Cademy logoCademy Marketplace
  • Professional Development
  • Medicine & Nursing
  • Arts & Crafts
  • Health & Wellbeing
  • Personal Development

2440 Educators providing Courses delivered Online

studentOnline
Her Next Chapter

her next chapter

Leamington Spa

Tenacious. Terrific. Trustworthy. Truthful. And sometimes Trouble. When you ask my family, friends and coworkers about me, they will probably list these attributes. Or qualities. For good and for bad. I am the only child to my mother Grace and my father Ken who met in Blackpool, England during the Second World War, which means much of my family resides in England. Including my daughter who met my son-in-law during her junior year abroad at Oxford University. I grew up not knowing that my mother had an accent, never understanding the difference between English and American terminology so that even today I will say a word and people will look perplexed, and I realize I am using the English word and not the American one. I’m an only child because my parents decided traveling back to England would be very difficult with more children. My father made a point to keep me from being spoiled which was a double-edged sword because his lack of praise left me with a feeling that I had to try twice as hard as anyone else just to keep up. The end result is one very motivated woman, and I constantly seek continued learning and new challenges. My first words were undoubtedly “When are you going to give me a horse?” and thus Patience Prize and I became a team when I was 14. My father once again made sure I knew the horse was not to be taken for granted when he said, “Now you’ve got a horse, you’d better get a job. And you won’t be paid for mowing the lawn anymore.” My love of animals produced my first job at the local veterinarians cleaning up cages and feeding animals. One small dog had broken her two front legs, was terribly vicious, and no one could touch her. After her surgery she was crammed up in a corner while still asleep, and I moved her into a more comfortable position and, of course, petted her and spoke to her. After that I was the only one who could open her cage and touch her without getting bitten. She must have known my smell. Years passed and I became both a photojournalist and regular journalist with local Berkshire County Massachusetts newspapers. When I returned to college to complete my bachelor’s degree, my journalism provided me with life experience credits and thus I completed my BA in English. What to do next? I had student loans, so I needed either grad school or a second job. My daughter waitressed at a local restaurant open only on weekends and they said they needed a dishwasher, so she said, “My brother needs a job.” Then they asked, “So who else do you have at home?” and she said, “My mom.” Thus, I tried the second job routine as a waitress. We served wine in long-stemmed glasses and carried them on a tray. During one shift I was at a table of two women and the tray started to tilt, and I couldn’t stop it! So, I stood there and watched the wine glasses crash down on the table and splash everywhere. It was not a happy time for all involved. So, I said, “That’s it, I’m going to grad school.” I took my daughter and son to see Phantom of the Opera on Broadway, we ate at the Russian Tea Room, and I told them they couldn’t bug me for two years. The non-traditional program at Vermont College of Norwich University was a full-time program so I had a full-time job, a full-time grad school program, a son in high school and a daughter in college. During my internship I worked 7:00 a.m. to noon, drove to Albany, New York (a one-hour drive one way), worked at a public relations firm from 1:00 to 6:00 and stopped at the restaurant where my two offspring worked about 7:00 for a glass of wine and a light dinner. Then I realized I didn’t have time to clean the bathroom, so I hired a cleaning lady (very inexpensive in a small town back then) and decided that was an expense associated with grad school. That was a valuable decision. The downside of a small town is that a master’s degree doesn’t allow for many jobs at a living wage. I decided I would move. After networking for several years and finding a church in Washington, DC I moved to northern Virginia on October 2, 1999, never having lived more than 6 miles from where I was born. I got a job the second day. I bought a house that January and a horse, Sonny Madison, in January 2001 and have never regretted my choice or looked back. At some point in 2018 I found Her Nexx Chapter and started writing for them. It provides me with a chance to get in touch with my creative style since my most prevalent job has been a technical writer. Now I’m also the Editorial Project Director and a member of the Advisory Board. It’s a tremendous value to women everywhere, and I always enjoying learning something new and sharing my blogs with the community. So here I am. I’m still horseback riding and trying to keep fit. I try to look for the positive side of life even in times of turmoil – notice I said “try” because sometimes life gets to be a tad difficult. But that’s my story and I’m sticking to it!

Message
International University of Japan

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.

Message
Reach Cambridge

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

Message
Mtm Educational Consultancy

mtm educational consultancy

London

For more than 35 years, MTM Consulting has supported schools (state and independent), universities and other education providers to remain in business and to develop and thrive, whatever the economic climate. We are all about providing solid data, insightful analysis and clear recommendations to enable organisations to plan for future stability and success and to uphold their responsibilities to parents who entrust them with their children’s education. In fact, we’ve worked with more than 500 schools and researched more than 250,000 parents. Our feasibility studies, supply and demand analyses and stakeholder research projects are all designed to help school business leaders to understand the potential of their organisation’s market, where they stand against their competitors, what the market wants and what it does not want. MTM equips education decision-makers with the information and insight they need to make the right choices for the future of their organisations. Education business expertise MTM’s team are all education business specialists with many years of experience. We understand the challenges and opportunities of the education sector and we want to use our expertise to help schools and other education providers to find the right course and achieve success. We are friendly and approachable We want to help We enjoy designing bespoke market research, marketing and business strategies to meet individual clients’ specific needs We encourage questions We communicate throughout We present or report on our findings and recommendations in a way that best suits each client We love to provide all the detail our clients need We follow up to see if we can help further We keep in touch Meet MTM’s expert team… Evidence-based decision-making MTM Consulting’s support of its education clients is based on facts, expertise and experience. Our market research projects focus on providing the data and information required to make crucial decisions on resourcing and activities to: improve recruitment and increase the school roll minimise student attrition and improve retention and raise the organisation’s profile in its target market and the education sector in order to attract families, teaching and non-teaching staff, leaders and governors who will bring their skills and work as a team to ensure the organisation’s future success MTM uses UK-wide demographic information and a combination of qualitative and quantitative research methods to acquire exactly the data required to inform clients of the realities of their organisation’s situation. Of course, we don’t expect our education clients to be experts in market research themselves – through a series of friendly, collaborative discussions our team members are able to work with clients to ascertain the information that would be of greatest benefit to them in their decision-making. We ensure that the pricing of our products is transparent, and realistic in relation to education organisations’ budgets. In fact, we have recently revisited our offer in order to break down projects into distinct elements to improve affordability, particularly with smaller organisations in mind. We also offer subscription packages and the opportunity to spread payments over time. MTM’s suite of market research projects is infinitely customisable to suit the needs of individual clients and can be combined to create a totally bespoke market research project designed to meet clients’ needs exactly. Real-world insight, analysis and recommendations for success MTM is a long-established education market research company, which has a true understanding – built over three decades – of education, coupled with unparalleled skills and experience to support education business leaders to make the decisions that will lead their organisations to be steadfast and successful in the long-term, for the benefit of their stakeholders, staff and students. Our researchers have at their fingertips many years’ worth of sector- and country-wide data and are adept at using this to benchmark our clients’ performance. This helps business leaders to develop a real understanding of their organisation’s position and to see ‘the bigger picture’ and the potential in their market. Sometimes it is not just about what the data shows, but what it doesn’t show – our experts are able to draw attention to the gaps in an education organisation’s performance that can be crucial when making decisions on areas of future development. MTM works with a team of business professionals, all with proven track records in their fields, who work with our clients to maximise the opportunities revealed by market research and analysis. Business, marketing and international expertise is on offer to ensure that the client is able to develop a practical action plan – and a set of key performance indicators that will allow it to be assessed and scrutinised – as the organisation heads towards achieving its objectives. Our business professionals are collaborative team-workers, but they also have the strength and experience to draw our clients’ attention to areas of weakness and aims that are unachievable. We know that facing up to realities makes for a healthier business in the long term and ensures that funds and resources are focused on attainable goals. Supporting education It is our great pleasure to see our education clients succeed. There can be no better business to be in than education, and MTM is a staunch supporter of parents’ right to choose the environment in which their children are taught – state or independent, small or large… We work with education providers of all kinds and we are firm believers in the importance of a breadth of offering to suit all families. Early Years: MTM’s Feasibility Studies provide vital market information to schools and groups considering opening a new nursery or re-shaping their existing provision. Independent schools: MTM’s market research, business and marketing strategy projects are designed to help schools to be successful and sustainable in the long-term so that they are able to offer their pupils the education they deserve for the duration of their school careers State schools: MTM offers great insights into pupil and parent satisfaction and staff wellbeing to help schools to engage with the school community and ensure that educational resources are being maximised. School groups: MTM is able to advise groups (independent and state academies) on the potential success of new acquisitions and to help streamline the business of education for efficiency and to ensure maximum resources are available for education. Higher education: universities and higher education providers turn to MTM to help them to understand the opinions of their students on the quality of education they are receiving and the potential effect on their next steps in education and employment. Long-standing relationships with education clients We maintain very strong relationships with our clients, many of whom we have worked with on a regular basis for decades. To see real examples of MTM projects, please read a selection of our case studies. Over the past three decades, MTM has worked with big and small names in independent and state education, early years providers, higher education providers and education suppliers and investors. Rather than engaging MTM as a supplier, we like to think we are part of the team, offering information, skills and experience to support education organisations to maximise their business potential and provide a secure learning experience for their students well into the future. Communication with our clients is on-going and we constantly ask which aspects of our service they have most appreciated, and which could be developed. We act on our clients’ feedback and hone our products and services to make sure that they offer our clients exactly what they need.

Message
Patchway Dragon Tang Soo Do

patchway dragon tang soo do

Bournemouth

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

Message
Blossoming Bellies

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.

Message
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.

Message
Education And Skills Training & Development

education and skills training & development

Doncaster

Welcome to the Education and Skills Training & Development Ltd's privacy notice. Education and Skills Training & Development Ltd respects your privacy and is committed to protecting your personal data. This privacy notice will inform you as to how we look after your personal data when you visit our website (regardless of where you visit it from) and tell you about your privacy rights and how the law protects you. This privacy notice is provided in a layered format so you can click through to the specific areas set out below. Please also use the Glossary to understand the meaning of some of the terms used in this privacy notice. 1. IMPORTANT INFORMATION AND WHO WE ARE 2. THE DATA WE COLLECT ABOUT YOU 3. HOW IS YOUR PERSONAL DATA COLLECTED 4. HOW WE USE YOUR PERSONAL DATA 5. DISCLOSURES OF YOUR PERSONAL DATA 6. INTERNATIONAL TRANSFERS 7. DATA SECURITY 8. DATA RETENTION 9. YOUR LEGAL RIGHTS 10. GLOSSARY 1. Important information and who we are Purpose of this privacy notice This privacy notice aims to give you information on how Education and Skills Training & Development Ltd collects and processes your personal data through your use of this website, including any data you may provide through this website when you sign up to our newsletter, purchase a product or service, take part in a competition or enrol yourself or one of your employees onto one of our courses. This website is not intended for children and we do not knowingly collect data relating to children. It is important that you read this privacy notice together with any other privacy notice or fair processing notice we may provide on specific occasions when we are collecting or processing personal data about you so that you are fully aware of how and why we are using your data. This privacy notice supplements the other notices and is not intended to override them. Controller Education and Skills Training & Development Ltd is the controller and responsible for your personal data (collectively referred to as "COMPANY", "we", "us" or "our" in this privacy notice). We have appointed a data protection officer (DPO) who is responsible for overseeing questions in relation to this privacy notice. If you have any questions about this privacy notice, including any requests to exercise your legal rights, please contact the DP] using the details set out below. Contact details Our full details are: Full name of legal entity: Education and Skills Training & Development Ltd Name or title of DPO : James Hart Email address: james.hart@education-and-skills.com Postal address: 5C Oxford House, Sixth Avenue, Doncaster DN9 3GG Telephone number: 01302 802220 You have the right to make a complaint at any time to the Information Commissioner's Office (ICO), the UK supervisory authority for data protection issues (www.ico.org.uk). We would, however, appreciate the chance to deal with your concerns before you approach the ICO so please contact us in the first instance. Changes to the privacy notice and your duty to inform us of changes This version was last updated on 1st July 2018 and is reviewed annually. It is important that the personal data we hold about you is accurate and current. Please keep us informed if your personal data changes during your relationship with us. Third-party links This website may include links to third-party websites, plug-ins and applications. Clicking on those links or enabling those connections may allow third parties to collect or share data about you. We do not control these third-party websites and are not responsible for their privacy statements. When you leave our website, we encourage you to read the privacy notice of every website you visit. 2. The data we collect about you Personal data, or personal information, means any information about an individual from which that person can be identified. It does not include data where the identity has been removed (anonymous data). We may collect, use, store and transfer different kinds of personal data about you which we have grouped together follows: · Identity Data includes first name, maiden name, last name, username or similar identifier, marital status, title, date of birth, national insurance number and gender. · Contact Data includes billing address, delivery address, email address and telephone numbers. · Financial Data includes bank account and payment card details. · Transaction Data includes details about payments to and from you and other details of products and services you have purchased from us. · Technical Data includes internet protocol (IP) address, your login data, browser type and version, time zone setting and location, browser plug-in types and versions, operating system and platform and other technology on the devices you use to access this website. · Profile Data includes your username and password, purchases or orders made by you, your interests, preferences, feedback and survey responses. · Usage Data includes information about how you use our website, products and services. · Marketing and Communications Data includes your preferences in receiving marketing from us and our third parties and your communication preferences. We also collect, use and share Aggregated Data such as statistical or demographic data for any purpose. Aggregated Data may be derived from your personal data but is not considered personal data in law as this data does not directly or indirectly reveal your identity. For example, we may aggregate your Usage Data to calculate the percentage of users accessing a specific website feature. However, if we combine or connect Aggregated Data with your personal data so that it can directly or indirectly identify you, we treat the combined data as personal data which will be used in accordance with this privacy notice. We do not collect any Special Categories of Personal Data about you (this includes details about your race or ethnicity, religious or philosophical beliefs, sex life, sexual orientation, political opinions, trade union membership, information about your health and genetic and biometric data). Nor do we collect any information about criminal convictions and offences. If you fail to provide personal data Where we need to collect personal data by law, or under the terms of a contract we have with you and you fail to provide that data when requested, we may not be able to perform the contract we have or are trying to enter into with you (for example, to provide you with goods or services). In this case, we may have to cancel a product or service you have with us but we will notify you if this is the case at the time. 3. How is your personal data collected? We use different methods to collect data from and about you including through: · Direct interactions. You may give us your Identity, Contact and Financial Data by filling in forms or by corresponding with us by post, phone, email or otherwise. This includes personal data you provide when you: · apply for our products or services; · enrol on one of our courses – government funded or not · create an account on our website; · subscribe to our service or publications; · request marketing to be sent to you; · enter a competition, promotion or survey; or · give us some feedback. · Automated technologies or interactions. As you interact with our website, we may automatically collect Technical Data about your equipment, browsing actions and patterns. We collect this personal data by using cookies, server logs and other similar technologies. We may also receive Technical Data about you if you visit other websites employing our cookies. · Third parties or publicly available sources. We may receive personal data about you from various third parties and public sources as set out below: · Technical Data from the following parties: (a) analytics providers such as Google based outside the EU; (b) advertising networks based inside the EU; and (c) search information providers based inside OR outside the EU. · Contact, Financial and Transaction Data from providers of technical, payment and delivery services based inside OR outside the EU. · Identity and Contact Data from data brokers or aggregators based inside OR outside the EU. · Identity and Contact Data from publicly availably sources such as Companies House and the Electoral Register based inside the EU. · Achievement of prior qualifications from the Learner Records Service and Department of Education via the ESFA or Student Loans Company 4. How we use your personal data We will only use your personal data when the law allows us to. Most commonly, we will use your personal data in the following circumstances: · Where we need to perform the contract we are about to enter into or have entered into with you. · Where it is necessary for our legitimate interests (or those of a third party) and your interests and fundamental rights do not override those interests. · Where we need to comply with a legal or regulatory obligation. Generally we do not rely on consent as a legal basis for processing your personal data other than in relation to sending third party direct marketing communications to you via email or text message. You have the right to withdraw consent to marketing at any time by contacting us. Purposes for which we will use your personal data We have set out below, in a table format, a description of all the ways we plan to use your personal data, and which of the legal bases we rely on to do so. We have also identified what our legitimate interests are where appropriate. Note that we may process your personal data for more than one lawful ground depending on the specific purpose for which we are using your data. Please contact us if you need details about the specific legal ground we are relying on to process your personal data where more than one ground has been set out in the table below.

Message
Musiversity

musiversity

Southampton

Musiversity aims to provide aspiring musicians from all over the world with the very best online video music lessons and courses. By bringing together music students with some of the world’s best music teachers we aim to provide musicians with a single platform for all their music learning needs. In order to use the Musiversity platform, whether for accessing courses, finding teachers, or selling your own courses and services as a teacher, you must agree to the terms of use as set out below. Contents: 1. What is Musiversity? 2. User Accounts 3. Accessing Courses 4. Payments & Refunds 5. Content & Behaviour 6. Copyright and Ownership 7. Becoming a Musiversity Teacher 8. All Access Subscription 9. Musiversity’s Rights 10. Legal Terms & Conditions 1. What is Musiversity? Musiversity is an online music teacher directory and video course platform where music teachers advertise their teaching services, and can upload and compile video courses, and then sell them through our marketplace. Users can browse the courses on our marketplace, or be sent directly to specific music courses on our site through direct links, and then purchase courses to learn from. Purchased courses can be accessed from within the Musiversity platform, so that users can view the video content on any device from any location. Users can also find music teachers, whether for local in-person lessons, or live online video lessons, and contact teachers in order to arrange these. 2. User Accounts Users can browse our website and marketplace without creating an account or logging into the platform, but for all other activities on Musiversity, including purchasing courses, accessing courses, and messaging teachers, users must first create a user account and be logged in to the platform. Creating a Musiversity account is free, and only requires a valid name and email address to be given, along with a password. Musiversity accounts are unique and individual, and must not be shared with other users. Account login details should be kept confidential and not shared with anyone. All accounts on Musiversity must be registered to a person over the age of 18. If acting on behalf of a child, then a parent or guardian must be the one who creates the account. In creating a Musiversity account, you are agreeing to the terms set out in this document. Accounts can be terminated at anytime from within your account profile. You will lose access to any courses you have purchased once your account is terminated. 3. Accessing Courses When a teacher creates and lists a course on the Musiversity platform, they are providing Musiversity with a licence to offer access to their course to our users. When a user accesses a course through our platform (whether it’s a paid or free course) Musiversity is granting that user a licence to access the course, and course materials. The user does not own the course, or course materials, in any way, and has no permission to sell the course materials, or access to them to any other person. Only the account holder may access the courses they have been granted a licence for. Most of the courses on Musiversity require payment to be granted access, but some are offered for free. In either case, once you have been granted access to a course, you will continue to have access to that course for the duration of your account with Musiversity, except in cases where, for legal reasons or otherwise, we are forced to remove a course from our platform for violating our terms. You may not reproduce, copy, re-sell, illegally download, or in any other way provide access to courses to anyone other than the account holder. 4. Payments & Refunds To be granted access to paid courses on Musiversity payments must be made through our online checkout. Musiversity uses Stripe to handle all payments. Payments are made in accordance with the prices set out on the course details page for each course, and must be paid in full before being granted access. We accept payments in the following currencies: USD, CAD, AUD, NZD, EUR, GBP. Once payment had been made you will have lifetime access to the course as long as your account remains active. If you’re not happy with your purchase, you may request a refund within 30 days of purchase, provided you have NOT completed more than 50% of the course in question, by emailing Musiversity directly with your refund request. If a refund request is made within the 30 day refund period AND your student course progress record shows that you have completed less then half of the course, the payment will be refunded in full to the card it was made on. In cases where refunds are given, access to the refunded course will be revoked. If a request is made outside of the 30 day refund period, or your record shows that you've viewed/completed more than 50% of the course, then no refund will given. Payments for our All-Access Subscription are non-refundable (see section 8 below). 5. Content & Behaviour All video content uploaded to Musiversity is the responsibility of the uploader and must adhere to our terms as set out on our Teacher Terms document. Any content that is found to be in breach of those terms will be removed from the platform, and the account may be closed or blocked. All users are responsible for any content that they create on the Musiversity platform, including their profile information, any reviews they leave for courses, messages they send through the platform, and any comments they leave on courses or blog posts. Any user who is found to be posting offensive, illegal, or inappropriate material will have the content removed, and will risk their account being blocked or deleted. 6. Copyright & Ownership All videos, and other content, uploaded to Musiversity remain the intellectual property of the creator of the content, and all copyrights are retained by the creator of the content. Musiversity does not own any of the content uploaded by our teachers. However, by uploading content to our platform you are authorising Musiversity to share this content with anyone, distribute it and promote it on any of our marketing channels, as well as giving us the right to modify and edit content as we see fit, for marketing or promotional purposes. 7. Becoming a Musiversity teacher If you are a music teacher or an experienced musician with knowledge to share, we invite you to join the team of Musiversity teachers, and create, upload, compile, and sell your course, or courses through our platform. You can also just list your teaching services on our directory, without needing to create and/or sell online courses. In order to become a Musiversity teacher you must agree to the terms set out in our Teacher Terms document. 8. All-Access Subscription (pilot scheme) We are currently in the process of setting up and testing a pilot scheme of a new All-Access subscription to Musiversity. This subscription will offer full, unlimited access to all the courses and content on the Musiversity platform for a single monthly subscription fee, including all current and future courses. Subscription payments will be taken monthly, and access to the Musiversity content will be available for the duration of an active subscription. Subscriptions can be cancelled at anytime from within your Musiversity account, and cancelled subscriptions will remain active until the end of the most recent billing period, when they will then be terminated. Once a subscription has been terminated, you will no longer have access to courses on the platform (except any courses you had purchased prior to creating your subscription). As this is a subscription service, and payment is made for the access to our platform, subscription payments are non-refundable. There are no refunds, full or partial, for cancelled subscriptions (expect where required by applicable laws). 9. Musiversity’s Rights Musiversity owns the Musiversity platform and service, including all related web properties and domains, social media accounts, and other accounts associated with the platform. Musiversity owns all content on our website that is created and posted by us, including the general website content, the legal terms and conditions, blog posts and courses which are created by Musiversity, and any other content of which Musiversity is the creator. Musiversity owns the rights to it’s logo, name, and other trademarks. You, as a user with or without an account, may not use our logo without our prior written permission. You may not download, copy, duplicate, or in any other way share our content without prior written permission. 10. Musiversity Legal Terms The term ‘Musiversity, 'Musiversity.co', or ‘us’ or ‘we’ refers to the owners of the Musiversity Platform and website. The term ‘you’ refers to the user or viewer of our platform. The use of this website is subject to the following terms of use: The content of the pages of this website is for your general information and use only. It is subject to change without notice. This website uses cookies to monitor browsing preferences. Neither we nor any third parties provide any warranty or guarantee as to the accuracy, timeliness, performance, completeness or suitability of the information and materials found or offered on this website for any particular purpose. You acknowledge that such information and materials may contain inaccuracies or errors and we expressly exclude liability for any such inaccuracies or errors to the fullest extent permitted by law. Your use of any information or materials on this website is entirely at your own risk, for which we shall not be liable. It shall be your own responsibility to ensure that any products, services or information available through this website meet your specific requirements. This website contains material which is owned by or licensed to us. This material includes, but is not limited to, the design, layout, look, appearance and graphics. Reproduction is prohibited other than in accordance with the copyright notice, which forms part of these terms and conditions. All trademarks reproduced in this website, which are not the property of, or licensed to the operator, are acknowledged on the website. Unauthorised use of this website may give rise to a claim for damages and/or be a criminal offence. From time to time, this website may also include links to other websites. These links are provided for your convenience to provide further information. They do not signify that we endorse the website(s). We have no responsibility for the content of the linked website(s).

Mandarin Chinese Ltd

mandarin chinese ltd

London

My First Chinese Words, is the best place to start teaching your child Mandarin Chinese. The series has 36 mini-books with easy-to-read script and vivid illustrations that make learning Chinese fun and easy for youngsters! My First Chinese Words teaches over 200 words and covers 36 topics from a child’s world, such as family, friends, food, animals, home, school etc. A DVD is also available to help your child learn the words at home. For: 3-5 year-old preschoolers Monkey King Chinese (preschool edition), is a set of textbooks compiled for children in English speaking countries to learn Chinese. It consists of 12 lessons in two volumes with a total vocabulary of 73 words. Each textbook (including a CD) is accompanied with one book of word cards. For: 3-5 year-old preschoolers LEARN CHINESE AS A HERITAGE LANGUAGE (CHILDREN) Standard Mandarin, is designed for overseas Mandarin speaking children learners or Chinese immigrant children who have some Mandarin background. The textbook’s colourful illustrations and photos provide meaningful context to words and situations, making each lesson authentic and appealing to children. The series includes a total of nine systematic levels, each level with its own textbook and two pre-designed homework books. Bilingual version, CDs and cassettes are also available at all levels. For: Mandarin-speaking children LEARN CHINESE AS A SECOND LANGUAGE (CHILDREN) Chinese Paradise, introduces Chinese to young children with colourful illustrations, conversations, rhymes, songs, fun activities, and more. Designed for non-native students who want to learn Mandarin Chinese as a second language, the series features many age-appropriate in-class activities and interactive lessons. It consists of six books with three levels, with both a student’s book and teacher’s guide. Flash cards and CDs are available at each level. Learning Chinese is fun and easy! For: non-Chinese speaking children Happy Mandarin, is sponsored by the China National Office for Teaching Chinese as a Foreign Language (NOCFL), and targeted at overseas middle school students (12-15 yrs) who want to learn Mandarin as a foreign language from a beginner level. It consists of six books with three levels, with student’s book, teacher’s guide, flash cards, wall map and listening materials for each level. Both the content and the format emphasize teenagers’ developmental characteristics and their topics of interest. This series aims at developing an intermediate level of competency in communicating in Chinese, as a solid foundation for further study in Chinese language and culture. For: non-Chinese speaking children Learn Chinese with Me, is a series of textbooks especially designed for teenagers who want to learn Mandarin Chinese as a foreign language starting at a beginner level. It includes four levels of learning with student textbooks, teacher’s guides, CDs and workbooks for each level. The series features colourful illustrations and cover the topics of basic communication in daily life, school life, food and health, the environment, transportation and geography, and traditional Chinese culture. The series is aimed at developing elementary to intermediate communication competency in Mandarin and an interest in Chinese culture. For: non-Chinese speaking teens MANDARIN FOR ADULT LEARNING Conversational Chinese 301, focuses on daily communication and presents the 301 most essential conversational sentences for quick learning. It is intended to be a short-term intensive course book for beginners, ideal for tourists and travelers planning a trip to China. Credited as the world-wide best-selling Chinese textbooks for overseas adult learners, the book emphasises practical daily communication, integrated with the basic grammatical structure and most-commonly used vocabulary in real life situations, thus helping learners to master the 301 basic conversational sentences quickly and acquire the ability to carry on simple conversations in a matter of weeks. For: beginner learners Short-term Spoken Chinese, is published by Beijing Language and Culture University for non-Chinese adult Mandarin learners. The systematic learning materials include four progressive levels: introductory, elementary, intermediate and advanced level textbooks and associated CDs. With a strong focus on practical Mandarin conversational skills for daily life, learners will achieve the ultimate goal of speaking Mandarin at a very comfortable level for daily use. For: intermediate to advanced learners A Business Trip to China- Conversation & Application is designed for adult learners at an intermediate level of Mandarin, interested in doing business or having a career in a Chinese speaking community. The two-volume series offers a practical approach to learning Chinese for business. Each chapter covers a specific topic in the journey, e.g. arriving at the airport and at the hotel, going to the bank, attending a business meeting and banquet, shopping, negotiating and signing a contract, visiting the factory. The book employs an interactive and communicative approach to teaching with many practical tips in linguistic-cultural conventions that you can use in almost every single business situation. For: “Business Mandarin” learners New Practical Chinese Reader is a series of textbooks designed for English speakers to learn Chinese. It consists of seventy lessons in five volumes. NPCR has been compiled under the guidance of the new NOTCFL (Teaching Chinese as a Foreign Language) Syllabus and in consultation with HSK guidelines. The objective of this series is to develop each student’s ability to communicate using Chinese through the study of language structure, language function, and related cultural knowledge. For: beginner to advanced learners Chinese for Managers series consists of four course books each with two volumes: Everyday Chinese, Business Chinese, Economy and Commerce Chinese, and Phonetics. Phonetics serve as a supplement to teaching business Chinese at the beginner’s level. The other three books are arranged progressively at beginner, elementary, and secondary levels, and may be used in a sequence or independently. Each has a distinct focus, but all of them integrate listening, speaking, reading, and writing to make for a congenial learning experience. Everyday Chinese teaches the kind of Chinese language that businesspeople use on a daily basis and supplements it with office work usages. Business Chinese features professional language that enables business managers to “talk shop” among themselves, and is also augmented with usages and expressions that reflect Chinese social and economic life. The Chinese taught in Economy and Commerce Chinese covers topics on the socioeconomic life of contemporary China. For: “Business Mandarin” learners A course in Chinese Colloquial Idioms describe phrase composed of two or more words that when combined have a special meaning that cannot be deciphered literally. One can only understand such idioms when they relate to real life situations. In order to help the students understand Chinese idioms, including their meaning and usage, we incorporate this course book into advanced lessons. This course book includes 20 conversational situations that cover 500 commonly used colloquial idioms. Each lesson includes the text, a concise explanation, examples, and practice exercises. For: beginner to advanced learners

Message
1...242243244

Courses matching "student"

Show all 32102

Power BI: Dashboard in a Day

By Nexus Human

Power BI: Dashboard in a Day
Delivered OnlineFri, Sept 20 • 15:00 + more
£595

VIRTUAL DENTAL NURSING DIPLOMA

4.4(67)

By London Waterloo Academy

VIRTUAL DENTAL NURSING DIPLOMA
Delivered OnlineSat, Sept 21 • 08:00 + more
£50 to £1400

Reiki Level One Online Course - New to Reiki this is for you

By Margaret Cook - Learn More About Reiki

I am a Reiki Teacher in Manchester and one of the few traditionally trained Reiki Masters in the UK who have been trained by international best-selling Reiki author Penelope Quest. My teaching methods use traditional Reiki techniques perfected over many years and you can be assured of my support during and after your course. I teach all three levels of Reiki courses, level 1 reiki. level 2 reiki and reiki master level 3

Reiki Level One Online Course - New to Reiki this is for you
Delivered OnlineSat, Sept 21 • 10:00 + more
£197

Reiki Level 2 Practitioner Online Course

By Margaret Cook - Learn More About Reiki

I am a Reiki Teacher in Manchester and one of the few traditionally trained Reiki Masters in the UK who have been trained by international best-selling Reiki author Penelope Quest. My teaching methods use traditional Reiki techniques perfected over many years and you can be assured of my support during and after your course. I teach all three levels of Reiki courses, level 1 reiki. level 2 reiki and reiki master level 3

Reiki Level 2 Practitioner Online Course
Delivered OnlineSun, Sept 22 • 10:00 + more
£297

MD-102T00 Microsoft 365 Endpoint Administrator

By Nexus Human

MD-102T00 Microsoft 365 Endpoint Administrator
Delivered OnlineMon, Sept 23 • 08:30 + more
£2975

SHRM-CP/SHRM-SCP Certification Preparation

By Nexus Human

SHRM-CP/SHRM-SCP Certification Preparation
Delivered OnlineMon, Sept 23 • 13:00 + more
£3475

CompTIA Advanced Security Practitioner (CASP+)

By Nexus Human

CompTIA Advanced Security Practitioner (CASP+)
Delivered OnlineMon, Sept 23 • 13:00 + more
£3295

55366 Querying Data with Transact-SQL

By Nexus Human

55366 Querying Data with Transact-SQL
Delivered OnlineMon, Sept 23 • 13:00 + more
£2976

55343 Networking with Windows Server

By Nexus Human

55343 Networking with Windows Server
Delivered OnlineMon, Sept 23 • 13:00 + more
£2975

CompTIA Cloud+

By Nexus Human

CompTIA Cloud+
Delivered OnlineMon, Sept 23 • 13:00 + more
£2475
Show all 32102