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Netwomen.co

netwomen.co

4.9(44)

Netwomen founded in 2015 is a supportive, collaborative community for ambitious women of all ages and backgrounds. From 2020 our online meet-ups are relaxed and welcoming with a non-salesy style that attracts women globally who are new to business, career women progressing up to the top and even women setting up their own businesses. So that you can grow and develop to be an inclusive female leader.

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Hornsea School & Language College

hornsea school & language college

3.6(17)

Hornsea

Everything we do is geared towards ensuring that our fantastic students become well rounded and confident young adults. The exceptional range of extra-curricular opportunities, alongside strong relationships and highest possible standards of behaviour and outcomes go some way to explaining why we are a “School of Choice”. I acknowledge that our strong reputation is hard won and potentially easily lost, but I know that HSLC is a wonderful School with unlimited potential. This is why our talented team of staff work incredibly hard to do “whatever it takes” to ensure students make progress. The School has achieved so much in terms of its “Good” Ofsted grading (since 2005) but we are always learning and never stop trying to make our best better! I feel proud and privileged to be part of our School and to lead such a vibrant School community.

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Ceske Vysoke Uceni Technicke v Praze

ceske vysoke uceni technicke v praze

The Czech Technical University in Prague (CTU) is one of the largest and oldest technical universities in Europe. According to Methodology 2017+, it is the highest-rated in the group of Czech technical universities. Currently, CTU has eight faculties: Civil Engineering, Mechanical Engineering, Electrical Engineering, Nuclear Science and Physical Engineering, Architecture, Transportation Sciences, Biomedical Engineering, and Information Technology. There are over 18,000 students studying at the university. In the 2021/22 academic year, CTU offers its students 227 accredited study programmes, 94 of which are delivered in a foreign language. CTU educates experts in the field of technology, and also scientists and managers with knowledge of foreign languages, who are dynamic, flexible and able to adapt quickly to market requirements. According to the results of Methodology 2017+, CTU was evaluated in a group of five technical universities, and received the highest rating of grade A. CTU in Prague is currently in the following positions according to the QS World University Rankings, which evaluated 2642 universities around the world. In the global QS World University Rankings, CTU is in 378th place, and in 12th place in the Emerging Europe and Central Asia regional rankings. Within the evaluation for the area of Engineering and Technology, CTU is in 175th place; in the field of Engineering – Civil and Structural, CTU is rated in 201st–220th place; in the field of Engineering – Mechanical, CTU is in 201st–250th place; and in Engineering – Electrical, in 201st–250th position. In the field of Physics and Astronomy, in 201st–250th place; in Natural Sciences, in 238th place. The University is ranked 151st–200th in Computer Science and Information Systems, in 251st–300th place in Material Sciences, and 251st–300th in Mathematics.

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Queen Alexandra College

queen alexandra college

4.7(69)

Birmingham

The reason why so many students choose QAC is because it offers a great variety of academic and employment focused courses. This combination with excellent learning and leisure facilities and friendly staff is a winner. During their time at QAC learners are able to develop their academic as well as their social skills, make new friends and enjoy being independent and responsible for their own decisions and actions. “I visited other colleges as well but when I came for an assessment to QAC I had a really good feeling about this place and that helped me to make my final decision about coming to QAC as opposed to other colleges for the visually impaired.” - Natasha “Staff are warm, friendly and accommodating and have always met our child’s needs and addressed our concerns.” “My daughter has gained confidence and has made some new friends. Staff are amazing, very approachable and helpful. My daughter is well supported.” “The residential staff understand my son very well, he has had a difficult year and residential staff have been amazing in how they have supported him.” “Staff and student interaction is excellent. Encouraging environment with plenty of opportunities for the student to grow and learn.” “QAC has given my son confidence, he’s made friends which he struggled with and he’s also doing a course that he enjoys, while giving him some independence.” “We like the commitment that the college has to all its students and the help and support that is given by all the staff.” A parent wrote this letter to QAC (names have been removed): "I am writing to you to tell you how deeply thankful we are to you and your team at QAC for giving us our son back. He has Aspergers Syndrome and we were finding it very difficult to cope with him and his condition. He was happy being alone and secluded from the world outside our home, we were worried about how he would develop when he left mainstream Secondary School and how his life would pan out. Then we were lucky enough to have him accepted by QAC and we have never looked back. He has been there for 9 months now and he is a different person. He has gone from strength to strength with the support and dedication of the residential staff and also the teaching staff. He has really come out of his shell tremendously since meeting his Key Worker - he has worked wonders with our son and now he is on his way to independence and he has made so many friends there too. Our son loves it at QAC and living in his house - because of that, we as his parents have been given our life back. For that we are eternally grateful to you and all your staff."

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Voice In The Room

voice in the room

Newcastle Upon Tyne

I was working with someone recently who held a very senior position in an organisation and he hadn’t been in a good place. He was terrified of an upcoming key note he had to deliver. At the end of our session he said: “I can’t believe it Jo but I’m really looking forward to it now. I’ve got the tools I need”. That is why I do what I do. What makes Voice in the Room different from other training companies is the different perspective Jo brings. Her unique approach has been shaped by her background and story. It’s worth understanding in full so grab a cuppa or a glass of something and dive in. Logo Icon About Up About Down Theatre Director 1999 - 2007 Theatre Director “Just before the play was due to start my group refused to go on. We were backstage and you could hear this buzz of expectation from the audience outside. I’d used all the security resources available to put it on and here I was with my actors saying they wouldn’t go through with it” Jo Darby set up Voice in the Room in 2016 but the seeds for the business were planted many years before. As a teenager with a love of acting she attended the National Youth Theatre. “I saw how directors were trying to help us to get the message of the play across and make a connection with the audience. That’s what they facilitated and that was the bit I found really interesting. How do you support people in a really positive way to achieve that? That was the point when I decided I didn’t want to do acting, I wanted to direct. When I later had the opportunity to do that at University, I grabbed it with both hands. Directing was a hobby that became a job.” As a Theatre Director Jo began creating productions in the North East at Northern Stage and the Live Theatre. She went onto launch her own theatre company and travel overseas to direct for the Australian Theatre for Young People before later working at Pilot Theatre Company and Bristol Old Vic. One early experience creating a brand new play with inmates at Northallerton Young Offenders Institute was particularly influential. “I was left on my own with the group to get on with rehearsals when one day things all kicked off, a fight broke out, there were chairs flying, the lot. I never felt threatened. I knew it wasn’t aimed at me and I was able to reassure staff such that we were allowed to continue. I persuaded the governor we should put on the play in front of the whole prison – in the prison chapel. Looking back now this seems unbelievable but it’s true! Just before the play was due to start my group refused to go on. We were backstage and you could hear this buzz of expectation from the audience outside. I’d used all the security resources available to put it on and here I was with my actors saying they wouldn’t go through with it. So I had to give them a big pep talk about how this was their opportunity to be heard and express themselves, remind them that they felt no one ever listened to them and this was their big chance. Eventually, they went out and did it. Everyone cheered and it all turned out fine. I still think now, goodness know’s what would have happened if it hadn’t gone ahead!

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Pj'S Driving School

pj's driving school

2.9(15)

Birmingham

Paul Johnson, the founder of PJ's Driving School, has been a qualified DSA Advanced Driving Instructor for over 10 years. He founded the company in 2007. Paul has been providing friendly patient tuition within South Birmingham for everyone. Paul is very patient with nervous learners or people sitting behind the wheel for the very first time. He strives to put them at ease and ensure they achieve success. The driving lessons are given in a new Renault Clio. Although it is a small sized car, it is absolutely convenient for learning. The car is fully air-conditioned and has plenty of room for comfortably placing your head and legs. This will help you maintain a calm and composed demeanour.

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Indian Academy Seminars Services Uk

indian academy seminars services uk

London

About Us For over a decade, IAM has served leading Corporate organizations in India. More than 1,00,000 executives have derived benefits from inputs provided by our team of world-class trainers. Today, after conducting thousands of public seminars and in-house training programme�s, IAM has established itself as a leading training institution in the country. We pride ourselves on the quality of our training inputs. Hundreds of man hours go into conceptualizing, designing and executing each of our modules. We keep a keen eye on emerging needs, as we customize inputs to suit the modern executive. Our resource people are exposed to the latest trends in international training and thus, they are able to employ a host of training tools like case studies, business games and class-room simulation of industry situations. Our bottom line lies in the feedback we receive from participants and the HRD professionals who nominate them for our programmes. Every suggestion is carefully evaluated and incorporated in the future programs. It is this constant up-gradation that has helped us achieve new paradigms in training standards.

Signalong The Communication Charity

signalong the communication charity

Norwich

Signalong The Communication Charity (1039788) provides resources, training and free advice, and readily works with others in the field to promote communication skills for children and adults with speech, language and communication needs and English as an additional language. Signalong was founded in 1992 at a Kent special school and now provides resources and training throughout the United Kingdom, Europe and Asia. A central tenet of Signalong is “one concept per sign, one sign per concept” which is different to other British Sign Language based systems, which require an understanding of the context in order to distinguish meaning. People who have learning difficulties, especially those with Autism, may find it difficult to differentiate the context. Signalong has researched and published the widest range of signs in Britain. These are drawn and described following a consistent method that enables users to access vocabulary according to need. Resources published by the charity cater for a range of ages and ability from pre-school and pre-language up to preparation for employment.

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Stony Dean School

stony dean school

Amersham

Thank you for taking the time to look at the Stony Dean School Website. We hope you will find the information and opportunities within the site both useful and exciting. It has been designed to give all stakeholders access to the information they may require. Its primary function is to give parents all the information they need about the school, values, organisations and policies that underpin a successful education. The school’s curriculum has been designed to comply with national expectations and best practice from across the country. With these considerations, the school has three main priorities that underpin the drive and values of the school: Achieving effective communication and interaction Achieving independence Achieving employability The students who attend Stony Dean come from across the south of Buckinghamshire and occasionally from neighbouring authorities. The large majority of students live in the geographical area of Buckinghamshire, but applications from other authorities are made. All applications made to the school need to go via Buckinghamshire Council SEN team. All Students at Stony Dean School have an Educational Health and Care plan. Neil Strain

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Wetherby High School

wetherby high school

0.0(3)

At Wetherby High School all our staff are deeply committed to ensuring every child receives an outstanding education. Our curriculum, teaching and pastoral care enable students to achieve at the highest academic level, unlocking doors to the future of their choice. Our staff and students are ambitious to be the best version of themselves. That ambition extends way beyond their academic excellence. We want our students to reach their full potential academically and as young people moving into adulthood. We understand that central to this is developing character and a sense of social responsibility. Our Coaching System allows us to know each student well as individuals, their likes and dislikes, their strengths and insecurities, their interests, pets and favourite TV programmes. It means as a Coach you can be there for them on the good and bad days. The relationships formed in Coaching allow the students to feel they belong to the school community. That belonging brings happiness, safety and a platform from which to challenge themselves in their education.

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