Winner 2013 Towry Best of England Award Winner

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Skylark Global

skylark global

Uxbridge

Skylark has established its operations in year 2002 having its primary focus on providing software services and providing IT enabled services. However, we gradually developed our expertise in providing various outsourcing services like Data Conversion Services, data entry, Image indexing services, customer care, transaction processing and other value added services. Over a decade the company has developed and expanded its operations. This is evident as now we are 200 employees company. We have been instrumental in providing Employment opportunities not only for the candidates located in heart of the Kolhapur city but from nearby villages. Our Human Resources team has mainly focused on providing employment opportunities not only to the candidates belonging to lower strata of the society but also for physically challenged people. We call ourselves as an “Employee Centric company” and have motivated our employees to display the core values of always being Available, Attentive and Reliable to our customers. It has helped us to be a preferred outsourcing partner to our client. We have developed a culture to go one step ahead to provide something called as “Customer delight”. We have a strong and experienced Leadership & Human resources team which is consistently helping us to achieve our desired growth and objectives. Day by day we have continued our development, expanded our operation and have invested in technology. We have developed new method of training so that we can deliver the quality output to our client. We are following the Best practices and highly committed to deliver high quality data, customer service, electronic stapling and Mortgage document indexing services etc. We provide service to huge magnitude of clients from simple one time keying requirements or complex multi entry and multi levels of quality checking entries. Our customers are from all market sectors, including both Small/Medium sized Companies. We are strongly committed to deliver superior quality, at the low cost & timely solutions to our clients. Today’s business environment is volatile and we are adapting new technologies to achieve maximum profitability by using the method of maximum utilization of resources. We see the world through our client’s eyes and identify key issues in customer’s business so that we can provide end to end services solutions to those areas. We believe in maintaining long term relationship with our client. We are committed to provide best-in-class services to our clients and believe in continuously developing a business, which will allow us to provide long term and continuing benefits to our clients. Vision Our vision is to be a fastest growing BPO serving Domestic as well as International clients. We want to be a “Trustworthy & Self-driven Partner” for our clients. We want to be a socially responsible organization by building and developing a competent workforce from various labor pools and want to create maximum employment opportunities for all the sections of the society. Mission We at Skylark want to create a better customer experience by continually improving our processes and methods to achieve highest level of “Customer delight”. Quality Policy Skylark Global BPO is committed to Provide Business process management solutions, Document processing services and Bulk Data Entry Services for Domestic and Internationals clients with quality service to exceed customer requirements with global bench marking for quality and cost effectiveness with high degree of customer orientation and market responsiveness. We will achieve this through the best practices followed in each process, team effort, technology, maintaining effective management system and continual improvement of our processes. Rural BPO Our organisation collaborates social responsibility along with business objectives to make these initiatives a vital part of the organisation’s cost effective approach. Over the years, we have adopted a thoughtful approach and have taken steps to address key areas which have an impact on society. The organisation drives these initiatives which are led by our Senior Management and is promoted across the organisation. We are thoroughly committed to bring about a change in the key areas which has a significant impact on the society. Our objective is to groom and provide employment opportunities for people in rural areas especially rural women through value added training and Learning & Development initiatives for building future Managers & leaders. This initiative opens up opportunities for individuals, who otherwise would not have a chance to gain employment opportunities. The key objective is to help the society and inspire the lives of the underprivileged and extend our support in the upliftment of the society. This initiative provides employment opportunity and benefits to: Individuals in remote rural areas who do not have good employment opportunities in their home towns and villages and are therefore forced by circumstances to migrate in large numbers to the cities. Women who are unable to attend regular jobs due to family priorities but still need to support the family income. Create employment opportunities for spouses/children of factory workers who would otherwise have no employment opportunities.

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Oxford Open College

oxford open college

Sheffield

Oxford Open College childcare courses are available “long distance and online” through our virtual campus. We work closely with providers to help successful trainees acquire continued employment. Oxford Open College is accredited by CPD (Continued Professional Development), the specialist awarding body for people working in various fields and want to attain continued development and we have a specialist department working in the early years industry. Achieving a qualification in Early Years is a great way for existing and new childcare practitioners to become qualified or for existing workers to gain further knowledge for use in their jobs. We encourage enquirers to browse through our childcare course to find the perfect support we offer. CONTEXT AND PERSPECTIVE Oxford Open College has a concept that : Children brought up well are most likely to be successful as adults. This is only possible where government, parents and childcare providers work together: At one time whole families with their children used to work long hours to earn the bare minimum to have something to eat in England, “a poor Law Amendment Act 1834” was done; this resulted in governments of the day setting up “clubs of workhouses” in which the paupers were to live…. In a way this was as if guaranteeing them an even more miserable time; here widows and orphans lived. The work reform Act decided that children under nine years old should not work, strangely the Law makers seemed oblivious to the reality that children were not working for fun, but survival due to poverty……..surely Childcare has come a long way. Oxford Open College is Giving new ideas to the learner/practitioner of how best to present material; the Course is implementation of good practice; sharing knowledge and experience: Therefore, this book only offers guidance, ideas; pointers of the best responses to commonly asked topical questions in the UK, NVQ Level 3 Diploma in Childcare. The suggested responses are exhaustive. The selected topics are based on real units and questions or tasks. Oxford Open College have used personal experience in “practicing Childcare settings:” This experience is what has been used to address most of the topics, questions; drawing from real life situations of safeguarding and caring for Children. The Course text book is written in the first person context I or in My setting so that the upgrading or aspiring practitioner can put themselves in the context of what is happening in their own situation or setting in order to draw parallels and learn by inclusion and participation of shared experience and good practice towards safeguarding, playing with and development of; Children. Oxford Open College provides aspiring practitioners with a preamble in form of a model self-evaluation of a childcare setting, to help practitioners evaluate own provisions. Oxford Open College recognises that there are key factors of how to deal with different situations and a summary of headings of usable policies that can be developed by a starting practitioner. Oxford Open College ensures that the course will include “Advice” for practitioners and learners to deal with various situations such as learning differences, bullying and keeping an outstanding setting. Oxford Open College has designed a childcare course so that in its recess the learning offers learners and practitioners an adaptable handbook to be used by any setting. Oxford Open College Gives learners and practitioners an overview of United Kingdom’s based study method of the English Early Years Framework. Why study Early Years with Oxford Open College? You’ll be studying courses designed and created by practitioners and trainers , Childhood, Youth and inclusion play. Oxford Open College offers a ground-breaking curriculum, inspiring and engaging teaching methods, and supports childcare research that looks to influence Childcare practices, policies and debate – both in UK; nationally and internationally. The benefits of studying an early years qualification with Oxford Open college are: Oxford Open College believes that your study will be professionally and vocationally relevant across many contexts. You’ll become equipped with the knowledge and experience to make a real difference in this field. You’ll be studying with a university that has 50 years’ experience as pioneers of social justice and social change. You can fit our flexible study around your work and other commitments. Oxford Open college equips individuals with tools to develop Careers in Early Years. An early years qualification – for example, gives you understanding in childhood and youth studies or early childhood which can open up a range of careers, including: childcare, counselling, early years work, youth and community work, and local, national and international policy development. Oxford Open College courses in early years can help you start or progress your career as a: Self employed business operator of a nursery Teacher Teaching assistant Counsellor Education Welfare Officer Family Support Worker Special education needs coordinator (SENCO).

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Sew Creative

sew creative

Altrincham

Hi I’m Kate, I set up Sew Creative in 2016, however a lot of my customers are often surprised to hear that I haven’t always loved sewing - in fact I even paid one of my friends to sew my Year 7 Textiles project for me, then ditched the subject as soon as I was allowed in the following year! I eventually learnt to sew when I made the decision to study Fashion Design in Manchester. After my degree I worked in the fashion industry in both London and New York, before heading back up North to train to be a Textiles teacher and settle in Altrincham. Whilst teaching, I started to advertise sewing classes - it was originally just a way to earn a little extra money. I started on a table in Hobbycraft with a couple of old machines and some bits and pieces from my personal fabric stash. I sat there for several weeks, with no customers or interest, and was about to give up when Sue (now a member of staff!), my first ever customer, approached me asking if I’d teach her how to make her own patterns - and Sew Creative was born! Alex MANAGER Alex joined the Sew Creative team having left teaching in February 2020, just two weeks before the first National Lockdown! When she was a teacher, she taught social science, so sewing was a bit of a change! Alex sews most of her own clothes and can usually be found wearing at least one me-made item in store during the week. Alex teaches our adult classes as well as our teenagers. She is also the shop’s manager, so if you need anything, she is always happy to help! You can find her on Instagram @sewalexfaye "My favourite thing about being able to sew is making things that fit me properly. I'm almost 6ft tall so finding ready to wear trousers and dresses the right length has always been a challenge.Now I just make them to fit my body rather than the other way around!" Dawn TUTOR Dawn has been with us at Sew Creative for two years now and has become the heart and soul of the shop. Dawn is our resident neat-freak so she keeps us all nice and ship-shape. Dawn has been sewing for years and regularly makes herself gorgeous dresses and coats. Dawn can be found teaching our adults on a Tuesday and our Saturday classes. She is warm of heart and always up for a good natter! Jayne TUTOR Jayne joined Sew Creative in September 2020, in the midst of a Global Pandemic has has taken the rollercoaster ride like a true pro. Jayne’s career has been in lingerie design and she has worked with some of the biggest names in the biz! Jayne sews her won clothes, and loves making tailored trousers, she is always the picture of sophistication! Jayne works most weekdays and every other Saturday, teaching our kids and adult classes. She also teaches our Monday night adult lesson! George CHIEF EXECUTIVE George is the newest and most adorable member of the Sew Creative team. He’s not old enough to sew yet, but can often be found in the shop sporting a mum-made outfit. You’ll also find his full modelling portfolio on Instagram, where you are guaranteed a regular dose of cuteness. He keeps Eric and Dotty very busy and despite being so small, is always the centre of attention! We’re all convinced he’ll be the next Patrick Grant! Eric HEAD OF SECURITY Hi, I’m Eric. I can often be found guarding the front door at Sew Creative. While I might look big, tough and scary, I am actually quite a lovely chap. I love treats, cuddles, any food that you might be eating, and more cuddles. Please feel free to pick me up and cuddle me, instead of doing any sewing. I look forward to meeting you soon. Thank you. Dotty THE DUCHESS Hi, I’m Dotty. I am pretty shy, but if you’re quiet and gentle I will come for some cuddles. I can often be found sleeping in my basket, or following my Mum around - just to make sure that she’s still there! Volunteers and Party Facilitators In addition to our part and full time members of staff, Sew Creative also has a team of amazing volunteers who help us out every week. Lisa, Sue , Catherine and Liz can be found lending a helping hand in our kids and adults classes, alongside some of our teen sewers who give up their precious weekends to work with us! If you book a party with us, you will almost certainly meet our lovely party facilitators. Evie and Daisy have been sewing with us for years and as they have grown up, have proven themselves to be very capable seamstresses. Both ladies are excellent with kids and adults alike!

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Black's Academy

black's academy

London

AQA A level Mathematics 7357 AS level Mathematics 7356 GCSE higher level Mathematics 8300H GCSE foundation level Mathematics 8300F Edexcel A level Mathematics 9MA0 AS level Mathematics 8MA0 GCSE higher level Mathematics 1MA1H GCSE foundation level Mathematics 1MA1F OCR A level Mathematics H240 AS level Mathematics H230 GCSE higher level Mathematics J560 GCSE foundation level Mathematics Other courses IGCSE extended level Mathematics 0580 Scholastic Apititude Test (USA Exam) GED (USA Exam) All other exams Click on any of the above links to obtain free resources Book free diagnostic now blacksacademy symbol Director Peter Fekete Educational consultancy | Curriculum design | Courses for adults | Public speaking | Publications CONTACT a CONTENT OF THE REMOTE LEARNING SYSTEM * US GRADE 6 / UK GCSE GRADE 2–3 1. Addition and subtraction 2. Starting number sequences 3. Further number sequences part I 4. Multiplication to 8 x 8 5. Further number sequences part II 6. Multiplication to 12 x 12 7. Square numbers 8. Positive and negative numbers 9. Sums 10. Shapes and perimiters 11. Measurement and areas 12. Reading information 14. Understanding fractions 15. Decimals 16. Percentages 17. Long multiplication 18. Beginning algebra 19. Beginning probability 20. Beginning geometry 21. Properties of numbers 22. Telling the time 23. Geometry in three dimensions US GRADE 7 / UK GCSE GRADE 4 1. Deeper understanding of number 2. Combinations 3. Long division 4. Operations 5. Practical problems 6. Order and type of numbers 7. Measurement 8. Time and time management 9. Fractions 10. Organising information 11. Ratio and proportion 12. Probability 13. Angles 14. Visual reasoning 15. Bearings 16. Working in two dimensions 17. Working in three dimensions 18. Transformation geometry 19. Continuing algebra US GRADE 8 / UK GCSE GRADE 5–6 1. Patterns and pattern recognition 2. Lines, regions and inequalities 3. Mastering fractions 4. Types of number 5. More about triangles 6. Measurement and computation 7. Proportionality 8. Working with space 9. Indices 10. Further work with ratio 11. Investments 12. Further algebra 13. Quadrilaterals and polygons 14. Speed and displacement 15. Continuing with probability 16. Describing data US GRADE 9 / UK GCSE GRADE 6–7 1. Further proportionality 2. Congruency 3. The tricky aspects of algebra 4. Lines and equations 5. Basic formal algebra 6. Analysis and display of data 7. Graphing functions 8. Dimension and algebra 9. Algebraic fractions 10. Circle theorems 11. Algebraic factors 12. Simultaneous equations 13. Velocity and acceleration 14. Proportionality and scatter 15. Number puzzles US GRADE 10/ UK GCSE GRADE 7–8 1. Transpositions 2. Patterns and pattern recognition 3. Algebraic manipulations 4. Quadratics 5. Surds 6. Linear inequalities 7. Functions 8. Trigonometry 9. Systems of linear equations 10. Further presentation and analysis of data 11. Polynomial functions 12. Algebraic products 13. Finding roots 14. Intersection of lines and curves 15. Indices and index equations US GRADE 11/ UK GCSE GRADE 8–9 1. Completing the square 2. Venn diagrams 3. Coordinate geometry with straight lines 4. Further trigonometry 5. Transformations of curves 6. Modulus 7. Basic vectors 8. Quadratic inequalities 9. The quadratic discriminant 10. Arcs, sectors and segments 11. Circles, curves and lines 12. Probability and Venn diagrams 13. Functions, domains and inverses 14. Trigonometric functions 15. Recurrence relations 16. Further elementary vectors FREE LEGACY RESOURCES Business Studies, Economics, History, Mathematics, Philosophy, Sociology Business Studies PEOPLE AND ORGANISATIONS 1. Management structures and organisations 2. Leadership and management styles 3. Classical theory of motivation 4. Human relations school 5. Management by objectives 6. Workforce planning 7. Recruitment 8. Payment systems MARKETING 1. The economic problem 2. Money and exchange 3. Price determination 4. Determinants of demand 5. Market analysis 6. Marketing and the product life cycle 7. Objectives and marketing EXTERNAL INFLUENCES 1. Stakeholders 2. Business ethics 3. Market conditions 4. Business and the trade cycle 5. Business and technological change 6. Business and inflation 7. Business and exchange rates 8. Business and unemployment ACCOUNTING & FINANCE 1. Cash Flow Management 2. Costs, Profits & Breakeven Analysis 3. Budgeting & Variance Analysis 4. Sources of Finance 5. Profit & Loss Account 6. The Balance Sheet 7. Depreciation by the fixed-rate method 8. Reducing Balance Method 9. Stock Evaluation 10. Working Capital and Liquidity 11. Accounting Principles and Window Dressing 12. Costing and Management Accounting 13. Investors and the Corporate Life Cycle 14. Investment Appraisal: Average Rate of Return 15. Investment Appraisal: Payback Method 16. Investment Appraisal: Net Present Value 17. Investment Appraisal: Internal Rate of Return 18. Profitability Ratios 19. Liquidity Ratios 20. Efficiency and shareholder ratios 22. Gearing and Risk 23. Net Asset Value Economics MARKETS & MARKET FAILURE 1. The economic problem 2. Productive and allocative efficiency 3. Money and exchange 4. Price determination 5. The money market 6. Introduction to the labour market 7. The determinants of demand 8. Supply and elasticity of supply 9. Excess supply and excess capacity 10. Elasticity of demand 11. Market structures 12. Income and cross elasticity 13. Market failure 14. Factor immobility 15. Public and private goods 16. Merit and non-merit goods 17. Cost-benefit analysis 18. Competition policy 19. Market failure and government intervention History ANCIENT HISTORY 1. Prehistory of Greece 2. Mycenae, the Heroic Age c.1550—1125 BC 3. The Greek Middle Ages c.1125—c.700 BC 4. The Greek Tyrannies c. 650—510 BC 5. Sparta 6th and 7th centuries BC 6. Athens and Solon 7. The early inhabitants of Italy 8. The Etruscans 9. Early Roman History up to Tarquin GERMANY & EUROPE 1870—1939 1. Social Change from 1870 to 1914 2. Socialism in Europe 1870 to 1914 3. The Balance of Power in Europe 1870 4. Anti Semitism in Europe 1870 to 1914 5. The Structure of Wilhelmine Germany 6. Bismarck and the Alliance System 7. Weltpolitik 8. Colonial Rivalries 9. First and Second Moroccan Crises 10. The First World War triggers 11. The Causes of the First World War 12. Germany and the First World War 13. Military history of the First World War 14. The Treaty of Versailles 15. The Domestic Impact of the First World War 16. The German Revolution 17. The Weimar Republic 18. The Early Years of the Nazi Party 19. The Rise of the Nazi Party 20. The Establishment of the Nazi Dictatorship 21. Nazi Rule in Germany 1934 to 1939 22. The Economics of the Third Reich 23. Appeasement RUSSIA & EUROPE 1855—1953 1. Alexander II and the Great Reforms 2. Imperial Russia under Alexander III 3. Nicholas II and the 1905 revolution 4. Social and economic developments in Russia 5. Russia: the Great war and collapse of Tsarism 6. Provisonal Government & October Revolution 7. The Era of Lenin 8. The Development of Lenin's Thought 9. New Economic Policy and the Rise of Stalin 10. Stalin and the Soviet Union 1924 to 1953 11. Stalin and the Soviet Economy 12. Stalin and International Relations BRITAIN 1914—1936 1. The Great War and Britain 1914—15 2. Britain during the Great War, 1915—16 3. Lloyd George & the Great War, 1916—1918 4. Great Britain after the War, 1918—22 5. British Politics, 1922—25 6. Class Conflict & the National Strike, 1926 7. Britain & International Relations, 1925—29 8. Social Trends in Britain during the 1920s 9. Social Issues during the late 1920s 10. British Politics 1926—29; Election of 1929 11. Britain — the crisis of 1929 12. The Labour Government of 1929—31 13. Britain and economic affairs, 1931—33 14. Britain and Foreign Affairs, 1931—36 15. Social Conditions in Britain during the 1930s Advanced level Mathematics ALGEBRA & GEOMETRY 1. Simultaneous Equations 2. Polynomial Algebra 3. Cartesian Coordinates 4. The equation of the straight line 5. Intersection of lines and curves 6. Remainder and Factor Theorems 7. Functions 8. Quadratic Inequalities 9. Graphs of Inequalities 10. Indices 11. Polynomial Division 12. Velocity-Time Graphs 13. Tally Charts 14. Absolute and relative errors 15. Sequences and Series 16. Arithmetic Progressions 17. Proof by Contradiction 18. Geometric Progressions 19. The Cartesian Equation of the Circle 20. Transformations of graphs 21. Plane Trigonometry 22. Modulus 23. Trigonometric Functions 24. Inverse Trigonometric Functions 25. Linear Inequalities 26. Proportionality 27. Probability 28. Surds 29. Special Triangles 30. Quadratic Polynomials 31. Roots & Coefficients of Quadratics 32. Radian measure 33. Permutations and Combinations 34. Set Theory and Venn Diagrams 35. Sine and cosine rules 36. Elementary Trigonometric Identities 37. Roots and curve sketching 38. Graphs and roots of equations 39. Picards Method 40. Small Angle Approximations 41. Simultaneous equations in three unknowns 42. Linear relations and experimental laws 43. Conditional Probability 44. Pascal's Triangle and the Binomial Theorem 45. Index Equations and Logarithms 46. The Binomial Theorem for Rational Indices 47. Exponential Growth and Decay 48. Exponential and Natural Logarithm 49. Compound Angle Formulas 50. Sinusoidal functions 51. Vector Algebra 52. The Vector Equation of the Straight Line 53. The Scalar Product of Vectors 54. Axiom Systems 55. Introduction to Complex Numbers 56. The algebra of complex numbers 57. Complex Numbers and the Argand plane 58. De Moivres Theorem 59. Eulers formula 60. Further loci of complex numbers 61. Further graph sketching 62. Mathematical Induction 63. Proof of the Binomial Theorem 64. Polar Coordinates 65. Conic sections 66. Partial Fractions 67. First-order linear recurrence relations 68. Summation finite series with standard results 69. Method of differences 70. Trigonometric Equations 72. Series Expansion 73. Lagrange Interpolating Polynomial 74. Error in an interpolating polynomial 75. Abelian groups 76. Geometrical uses of complex numbers 77. Cyclic Groups 78. The Cayley-Hamilton Theorem 2x2 Matrices 79. Cayley Theorem 80. Determinants 81. Isomorphisms 82. Lagrange theorem 83. Properties of groups 84. Group structure 85. Subgroups 86. Homomorphisms 87. Matrix Algebra 88. Determinant and Inverse of a 2x2 matrix 89. Gaussian elimination 90. Matrix representation of Fibonacci numbers 91. Matrix groups 92. Inverse of a 3 x 3 Matrix 93. Singular and non-singular matrices 94. Properties of Matrix Multiplication 95. Induction in Matrix Algebra 96. Properties of Determinants 97. Permutation groups 98. First Isomorphism Theorem for Groups 99. Roots of Polynomials of Degree 3 100. Scalar Triple Product 101. Systems of Linear Equations 102. Matrix Transformations 103. Mappings of complex numbers 104. Cross product of two vectors 105. Vector planes 106. Eigenvalues and Eigenvectors CALCULUS 1. Introduction to the Differential Calculus 2. Stationary points and curve sketching 3. Applications of Differentiation 4. Differentiation from First Principles 5. The Trapezium Method 6. Integration 7. Direct Integration 8. Applications of integration to find areas 9. Graphs of Rational Functions 10. Derivatives of sine and cosine 11. Products, Chains and Quotients 12. Volumes of Revolution 13. Exponential and Logarithmic Functions 14. Integration by Parts 15. Parametric Equations 16. The Integral of 1/x 17. Integration by Substitution 18. Implicit Differentiation 19. Formation of a differential equation 20. Separation of variables 21. Integrals of squares of trig functions 22. Maclaurin Series 23. Techniques of Integration 24. Integrating Factor 25. The Newton-Raphson formula 26. Errors in Numerical Processes 27. Roots and Recurrence Relations 28. Derivatives of Inverse Trig. Functions 29. Second order homogeneous equations 30. Second order inhomogeneous equations 31. Implicit differentiation — second derivative 32. Integrands to inverse trigonometric functions 33. Integrands to logarithmic function 34. Integration of Partial Fractions 35. Logarithms and Implicit Differentiation 36. Implicit differentiation and MaClaurin series 37. Separation of variables by substitution 38. Trigonometric Substitutions for Integrals 39. Truncation Errors 40. Euler and Trapezoidal Method 41. Numerical methods for differential equations 42. Simpson Method 43. Proof of Simpson Formula 44. Richardson Extrapolation 45. Arc length of a curve in Cartesian coordinates 46. Arc length of a curve in Polar coordinates 47. Arc length of a curve: Parametric form 48. Curves in Euclidean space 49. Functions and continuity 50. The gradient of a scalar field 51. The derivatives of the hyperbolic functions 52. Hyperbolic Functions 53. Inverse Hyperbolic Functions 54. Hyperbolic Identities 55. Integrals with inverse hyperbolic functions 56. Reduction formulae 57. Simultaneous differential equations 58. Surface of Revolution 59. Vector differential calculus 60. Scalar Fields and Vector Functions STATISTICS & PROBABILITY 1. Central Tendency: Mean, Median and Mode 2. Standard Deviation 3. Cumulative Frequency 4. Discrete Random Variables 5. Mutually exclusive and independent events 6. The Binomial Distribution 7. The Normal Distribution 8. Standardised Normal Distribution 9. Regression Lines 10. Correlation 11. The Geometric Distribution 12. Hypothesis Testing — Binomial Distribution 13. Index Numbers 14. Time Series Analysis 15. Bayes Theorem 16. Confidence interval mean — known variance 17. The Central Limit Theorem 18. Pearsons product moment correlation 19. Spearmans Rank Correlation Coefficient 20. Hypothesis Testing — Normal Distribution 21. The Poisson Distribution 22. The Normal Approximation to the Binomial 23. The Normal Approximation to the Poisson 24. The Poisson Approximation to the Binomial 25. Type I and type II errors 26. Scalar multiples of a Poisson variable 27. Test for the Mean of a Poisson distribution 28. Random Number Sampling 29. Estimating Population Parameters 30. Random Samples and Sampling Techniques 31. The Concept of a Statistic 32. Hypothesis test for the population variance 33. Central Concepts in Statistics 34. Continuous Probability Distributions 35. Modeling: Chi squared goodness of fit 36. Chi squared test for independence 37. Degrees of Freedom 38. Difference Sample Means Unknown Variance 39. Moment generating functions 40. Probability generating functions 41. Linear Combinations of Random Variables 42. Maximum Likelihood Estimators 43. Wilcoxon signed rank test on median 44. Non-parametric significance tests 45. Single-sample sign test of population median 46. Paired-sample sign test on medians 47. Paired sample t-test for related data 48. Paired sample Wilcoxon signed rank test 49. Difference of two sample means 50. Pooled sample estimate 51. Testing the Sample Mean 52. The Uniform Distribution MECHANICS 1. Velocity-Time and Displacement-Time Graphs 2. Force diagrams 3. Representation of Forces by Vectors 4. Static Equilibrium 5. Equilibrium of coplanar forces 6. Weight and Free Fall 7. Normal Reaction and Friction 8. Newtons First and Second Laws 9. Relative Motion 10. Projectiles 11. Calculus and Kinematics 12. Motion of a Particle: Vector calculus form 13. Work 14. Energy Conversions 15. Gravitational potential and kinetic energy 16. Connected Particles 17. Moments 18. Linear momentum 19. Power 20. Hookes Law 21. Simple Harmonic Motion 22. Simple Harmonic Motion and Springs 23. Calculus, Kinematics in Three Dimensions 24. Sliding, toppling and suspending 25. Impulsive Tensions in Strings 26. Angular Velocity 27. Motion in a Horizontal Circle 28. Centre of Mass of a Uniform Lamina 29. Motion in a Vertical Circle 30. Motion under a Variable Force 31. Conservation of Angular Momentum 32. Centre of Mass of a Composite Body 33. Motion under a central force 34. Centre of Mass of a Uniform Lamina 35. Centre of Mass Uniform Solid of Revolution 36. Equilibrium of Rigid Bodies in Contact 37. Damped Harmonic Motion 38. Moment of Inertia 39. Impulse, elastic collisions in one dimension 40. Parallel and Perpendicular Axis Theorems 41. Motion described in polar coordinates 42. Simple pendulum 43. Compound pendulum 44. Stability and Oscillations 45. Vector calculus 46. Linear Motion of a Body of Variable Mass DISCRETE & DECISION 1. Algorithms 2. Introduction to graph theory 3. Dijkstra algorithm 4. Sorting Algorithms 5. Critical Path Analysis 6. Dynamic Programming 7. Decision Trees 8. The Maximal Flow Problem 9. The Hungarian algorithm 10. Introduction to Linear Programming 11. Simplex Method 12. Matching Problems 13. Game Theory 14. Minimum connector problem 15. Recurrence relations 16. Proofs for linear recurrence relations 17. Simulation by Monte Carlo Methods 18. Travelling and Optimal Salesperson Problems 19. The Travelling Salesperson Problem Philosophy INTRODUCTION TO PHILOSOPHY 1. The problem of evil 2. Introduction to Plato 3. Knowledge, belief and justification 4. Descartes Meditation I 5. Introduction to the problem of universals 6. Introduction to metaethics 7. Subjectivism versus objectivism 8. Aristotle's function argument 9. Natural Law Theory 10. Utilitarianism 11. The Nicomachaen Ethics of Aristotle 12. Virtue Ethics 13. Descartes Meditation II 14. Hume and empiricism 15. The paradox of induction 16. Hume's attack on Descartes 17. The Cosmological Argument 18. The Ontological Argument 19. The Teleological Argument 20. The Argument from religious experience 21. The Moral Argument 22. The argument from illusion 23. Materialism 24. Human Identity Sociology PERSPECTIVES & METHODOLOGY 1. Introduction to Marxism 2. Introduction to Durkheim 3. Weber: classes, status groups and parties 4. Introduction to patriarchy and gender roles 5. Mass culture theory 6. The Frankfurt school STRATIFICATION & DIVERSITY 1. Ethnic groups and discrimination 2. Race, Ethnicity and Nationalism 3. Social Inequality 4. Theories of Racism 5. Class structure 6. Modern Functionalism and Stratification 7. Social Mobility 8. Bottomore: Classes in Modern Britain 9. American exceptionalism ASPECTS OF SOCIETY 1. Definitions of Poverty 2. Theories of Poverty 3. Solutions to Poverty 4. Alienation 5. Leisure 6. Work and Technological Change 7. Conflict and Cooperation at Work 8. Attitudes to Work 9. Unemployment 10. Perspectives on Education 11. Education and Ethnicity 12. Education and Gender 13. The Family and Social Structure 14. The Family and Household Structure 15. Conjugal Roles 16. Marital Breakdown 17. Post War Education in Britain 18. British Social Policy 1945—1990

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