3046 Educators providing Courses delivered Online

every day a mindful day

London

Well-being in schools and colleges Would you like to bring mindfulness (and yoga) to your students? Whether they are experiencing exam stress, difficulty in settling in or need to improve their attention and focus, we have a programme to offer you. Perhaps you might want to consider mindfulness as an alternative to detention, offer it as a lunchtime or afterschool club or as part of your PE or PSD provision? Maybe your school’s/college’s teaching and support staff could benefit from relaxation practices and learning how to find more space in their days? Or you could be a group of parents who are home schooling and would like access to mindfulness to help build resilience and confidence. Lydia has 16 years’ experience of teaching in state schools in the Buckinghamshire area and understands the issues facing students, teachers and parents. She can offer a range of programmes for all Key Stages, INSET training or taster sessions, online or in-person. Well-being for people with limited mobility Do you know an individual or a group who could benefit from yoga or meditation? Lydia has recently qualified as a Lakshmi Voelker Chair Yoga teacher and can design and deliver classes for seniors, people in wheelchairs, people with dementia and anyone who finds it difficult to do yoga on a mat. All the benefits of yoga can be made accessible to anyone, this includes: range of physical movement; cognitive ability; bone density; muscle strength; managing stress and anxiety; better sleep and improved confidence and self-esteem. We are happy to travel to care homes, communities or rehabilitation facilitates etc. Or we can offer on-line sessions. Well-being in corporate settings Research by the HSE suggests that stress, depression and anxiety generate around 17.9 million sick days in the UK each year. Eighty-three percent of businesses report people turning up to work who are not well enough to be productive and this costs the UK businesses about £15.1 billion each year (Mind, 2011). Almost half of the UK’s workers report that they have considered leaving a job because of the stress levels with 60% saying they would be more motivated if employers took action to support their mental health and well-being (Mind, 2013 & 2020). Lydia and Doug both teach chair yoga, a form of yoga that can be done at a desk and is specifically designed to target the physical stresses of sitting all day. We are also both trained in teaching a range of mindfulness practices to adults and younger people. We would be happy to discuss a programme to suit your company’s needs that could be delivered in-person or online. Contact us today and begin a discussion that could change lives.

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ravalue services

Milton Keynes

After 25 years of Business & Finance Leadership experience in marquee companies starting with Unilever, holding senior management roles at Murugappa Group, CFO at Eicher and part of the Global Leadership Team at American Express, Ravi drew his inspiration to become the first-generation entrepreneur in the Business Services space. Given his pioneering global experience at American Express in mid 1990s to establish the first ever offshore Global Financial Centreat Delhi, he founded RvaluE Consulting in 2005 as a pioneer to offer end to end services to strategize, set up, stabilize, operate and transform Captive Shared Services in India and overseas. With 20+ years of Business Process Management (BPM) experience, Ravi has now grown this company to become the RvaluE Group with laser focus on the entire life cycle spectrum of the Business Services space, covering enterprise functions and services strategy, process & technology transformation, captive operations, and end to end solutions. As a Business Leader at Amex Financial Centre, Ravi was integral to the growth of the Centre to make it truly global - starting with countries in Japan, Asia Pacific, and Australia (JAPA) Region, and expanding to servicing 30+ countries across all continents in the globe. He enabled growth and globalization of the Business Process Service operations in India creating ‘global centres of excellence’, for major F&A processes (like Accounts Payable, Reconciliations, Accounting and Reporting). He worked with customers across the globe, delivering over US$ 20 Mn cost saves and value-added services, while leading several global initiatives like Y2K Compliance, Capacity Optimization, Integrating Quality & Control, first time Sox Compliance for the global US$160Bn Balance Sheet etc. Based on the nucleus Finance Centre, Amex Global expanded offshoring to multiple functions and high-end processes including Risk Management, Customer Service, Analytics, Procurement, Real Estate, etc., thereby, making India as the second largest country for American Express in terms of employees, next only to USA. In fact, Amex GlobalCentre laid the foundation to create a new Industry in Global Business Services for India including GE and other Fortune 500 corporations. With India becoming the global hub for offshoring (through Amex in mid 90s) and spreading the power of Shared Services in India (since 2005), RvaluE pioneered Shared Services Forum to bring both global & India corporations and centres together in an Industry Platform, and this combined collaborative power was for the first time described and termed as ‘Global India’. Over the 16 years of setting up RvaluE, Ravi has built the Group on the strong foundation of his 4 decades of corporate, professional and entrepreneurial experience, and the expertise of the RvaluE Team to expand to multiple dimensions through Associate Companies & Ventures across the Business Services Space – Advisory,Setting up Captive Centres, Operations, Expansion, Process Transformation, Coaching, Learning & Organizational Capabilities, SSF as Industry Platform, Frameworks, M&A, Technology and Research.

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shawbrook educational management

London

Partnership with founders will drive BE-A Education as a leading upskilling platform serving consumers and businesses globally Acquisition sees stake being bought by Addition, with founding duo Dan and Chris Morgan being retained as shareholders and as part of ongoing management team Shawbrook Bank supported Addition’s purchase of BE-A Education through an undisclosed commercial loan facility Addition Capital, the London-based family investment office, has completed a control investment into BE-A Education Ltd, supported by funding from Shawbrook Bank. Hertfordshire-based BE-A Education is the operator of the highly successful and fast-growing New Skills Academy and Staff Skills Training businesses with a mission to make learning accessible to consumers and businesses globally. To date, the award-winning company has sold nearly 1 million courses to consumers in over 30 countries. The strategic investment, in partnership with BE-A’s founders, marks a new phase in BE-A’s continuing mission to bring affordable and accessible upskilling courses to consumers and businesses globally through its direct-to-consumer platform, New Skills Academy, and its SME-focused business platform, Staff Skills Training. Addition Capital’s acquisition was part financed through an undisclosed commercial loan from Shawbrook Bank. Chris Morgan, Co-Founder of BE-A, said: “My brother Dan and I founded BE-A to help people to access training and improve their job prospects. We are so excited to be partnering with Addition to turbo-charge BE-A’s growth and soon provide our one millionth course to our loyal and valued customers. “Ian McClelland and the Addition team bring the tools to make BE-A a dynamic community of learners from around the world.” As part of the transaction, BE-A has appointed Ian McClelland as CEO to lead the business through the next stage of growth. Mr. McLelland has spent a 25+ year career working in start-up, SME, and multinational corporate environments helping digital businesses launch, scale or adapt to disruption. A BAFTA-award winning digital producer, Ian was the CEO of Guardian Australia and then returned to the UK to lead Guardian Media Group’s Corporate Development, where he oversaw Guardian Masterclasses, an international education programme spanning both in-person and online formats. Ian said: “I am very excited to join this dynamic and fast-growing business, which provides real and accessible skills to the people and companies that need it most. “Technology is disrupting jobs around the world, and individuals need to access affordable, high-quality training programmes to increase their employability. BE-A plans to drive New Skills Academy to be the key hub for learning and upskilling in the UK and beyond.” Addition Capital will now focus on assisting the business’ founders, Dan and Chris Morgan, with its ongoing strategic growth plans.

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expectancy - complementary therapy courses for midwives

Derbyshire

Yet again, mainstream media has sensationalised what they perceive as “witchcraft” – the use of “alternative” therapies by midwives. The Sunday Times has now waded into the melee, castigating midwives’ use of aromatherapy, acupuncture, reflexology and “burning herbs to turn a breech baby” (moxibustion). The article by Health Editor Shaun Lintern also denigrates practices which are not classified as complementary therapies, such as water injections for pain relief, hypnobirthing for birth preparation and counselling sessions following traumatic birth. Some of the accusations focus on their (inaccurate) statement about the lack of complementary therapy research, whilst others deplore trusts charging for some of these services. A letter to the Chief Executive of the NHS has been sent by a group of families whose babies have died in maternity units that have now come under scrutiny from the Care Quality Commission and the Ockenden team. Amongst those spearheading this group is a consultant physician whose baby died during birth (unrelated to complementary therapies) and who has taken it on himself to challenge the NHS on all matters pertaining to safety in maternity care. That is admirable – safety is paramount – but it is obvious neither he, nor the author of this latest article, knows anything at all about the vast subject of complementary therapies in pregnancy and birth. The article is padded out with (incorrect) statistics about midwives’ use of complementary therapies, coupled with several pleas for the NHS to ban care that they say (incorrectly) is not evidence-based and which contravene NICE guidelines (the relevant word here being guidelines, not directives). The article is biased and, to my knowledge, no authority on the subject has been consulted to provide a balanced view (the Royal College of Midwives offered a generic response but did not consult me, despite being appointed a Fellow of the RCM specifically for my 40 years’ expertise in this subject). I would be the first to emphasise that complementary therapies must be safe and, where possible, evidence-based, and I am well aware that there have been situations where midwives have overstepped the boundaries of safety in respect of therapies such as aromatherapy. However, I have not spent almost my entire career educating midwives (not just providing skills training) and emphasising that complementary therapy use must be based on a comprehensive theoretical understanding, to have it snatched away because of a few ill-informed campaigners intent on medicalising pregnancy and birth even further than it is already. For well-respected broadsheets to publish such inaccurate and biased sensationalism only serves to highlight the problems of the British media and the ways in which it influences public opinion with untruths and poorly informed reporting.

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ysgol ar y traeth : school on the beach

Colwyn Bay

Designed to suit the changing needs of the children, the days can include:OLYMPUS DIGITAL CAMERA Beach ecology, adaptation, habitats, food chains, using identification keys. Navigation with maps and compasses, using the wind, boat design and sails, making and flying kites. The weather, beach formation, waves and tides. Language associated with or inspired by the sea, myths and legends, storytelling Art on the beach, light, natural materials, modelling on sand and producing large scale pictures. Problem solving, teamwork, leadership, and emotional intelligence. Practical skills, knot work, building shelters, modelling sand. Water safety, hazards on the beach, survival, risk assessment. Innovative use of technology such as film making or recording and composing using the sounds of the beach. Numeracy, literacy, science and technology curriculum requirements. Opportunity to go on the water in boats or sit on kayaks or building their own rafts with qualified instructors. This course offers children the opportunity to get to know an environment in different conditions and see it change. They work closely with a beach school leader who has time to develop trusted relationships with the children and respond to both intellectual and emotional needs and offer challenges that inspire deeper learning. This is recommended in the Welsh Government guidance for educational opportunities of this type. Throughout the course we seek to develop emotional intelligence and offer plenty of adult supported and child led experiences that allow social skills, self-awareness, self-regulation, self-motivation and empathy to flourish. There will be the chance to problem solve, work as a team and independently and show leadership skills. Children will be encouraged to think creatively, to enquire and to reflect on their own learning. Beach Days Single days can meet a specific curriculum or school community need and can be planned with users. They can inspire a school project, add depth to a topic, offer a completely different and exciting experience and offer a chance for children to shine in a new environment. These days are planned to suit the needs of the group and could focus on: The beach environment with rockpooling, identification and animal adaptations. The development of a seaside town over time. An introduction to forces through a range of activities. A book, such as Kenzuke’s Kingdom by Michael Morpurgo, with activities inspired by the story. Outdoor pursuit challenges in line with the primary PE curriculum. Information and communication technology While on the beach we can use technology to capture the experience in pictures, words, sound, film or music. Back at school we can support the innovative use of technology to develop learning further. Our most popular day is “A Day at the Beach” which is often used by year 1, though has been adapted for preschool and years 2-5.

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gwma

Leicester

GWMA is a mixed martial arts system which is based in Mountsorrel Leicestershire. As a mixed martial art, GWMA’s main influences are Shotokan/Goshin Ryu karate with elements of Kung Fu. Gavin Walker is the chief instructor with 34 years’ experience in martial arts and has been running his classes for 10 years. We believe that learning martial arts should be an enjoyable experience and can benefit anyone in the following ways: 1. Self-Discipline – One of the central tenets of martial arts is a focus on self-discipline. Today’s kids are so accustomed to receiving instant gratification that lessons in self-restraint and discipline aren’t always easy to come by. Kids with a martial arts background, however, are continually reminded of how essential self-discipline is. 2. Boosting Socialization Skills – People who don’t always thrive in highly social environments may find it easier to get to know people and make new friends when they’re in a room filled with peers who share a common interest. The kids on the playground may not always have much common ground, but devotees to the martial arts are able to get to know one another through shared pursuits. 3. Encouraging Physical Activity – In todays technology based environment where most things are at a touch of a button, enrolling into a physical enjoyable activity can inspires yourself to keep moving and become fitter as a consequence. 4. Learning to Set and Achieve Goals – Most forms of martial arts are based around an accomplishment system of coloured belts that signify the wearer’s degree of skill. When your child or as an adult strives toward each new belt, they are learning valuable lessons about setting and reaching goals. 5. Increased Self-Esteem – Confidence comes with achievement, so your self-esteem level will get a boost with every new move mastered and every belt earned. People who struggle with a low sense of self-worth usually become more confident as time progresses while they’re enrolled in a martial arts class. 6. Instilling a Sense of Respect – Learning any martial arts style will require you to show your instructor respect. Today’s culture doesn’t always include respect for authority. When you go to a Martial Arts class, you will be learning lessons in respect along with new moves. 7. Developing Teamwork Skills – Working together to learn new things and accomplish goals is an important life lesson to be learnt, and instruction in the martial arts can help you learn that lesson. 8. Improvement in Other Areas of Life – The benefits of martial arts training don’t end in the dojo. The boost in confidence, increased fitness levels and new cooperation skills will help you in other areas of life. The classes are open to all abilities and anyone over the age of 4yrs old can take part.

strand consulting

London

How to save millions of euro on consultancy services – The story of Strand Consult’s strategic reports Around the world many companies spend millions of euro on expensive consultants. Some of those consultants even have a limited knowledge about the mobile industry, but know a great deal about processes and how to implement new processes in practice. Being a customer with that type of company can occasionally be an expensive pastime and many companies are left with a feeling of have being visited by a senior consultant and 10 junior consultants that had been working under the motto: “Lend me your watch and I’ll tell you the time” Many Stand Consult employees have a past as traditional consultants and in previous jobs often classified customers by the number of hours, days, weeks or months of consultancy the customer could afford. The target was to sell 67% of the total available man hours the consultancy firm could produce. When we founded Strand Consult in 1995, our goal was not to sell people or hours, but to sell knowledge and create value. We realised that if we could use the consultants’ analytical approach, combined with a very high level of industry knowledge and a simple and effective method to communicate knowledge, we would be able to save our customers an enormous amount of expensive consultants. Our goal was not to sell high-end temps to our customers, but to create a knowledge transfer to customers, enabling them to quickly and more efficiently achieve success. During the past 17 years we have published a great number of reports, where we not only explain how the telco industry looks, but also how it will develop in the future. We have focused on collecting the knowledge you need to more easily navigate a complex industry with increasing competition. The market player that can operate their business in the most cost-effective manner will have an increased probability of winning in the long term. Currently we have 6 focus areas: – The mobile broadband market – The MVNO market – The market for Value Added Services – Next Generation Prepaid Services – The Smartphone market – Digital strategy for the Telecom and Media industry. We have spent many man years researching and publishing a series of comprehensive reports and workshops focused on these areas. Market players that have ambitions of being successful within these areas can either try to gain an overview themselves, find solutions and purchase external consultants to help them on their way, or alternatively use Strand Consult’s reports – with or without workshops -to acquire the knowledge they need to be successful in the future. You can read more about some of our reports here: Successful Strategies for the Mobile Broadband Market How to get success in the second Generation MVNO Market

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woolwich polytechnic school

London

Welcome to Woolwich Polytechnic School for Boys, and thank you for taking the time to express your interest in us. We are a very special school that aims to serve the community, improve opportunity for our community and also reflect our community through our diverse and ambitious curriculum, as well as through our diverse staff and student bodies. We hope that you, too, feel that specialness when you visit us, a specialness that encompasses care and compassion, a genuine delight in children’s contributions and a drive towards “success for everyone”. We have a long and proud history, having educated boys for over 100 years: we have been a technical school, reported as the most improved boy’s school in the country, a community school and now an academy, a single school and now the founding ‘brother’ to our sister school, Woolwich Polytechnic School for Girls. We have year-on-year exam results at GCSE and A Level that make us, our students and their families rightly proud. Yet our relentless focus is upon the futures of our current students as we counsel them through their educational careers to be the most successful version of themselves. To support your son through their secondary education, we have firm foundations in exemplary pastoral care and expert teaching. Safeguarding our students is the absolute priority that informs the behaviours we demonstrate in the staff and student bodies. Our pastoral care and personal development programme are child-centred, empathetic to individual children’s needs, recognising their challenges and assisting with overcoming them. We care; we listen; we understand context and we actively build meaningful relationships with every child. Our teaching is equally child-centred, offering support and challenge as required to ensure that all our students achieve the grades they need to pursue the courses and careers they aspire to with confidence. Our curriculum is designed so that students can make interconnections between the various subject disciplines, hence stimulating a culture of curiosity and questioning so that all our boys leave us as well-rounded, caring members of the community, ready to navigate the adult world safely, critically and knowledgeably. We also recognise that child development is enhanced through pleasure and we therefore cater for their personal interests with an extensive enrichment programme, including wellbeing days, our Activities Week, curriculum and reward trips and a variety of clubs. There are always opportunities for your son to have their voice heard, whether through the Student Council or more informal feedback to tutors, teachers and head of year or our dedicated student voice co-ordinator. I am confident that you will have made the right choice for your son by privileging us with his care, education and personal development so welcome to the Poly family.

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random analysis

Berkshire

If you are contemplating transitioning your organisation to Agile ways of working, then you have probably already read numerous reports and editorials on the advantages of Agile delivery and all the improvements you can expect in terms of speed of delivery, quality of outcome and most importantly, reduced costs; but have you thought about the challenges you may face along the way? When organisations begin their Agile transformation, one of their first challenges is understanding the roles necessary to support the initiative; for example, one of the most critical but often a new concept for many organisations new to Agile delivery, is the role of the ‘Scrum Master’. The most frequently asked question is "What makes the Scrum Master role different from that of a Project Manager?" The differences are important and, in our experience, understanding them is crucial to Agile success. A strong corporate culture not accustomed to the Agile mindset can also be a difficult environment in which to implement Agile methods. In some cases, the company’s culture and practices may reward non-Agile milestones while inadvertently discouraging Agile success. In other words, If the correct framework for the new delivery concept is not in place, Agile adoption can be extremely difficult. When a company maintains a non-Agile framework and then tries to shoe-horn in Agile practices, they often end up accomplishing less at greater cost while also achieving lower quality results which, ultimately leads them to somehow conclude that, it is Agile that does not work. Agile training workshops We combine powerpoint presentations, business cases and discussions to create an effective learning experience; an optional online assessment on conclusion of the workshops assess the level of Agile knowledge transfer. Take a look at our Agile training workshop services for course features. Agile coaching Our professional and highly motivated Agile coaches will be responsible for creating and improving Agile processes within your team or organisation by spreading industry best practices between different teams, integrate Agile teams with non-Agile practices and measure the results of the transition. Business change and process automation The COVID-19 pandemic refocussed businesses on resilience, for many that resulted in an acceleration of the business process automation agenda. Automation combined with contextual intelligence can provide a route to greater agility, reduced risk, a better delivery experience and stronger growth. Working closely with your teams, we can map you existing processes using UML diagrams enabling us to identify process gaps, inefficient or repetitious tasks. Once the process optimisations have been agreed, we can proceed to automation with bespoke interfaces and system workflows enabling your teams to focus more easily on the business of generating growth. We are also fully versed with the UK central government/public sector GDS Digital by Default Service Design Standards, G-Cloud and DOS framework procurement processes.

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doreen hoppe

Leyton

Doreen Hoppe had always known that her passion for ice skating was there to stay. She started skating at the age of 9 and at 21 turned professional and began coaching. During her years as an amateur skater, she concentrated on all disciplines; figures, free and dance, whilst obtaining the necessary qualifications to progress into her career as a coach. As a teenager Doreen decided to focus on ice dance, skating in National and International competitions. She competed in British Junior and Senior Championships and was also part of the British team to compete Internationally. As Doreen’s career in coaching started, she knew that she was fulfilling her dream in the skating world, which went from strength to strength. In later years she found her niche coaching dance couples both nationally and on the international circuit. She very much enjoys the aspect of choreographing dance routines, whether it be for competitive skating or shows. Doreen has also travelled extensively throughout Europe with her couples to gain an insight into how other European coaches approach different techniques. Alongside the coaching, opportunities came her way within the TV world, appearing in various programmes including: BBC1 Strictly Ice Dancing, as a judge alongside Craig Revel Horwood Sky Sports Living for Sport Iceland Commercial ITV Anglia; teaching news presenters how to skate in 6 weeks Gok Wan’s How To Look Good Naked, where she choreographed a dance routine NISA TV, commentary at the British Championships 2009 and more recently at the Junior Grand Prix, Sheffield. Over recent years, Doreen trained to become a Technical Dance Specialist due to the IJS system replacing the 6.0 system. Having successfully completed this, she then went on to Frankfurt, where she qualified as an ISU Technical Specialist. In recent years she has officiated in many National and International events. Doreen organises and runs the Coaching Assessment days with on and off ice workshops. She is currently coaching at Lee Valley Ice Centre where she is still living out her passion for skating, passing on her vast knowledge to other aspiring skaters.

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