Tarot Master Course "A true Tarot Master needs to have intimate knowledge of the source of tarot, its magic & its mysticism." From ancient wisdoms have sprung powerful psychological ways of teaching, even today there is no religion that does not have some sort of route upon which the seeker must walk to discover "spiritual truth". In the ancient temples a method of initiation was used to prepare the initiate on his journey from ignorance to full knowledge. Part of this teaching was by the use of 22 picture cards in the form of a "road map" which it was said could show man the true path towards enlightenment, showing the obstacles & stages of adolescence until reaching final maturity by complete mastery. Should you be seeking a greater understanding of the mysteries of tarot, then this course will reveal much to you & provide knowledge that very few tarot practitioners possess. ...

Tasseography & Lithomancy Course Imagination plays a vital part in the interpretation of the tea leaves in the shapes & symbols into which they fall.   This diploma course combines the Divination techniques of two popular methods of divination, Tasseography & Lithomancy (prediction from crystals & precious stones), both of which offer the opportunity to enter full time practice, as readers. The power of crystals is long established & enhanced when applied to the art of prediction. Tasseography offers an additional means of divination, both social & pleasurable in its concept. Neither of these two delightful Mantic Arts should be undervalued. Tasseography has its roots in Roman times, whilst Lithomancy can be traced back to Revelations ch. 21 v. 18, with its powerful Astrological/ Zodiacal connections. ...

Teaching Assistant Course This course is designed for people who either are, or wish to become, a teaching assistant. Teaching assistants carry out a range of practical & administrative tasks, working under the direction of the class teacher. They aid in the supervision & support of children’s educational & social development. In doing this they are helping to make more time available for the teacher to teach. Teaching assistants help promote effective learning & teaching both in & out of the classroom, ultimately contributing to & strengthening the development & wellbeing of children. These essential helpers carry out tasks delegated to them by teachers & refer back to teachers on issues requiring professional expertise. The teaching assistant is able to contribute in four main areas: • Supporting the Teacher • Supporting the Pupil • Supporting the School • Supporting the Curriculum What Can I Do After Taking This Course? Our teaching assistant & training courses & qualifications help you take steps to further your career in teaching support. Become a teaching assistant. After successfully completing this course, you could apply for a teaching assistant position within a nursery, infant or junior school, special school, secondary school or independent school, earning up to £18, 000*/year. If you are already working as a teaching assistant, you could be eligible for a pay increase. Study for a foundation degree. If you wish to attend university & obtain a degree, you may be able to study for a foundation degree. Build your career. If you wish to increase your responsibilities & build your career, you could continue with further teaching assistant qualifications to become anything from a Higher Level Teaching Assistant to a Teacher. * Source: Payscale.com, Sept 2012. ...

CACHE  Teaching Assistant Course Level 3 This is a knowledge based qualification course. It is suitable for: Those who may not yet be employed within a school All support staff roles in schools, including school administrator, receptionist, library assistant, IT support worker, learning support assistant, teaching assistant, caretaker, lunch-time assistant Those who work directly with children & young people Those who require initial training or an induction to a new role About the Teaching Assistant Course The CACHE Level 3 Award in Supporting Teaching & Learning in Schools qualification course is an introduction to the role & responsibilities of teaching assistants. This teaching assistants’ course will provide learners with an understanding of the knowledge needed when working directly with children or young people in school environments. The Level 3 Award in Supporting Teaching & Learning in Schools is a knowledge based qualification & thus a school placement is not needed in order to successfully complete this course. Qualification Number: 500/9963/2 To gain the qualification learners will need to achieve 12 credits from the 4 units listed in the syllabus. Please note: Online access is required in order to complete this course. What Can I Do After Taking This Teaching Assistant Course? Become a teaching assistant. After successfully completing our CACHE Teaching Assistant Level 3 course, you could apply for a teaching assistant position within a school. Gain a promotion. If you are already working as a teaching assistant, you may be eligible to work without supervision, for a promotion to Senior Teaching Assistant, Senior Learning Support Assistant or Senior Special Educational Needs Assistant, & for an increase in pay. Build your career. If you wish to increase your responsibilities & build your teaching assistant career even further, you could continue your training with further CACHE modules.   ...

Supporting Teaching & Learning in Schools Certificate (QCF Level 3) Course The NCFE Level 3 Certificate in Supporting Teaching & Learning in Schools course is aimed at anyone looking to work in supporting teaching & learning in schools, for example as a teaching assistant. The primary function of a teaching assistant is to support the teacher in the classroom to ensure the pupils are able to derive the most benefit from each lesson. Our teaching & learning course focuses on understanding, supporting, safeguarding & developing children & young people. It not only covers the theoretical knowledge underpinning the work of a teaching assistant, but it also requires a practical & competence-based element giving you the opportunity to conduct some of your learning in the workplace. Upon successful completion of our NCFE Supporting Teaching & Learning in Schools Level 3 course you will receive a qualification listed on the QCF (Qualifications & Credit Framework) at level 3 (Qualification Reference Number: 501/0403/2). This course has been assigned 32 credits. 50-Hour Placement In order to successfully complete this NCFE Level 3 Supporting Teaching & Learning in Schools qualification you are required to complete a work placement of at least 50 hours. The placement is compulsory for this course & the student is responsible for arranging their placement. Along with their first set of course materials, students will receive a comprehensive guide giving them plenty of information on what is required of them during the placement, how to set up the placement & the types of activities that they will be required to complete on the placement (including examples of the types of paperwork that will need to be submitted to your tutor for evidence). The work placement needs to be for a period of at least 50 hours, though it can be longer if needed. What Can I Do After Taking This Course? Become a teaching assistant. After successfully completing our Certificate in Supporting Teaching & Learning in Schools Level 3, you could apply for a teaching assistant position within a nursery, infant or junior school, special school, secondary school or independent school, earning up to £18, 000*/year. Gain a promotion. If you are already working as a teaching assistant you may be eligible to work without supervision, for a promotion to Senior Teaching Assistant, Senior Learning Support Assistant or Senior Special Educational Needs Assistant, & for an increase in pay. Study for a foundation degree. If you wish to attend university & obtain a degree, you may be able to study for a foundation degree. Build your career. If you wish to increase your responsibilities & build your teaching assistant career you could continue your teaching & learning courses to become anything from a Higher Level Teaching Assistant to a Teacher by progressing to: NCFE Level 3 Certificate in cover Supervision of Pupils in Schools NCFE Level 3 Diploma in Specialist Support for Teaching & Learning in Schools * Source: Payscale.com, Sept 2012. Please note: This course is textbook based, & therefore the lessons are not available to be viewed online. If you choose the online method of study with this course, you will be able to view your question papers & tutor feedback online. Is there government funding available for doing this course? Great news! If you study this course you have the option to either fund the course yourself privately, or we are able to offer you the course funded using a 24+ Advanced Learning Loan. Please click the “fees tab” for more information on how you can fund your course. ...

Teaching English as a Second Language Course The UK has a significant number of visitors & residents whose primary language is not English, resulting in ever-expanding opportunities for teachers of English as a second language. With the growth of English as the international language of business & communication these teachers are now finding themselves stretched to capacity.  About Teaching English This course will enable you to pass on your own skills & knowledge to start your career in this fascinating subject. ...

Teams & Groups Course What is the difference between a team & a group? You may be wondering why such an apparently pedantic question is asked. However, the distinction between a team & a group has many implications for organisations &, in particular, the role of the manager, & is therefore worth exploring in some detail. In this course, we shall explore the development of a collection of individuals who are gathered together from different parts of an organisation in order to fulfil the aspirations of senior management in pursuit of business excellence. Everyone at work, whether they be a typist or a managing director, has, at some stage, to work with others in a group. This may be a permanent group (such as a small department) or it may be a group which meets infrequently & which changes from time to time. After participating in this course, you should be able to: describe group processes identify the stages of team development recognise the characteristics & key abilities of effective teams distinguish between effective teams & co-operative groups describe the roles people play in teams recognise the ways of resolving conflict discuss factors which influence meetings positively identify behaviour which helps decision making. In working through this session, you will practise the following BTEC common skills: Managing & Developing Self  Working with & Relating to others  Communicating  Managing Tasks & Solving Problems  Applying Numeracy Applying Technology Applying Design & Creativity ...

Technology & Flexibility Course Technology as a means to facilitate the production of goods & services has always been with us. Technology describes systems of production on which all human beings depend, to a greater or lesser extent. These systems range on a continuum from the very primitive basic tools to the very sophisticated micro-electronics. Our focus in this course is on technology & technological change during the twentieth century within industrialised societies. We look at the dominant production systems & their effects upon people who work with them. In particular, we examine some of the debates concerning the major twentieth century technological development within the workplace. This is the system of mass production, or extreme specialisation, & its implications for workforce & management. We look at the technological developments which may supersede mass production & the controversies concerning these developments. We start with the problem of definition & then move on to a consideration of Fordism. We look at the concept of alienation in relation to technology & the important contribution of the American researcher, Blauner. We then go on to deal with post-Fordism & flexible specialisation. Finally, we examine new technology & its impact upon manufacturing & the office. After participating in this course, you should be able to: define technology & identify different types of mechanisation. identify some of reasons for technological change. describe what Durkheim identified as the fundamental differences in technological & social organisation between a pre-industrial & an industrial society. describe the impact of division of labour upon an industrial society. define Fordism & outline its production system. identify the advantages, drawbacks & limitations of Fordism. relate Marx's concept of alienation to work in modern technological settings. describe the work & conclusions of Blauner on alienation, along with some assumptions & limitations of technological determinism. explain the relationship between control, de-skilling & technological change in labour process theory, & identify some of the theory's limitations. identify in a contemporary industrial example the characteristics of post- Fordism. describe how work & technology are developing in the view of flexibility theorists, the reasons they see for this, & the likely effects for employees & organisational management. describe some criticisms of flexibility theory & outline some of the drawbacks & limits to flexibility. describe the characteristic features of new technology. explain how new technology can increase skill requirements & improve the quality of working life. describe convergence theory & its implications in basic terms. ...

Technology & Knowledge Management Course We are living in an ‘ Information Economy.’ As economies matured & developed from agricultural to industrial & then service & knowledge-based, the demand for information increased. The Industrial Revolution increased the need for information. Manufacturing began to be carried out on a large scale in factories by organised companies. This created a need for information for internal control for managers & on company performance for investors. Today, a modern organisation must produce financial & performance information for investors & managers, regulatory information for government agencies & personnel information as well as information for many other interested bodies, but it needs information to manage & control its operations. The information-intensive needs of managers cover many areas from individual information on specific customers to strategic information for a corporate takeover. Globalisation has increased the need for information by making the management task more complex, often requiring the co-ordination of staff & tasks in different countries. Development of economies has seen the production of more information-intensive & knowledge-intensive products such as computer software. The assets of companies such as Microsoft may be comprised largely of the value that stock markets place on their intangible assets of information & knowledge (intellectual capital). Tom Stewart (1991) describes intellectual capital as, ‘patents, processes, management skills, technologies, information about customers & suppliers & old-fashioned experience.’ Added together this knowledge is intellectual capital. On completion of this module you will be able to: Demonstrate a thorough understanding of the role of information in the business environment. Appreciate the need for skills & knowledge in the use of information for supporting decision-making. Effectively use & evaluate database systems for business decision-making. Develop the ability to specify suitable information systems for effective knowledge management. ...