Podcasts about general certificate

My Story   Talk 5   Brentwood School (1950-1956) Part Two Welcome to Talk 5 in our series where I'm reflecting on God's goodness to me throughout my life. Today we're talking about the academic programme at Brentwood, the chaplain, the chapel and Divinity lessons, and the school CCF.   Academic Programme A typical day at Brentwood began with chapel or assembly at 8.50am. This lasted about half an hour. Lessons, which were all 45 minutes long, began at 9.30. The first two periods were followed by a 15 minute break at 11am and the next two periods were followed by lunch at 1pm. With the exception of Wednesdays and Saturdays which were dedicated to sporting activities, there were three periods each afternoon, beginning at 1.45 and ending at 4pm.   And then of course there was homework, which at Brentwood was called prep. In the first year this was expected to take us an hour and a half each evening, increasing to three hours when you were in the sixth form taking A levels. This often involved memorizing things on which you were going to be tested the next day.   And there were huge incentives for doing your prep thoroughly. Apart from the fact that you might be put in detention on Wednesday afternoon if you failed the test, a form order was produced every two or three weeks and sent home to your parents to let them know your current position in class. This certainly kept us on our toes, and, although at Brentwood I never came top as I had regularly done at primary school, I made sure I was always in the top 10.   Subjects in our first year, all of which were compulsory, included English, French, Latin, Maths, History, Geography, Physics, Art or Woodwork, Divinity (Religious Education), and Gym. But after the first year, which at Brentwood was referred to as the second form, the system changed and the subjects you took depended on which stream you had chosen to enter.   The Third Form (i.e. the second year) was divided into four streams, Classical Three, Science Three, Modern Three, and General Three. The advantage of this system was that boys could concentrate early on the areas where they hoped to specialise later. The disadvantage was, of course, that not everyone was at all sure at such a young age of what those future areas might be. It also meant that relatively little teaching was given on some quite important subjects. For example, you did relatively little science if you went into the classical stream.   However, in my case, I think the system proved beneficial. I opted for the classical stream because I was interested in languages and had shown that I had a measure of ability in that area. In doing so I was able to begin studying Greek at the age of 12 which was to prove important in what the Lord had for me in the future.       At the age of 15, when we were in the fifth form, we all took O-level exams (General Certificate of Education, Ordinary Level), after which another choice had to be made.  Which sixth form stream to enter? Although successful in all my exams, my best results were in languages, and of all the streams available the choice for me was narrowed down to Lower Sixth Classics where I could take Latin, Greek, and Classical History, or Lower Six Arts where the options were Latin or English Literature, French, and German or Mediaeval History. Not knowing then the future God had planned for me, I opted for the Arts stream and chose Latin, French, and Mediaeval History for my A-level subjects and Spanish as a subsidiary subject for O-level.   I thank God that, with his help, I passed all these exams. I was particularly grateful about History. A few months before we were due to sit the exams, my history teacher, Mr. Moulde, said to me,   Quite honestly, Petts, I think you're going to fail History.   The basic reason for this was that I wasn't doing enough prep because of all the church activities I was engaged in because, among other things, halfway through my A-level course I had felt God calling me to the ministry. But more about that in the next talk. So, in front of the whole class, I replied,   The problem is, Sir, that I believe that God has called me to be a minister, and that to gain as much experience as I can, I need to be involved as much as possible in my local church. I believe that if I honour God, and if he wants me to pass History, then he will help me to do so.   To which he replied,   Well, Petts, I respect your faith, but I can't say that I agree with you. Unless you put in a lot more work, you will certainly fail.   I did try to put in more work on History without giving up any of my church activities. When the results came through I was delighted to discover that I had scored 60% (the pass mark being 40). And at the beginning of the next term, as I happened to meet Mr. Moulde in the quad, he said to me with a broad smile,   Well, Petts, what do you mean by getting 60? I would never have believed it. Congratulations.   Later that term I won a scholarship at Brasenose College, Oxford to read Philosophy, Politics and Economics. But more of that in a later talk. I need now to say more about my Christian faith while I was at Brentwood. This, of course, needs to be understood alongside my experience at Elm Park Baptist Church which will be the subject of our next talk. At school I was to get a taste of a different kind of Christianity, some of which wasn't Christianity at all as I understood it. But this will become clear in a moment.   The Chaplain, the Chapel, and Divinity lessons The religious climate in the UK in the 1950s was very different from today. Although church attendance had dropped, probably caused by disillusionment because of the war, there was still a general acceptance of the basic truths of Christianity. This, coupled with the fact that religious teaching at Brentwood was, in the words of the school prospectus, in accordance with that of the Church of England, meant that with the exception of Divinity (RE) lessons, apart from one experience I will mention later, there was rarely anything much that would challenge my Christian faith.  Surprisingly the source of that challenge was the Chaplain, the Chapel, and what was taught in Divinity lessons.   The Chaplain, the Reverend R. R. Lewis, M.A. was a graduate of Jesus College, Oxford, and an ordained Church of England priest. As such, he was responsible for most of what went on in chapel and taught all the weekly Divinity lessons. From this it was clear, because he openly acknowledged it, that he did not believe in the deity of Christ, the virgin birth, or the resurrection. In fact he denied the possibility of miracles on the grounds that, if God created the laws of the universe, he would not break his own rules! Of course, when I told my father about this, he reminded me of the outstanding miracle experienced by Auntie May which I mentioned at the beginning of this series.   On another occasion we were told that God could not foretell the future because, if he could, that would mean that we could not be held responsible for our actions. I know some Christians do struggle with this, but, as I have pointed out elsewhere, if I know that something will happen it does not mean that I am causing it to happen.   Having said all that, Mr. Lewis was a nice enough man. I just could not, and still cannot, understand how the Church of England can allow people with such views to hold office in the church. Anglicans often talk about what they consider to be the advantages of the C. of E. being what they call a broad church, but in my view what they claim to be its greatest strength is actually its greatest weakness.   Of course, back then I knew nothing of the evangelical wing of the Church of England and tended to assume that Anglicans all held views like those of our school chaplain. It was later at Oxford that I first met godly people who were part of the C. of E. and whose views, apart from the fact that they believed in infant baptism, were much closer to mine.   And I praise God for the great things that are happening today in those parts of the church where the Bible is honoured and charismatic gifts are encouraged. But from my, admittedly limited, experience of Anglican worship, it was very different from that in the 1950s.   Worship in chapel was very different from what I experienced in our Baptist Church each Sunday. Some differences were relatively unimportant. For example, in chapel we sang Psalms instead of reading them, and we knelt for prayer rather than sitting. But others were more serious. Prayers were never spontaneous, but read from a book, and they were the same prayers week after week!   And preachers would be dressed in robes and precede their sermons with,   In the Name of the Father, and of the Son, and of the Holy Ghost, Amen,   something which at times verged on the blasphemous bearing in mind the content of what sometimes followed in the sermon.   But none of this seriously challenged my faith, unlike an experience I had in class, once again with our French teacher, M. Jacquotet. I don't remember what I had said, but I do remember his response:   Monsieur Petts, you are a silly little fool if you think that, if there is a God, he can possibly be interested in you!   At the time, I had no answer. There is an apparent logic to arguments like these, but I knew that there must be an answer. So that evening I told my father what my teacher had said, to which he replied,   But that is exactly what we Christians dare to believe. God isn't limited like us. He's so big that he has the capacity to care about every single person and every single thing in the universe. Your teacher clearly doesn't understand this.   And I remembered something that we had been told to memorise in our English Literature lessons. It was taken from Matthew 6:26.   Look at the birds of the air; they do not sow or reap or store away in barns, and yet your heavenly Father feeds them. Are you not much more valuable than they?   So my father's advice and the shield of faith, which is the word of God, extinguished yet another of those flaming arrows sent by the evil one (Ephesians 6:16). But my father's Christian influence on my thinking was also very evident in a decision I made with regard to the school Combined Cadet Force.   The CCF and pacifism As I mentioned in Talk One, my father was a conscientious objector during the war. As a Christian he took seriously all the teaching of Jesus, and that included the command to Love your enemies (Matthew 5:44) and he could not see how he could obey this command by killing them. He had to go before a tribunal and answer searching questions to test if his objections were genuine and, as a result, was exempted from military service and allowed to continue his profession as a schoolteacher.       Now at Brentwood it was compulsory for boys in the fourth form and above to be part of the school's Combined Cadet Force (CCF), generally referred to in school as ‘the corps'. This meant that every Thursday boys would dress in Army or Air Force uniform throughout the day and during the last period of the afternoon receive military training on the school playing fields.   There was, however, a provision for a boy to register as a Conscientious Objector if he could satisfy the Headmaster that his objections were sincere. And so, following my father's example, at the age of 14, I was interviewed and asked to explain my objections, as a result of which I was allowed to do First Aid training with the Red Cross as part of the non-uniformed branch of the corps.   Now I realise that most Christians do not take the same pacifist stance. This is one of those issues where Christians are disagreed, and each person must follow their own conscience in the matter. But for me at the time, arguing for pacificism was in many ways the most vital way I had of expressing my Christian faith. Memories of World War II were still very real and our armed forces were already engaged in conflict in the Korean War from 1950 to 1953. Fear of a third world war was very real, and at the time all boys of eighteen were compelled to do National Service involving two years' military training in one of the armed forces.   So the issue of whether it is right to take up arms against one's fellow human beings was particularly relevant throughout my school years, and there were frequent discussions about it both at school and at church.   Whether I was right or wrong to adopt a pacifist position is for others to decide, but what it did for me and the development of my character was undeniable. I was forced to stand up for what I believed in, despite the teasing and accusations of cowardice that inevitably come to people who refuse to fight. The ability to think independently rather than following the majority view, and the resolve to take seriously the teaching of Jesus and to follow it, were to become the determining factors of my life.   So I thank God for my years at Brentwood. They not only provided the foundation for future academic achievements but gave me opportunity to learn how to think for myself and to stand up for what I believe to be right. And, best of all, they were years when I determined to follow Jesus. My faith was both challenged and encouraged, but Brentwood was, of course, by no means the only factor, because throughout my years there I was also a regular attender at Elm Park Baptist Church, which is the subject of the next talk.      

Skip the banter: 00:06:37This is a listener suggestion from Angela & Melanie.On Thursday, February 19, 2015 16-year-old Becky Watts was re-sitting for her GCSEs, or General Certificate of Secondary Education, which is an academic qualification in various subjects that take place in the UK starting in Year 9 or 10. It's more than likely that as she sat for the exams, she was exhausted since the night before, Becky had been out, having fun with friends & hadn't slept at all. Allison tells us the rest of this sad story. Amazon Addiction - color changing lights: https://amzn.to/40Pzq2MYouTube video for this story (see our faces!): https://youtu.be/OwwF1s6Ivw4Support the showAll our links (YouTube, Instagram, TikTok, Merch, etc):https://linktr.ee/crimeandcoffeeFacebook Group to discuss episodes:www.facebook.com/groups/crimeandcoffeecouplepodcast/References available at https://www.crimeandcoffeecouple.com a few days after this podcast airs.Case Suggestions Form: https://forms.gle/RQbthyDvd98SGpVq8Remember to subscribe to our podcast in your favorite podcast player. Do it before you forget!If you're listening on Spotify please leave us a 5-star review, and leave a comment on today's episode!If you're on an iPhone, review us on Apple Podcasts please! Scroll to the bottom of the page and hit the stars ;)We appreciate you more than you know.Reminder:Support us and become a Patron! Over 60 bonus episodes:https://www.patreon.com/crimeandcoffeecouplePodcast Intro and Outro music:Seductress Dubstep or TrippinCoffee by Audionautix http://audionautix.comCreative Commons Music by Jason Shaw on Audion...

Join Jamie this week for a refreshing dive into the Heartstopper universe to discuss Season 2, Episode 4 - Challenge with special guests Kate and Stephen from an amazing queer youth organisation called Belong To! We relive all of the iconic moments from the show, listen to our favourite characters and talk important issues that the show highlights and the incredible work that Belong To does to support LGBTQ+ young people across the Island of Ireland! Follow us on Instagram, Twitter and Facebook @properfullongc or email us at propersullongaypodcast@gmail.com Tape here to send me a voice note! About Proper Full-On Gay Crisis Proper Full-On Gay Podcast is an LGBTQIA+ podcast which draws inspiration from Alice Oseman's graphic novels & Netflix series Heartstopper. Each week guest hosts from the UK & Irelands leading LGBTQIA+ Youth Organisations join the show to relive favourite Heartstopper moments and bring the experiences of our favourite characters to life in the real world. We explore the challenges that queer youth overcome and talk about the work that our partner organisations do to support young people around the world. Episode Description from Wikipedia Charlie finishes his essay and motivates Nick for his final General Certificate of Secondary Education exam, in which he succeeds. Nick tries to come out to his rugby friends but is constantly interrupted by Harry. Recognising his stress, Charlie suggests that Nick forget about coming out first. After doing some research on how to impress a crush, Tao asks Elle out and she accepts. After a failed date, Tao is jealous over Elle getting closer with her new friends from Lambert, then blames himself for seemingly ruining every situation. About Heartstopper: Heartstopper is a British coming-of-age romantic comedy-drama television series on Netflix, written and created by Alice Oseman and based on her webcomic and graphic novel of the same name. The series primarily tells the story of Charlie Spring (Joe Locke), a gay schoolboy who falls in love with classmate Nick Nelson (Kit Connor), whom he sits next to in his new form. It also explores the lives of their friends Tao Xu (William Gao), Elle Argent (Yasmin Finney), Isaac Henderson (Tobie Donovan), Tara Jones (Corinna Brown) and Darcy Olsson (Kizzy Edgell). --- Send in a voice message: https://podcasters.spotify.com/pod/show/properfullongaypodcast/message

Join Jamie this week for a refreshing dive into the Heartstopper universe to discuss Season 2, Episode 3 - Promise with special guest Bryony from an amazing organisation called LGBT Youth Scotland! We relive a plethora of iconic moments from the show, listen to our favourite characters and talk all about relationship abuse, toxic family members, the amazing Heartstopper parents and the incredible work that LGBT Youth Scotland does to support queer young people across scotland. Follow us on Instagram, Twitter and Facebook @properfullongc or email us at propersullongaypodcast@gmail.com Tape here to send me a voice note! About Proper Full-On Gay Crisis Proper Full-On Gay Podcast is an LGBTQIA+ podcast which draws inspiration from Alice Oseman's graphic novels & Netflix series Heartstopper. Each week guest hosts from the UK & Irelands leading LGBTQIA+ Youth Organisations join the show to relive favourite Heartstopper moments and bring the experiences of our favourite characters to life in the real world. We explore the challenges that queer youth overcome and talk about the work that our partner organisations do to support young people around the world. Episode Description from Wikipedia Charlie finishes his essay and motivates Nick for his final General Certificate of Secondary Education exam, in which he succeeds. Nick tries to come out to his rugby friends but is constantly interrupted by Harry. Recognising his stress, Charlie suggests that Nick forget about coming out first. After doing some research on how to impress a crush, Tao asks Elle out and she accepts. After a failed date, Tao is jealous over Elle getting closer with her new friends from Lambert, then blames himself for seemingly ruining every situation. About Heartstopper: Heartstopper is a British coming-of-age romantic comedy-drama television series on Netflix, written and created by Alice Oseman and based on her webcomic and graphic novel of the same name. The series primarily tells the story of Charlie Spring (Joe Locke), a gay schoolboy who falls in love with classmate Nick Nelson (Kit Connor), whom he sits next to in his new form. It also explores the lives of their friends Tao Xu (William Gao), Elle Argent (Yasmin Finney), Isaac Henderson (Tobie Donovan), Tara Jones (Corinna Brown) and Darcy Olsson (Kizzy Edgell). --- Send in a voice message: https://podcasters.spotify.com/pod/show/properfullongaypodcast/message

Our guest this week is Matt Hofman of Westland Distillery.  Matt is the Co-Founder and Master Distiller of Westland Distillery in Seattle, Washington. Matt has passion for exceptional whiskies that reflect the region where they were made. He has received a General Certificate in Distilling from the Institute of Brewing and Distilling in London, as well as a Postgraduate Diploma in Distilling from the International Center for Brewing and Distilling at Heriot-Watt University. Matt's work in American single malt whiskey has been praised by business and trade organizations alike, including being named to the Forbes 30 Under 30 list in 2016 and receiving the 2018 American Master Distiller of the Year award by Whisky Magazine. Stream this episode on your favorite podcast app and be sure to drop us a review while you're there.  We are thankful for everyone who has supported us. A huge shoutout goes to our growing Patreon Community as well! We'd appreciate it if you can take the time to give us feedback on our podcast. If you enjoy our content, consider giving us a 5 star rating on your favorite podcast app, leave us a review, and tell a fellow bourbon lover about our show. Follow  us @BourbonLens on Instagram, Facebook, & Twitter.  And please check out our Patreon to learn how you can support our endeavors, earn Bourbon Lens swag, be part of future barrel picks, and more. If you have any comments, questions, or suggestions, please email us at Info@BourbonLens.com. Check out our freshly redesigned website BourbonLens.com to check out our blog posts, whiskey news, and details on our upcoming single barrel picks. Cheers,Scott and JakeBourbon Lens About Westland Distillery: Founded in 2010 and acquired by Remy-Cointreau in 2017, Seattle's Westland Distillery brings a new and uniquely American voice to the world of single malt whiskey by exploring possibilities that have been ignored for generations. Along the way, Westland has been recognized as the country's leading producer of American Single Malt Whiskey and founded the formal establishment of the emerging American Single Malt Whiskey category by starting the American Single Malt Whiskey Commission. While the distillery uses the same basic ingredients and processes used for centuries by traditional Old World single malt producers, it doesn't simply seek to replicate the results of its Scottish predecessors. Instead, Westland works to create whiskies that reflect the distinct qualities of its time, place and culture in the Pacific Northwest. All of Westland's expressions are distilled at the Seattle distillery from 100% malted barley and fermented with a unique Belgian Saison brewer's yeast before maturing in one of a variety of cask types, including new American oak, ex-Bourbon, ex-Sherry, and Garry Oak, to name a few.   Coverage and Praise for Westland Distillery: Episode 63: Westland American Single Malt Whiskey - Bourbon Lens Westland Distillery  American Single Malt May Soon Be an Official Designation | Wine Enthusiast Westland Distillery Celebrates 8th Annual Peat Week - Bourbon Lens  What an Official American Single Malt Category Means for the Future of Whiskey in the U.S. | VinePair TTB announces proposed American Single Malt standards Follow Matt Hofmann (@matthewhofmann) on Instagram American Single Malt Whiskey Commission

Announcing The 2nd Annual Autism Connection Conference held in collaboration with The Autism Helper. Join us on December 3rd for an exciting, fun, and knowledge-packed conference. The event will run from 8:30 AM to 4:30 PM EST with a break for lunch. Autism Connection features 5 amazing sessions created with SLPs, Special Education teachers, General Education teachers, and BCBAs in mind.Join our LIVE session or replay the recorded event available three days later until December 31st. When you participate you are eligible to receive a general certificate, ASHA CEUs, and ACE Provider credit. This conference features 5 sessions to help support YOU in the classroom and therapy room:Can't Do or Won't Do? with Sasha Long, BCBA The Power of Joint Attention with Rose Griffin, SLP-BCBAUsing AAC to Teach AAC with Janna Bedoyan, AAC Specialist, and Morgan Alexandra Van Diepen, BCBAStrategies You Can Try Before Requesting Behavioral Consultation with Matt Cicoria, BCBAThree Ways Teachers Can Support Neurodivergent Learners in Their Classroom with Teva Johnstone, Clinical Social Worker, and TherapistBe sure to get registered for this awesome virtual conference! We can't wait to see you at Autism Connection on December 3rd! #autism #speectherapyWhat's Inside:Register for the 2nd Annual Autism Connection Conference5 Amazing Sessions for SLPs, BCBAs, and Special and General Education Teachers.How to earn a general certificate, ASHA CEUs, or ACE conference credit.Learn about Positive Behavioral Strategies, AAC, Joint Attention, and more!Mentioned In This Episode: ABA SpeechRegister for The Autism Connection Conference

We've teamed up with Mark and Amanda from 2 Massage Therapists and a Microphone once again for this bonus episode for you. Even though we are currently on a recording break as we (Nicole & Heather) prepare to move their practices to a new location, we had to get behind the mic again after the latest fee announcement from the College of Massage Therapists of Ontario (May 2022). Listen in as we discuss how we felt when we read the $100 fee increase for 2023, review the CMTO's rationale behind this increase, break down some math for you, and of course our usual ramblings! We all bring a different perspective as some of us have our General Certificate, some Inactive, some have experience with the CMTO, feel free to join in on the conversations as maybe you know something we missed. RMTea Corner Peppermint Amore - David's Tea Forever Nuts - David's Tea Be Kind, Be Well Heather & Nicole. --- Send in a voice message: https://anchor.fm/themtp/message

Panel discussion organised by the Academy of Ideas Education Forum on 21 February 2022. INTRODUCTION As the Office for Standards in Education (Ofsted) approaches its 30th birthday, many are increasingly concerned that Ofsted is becoming overly political and moralistic and insufficiently educational in its approach. The anniversary of Ofsted's creation seems a good moment to take stock. Ofsted employs more than a thousand people and has an annual budget of close to £130 million. For this, it takes responsibility for regularly inspecting all publicly funded schools and colleges in England. In addition to setting the agenda of her inspection teams, Ofsted's head, Amanda Spielman, writes a widely read annual report on the state of state education. Spielman herself has strong educational, political and moral opinions, and intervenes regularly in public debates. Last year, for example, she rejected calls to decolonise the school curriculum. Ofsted was established in 1992 in the final phase of the Thatcherite reform of English state education. The creation of a national inspectorate that reported in public followed the introduction of the National Curriculum in 1989, as well as a new national examination system that included the General Certificate of Secondary Education (GCSE). Results from these national exams were from this point onwards reported in national league tables, in which the performance of all state schools was ranked. At the time, many teachers opposed this power grab from central government, and these criticisms have continued to be voiced. For many, Ofsted represents an unwarranted extension of central state control over education, as well as a mechanism by which the autonomy and the professionalism of teachers has been undermined. It is certainly true that teachers in England experience extraordinary levels of central state control and that Ofsted is one of the mechanisms by which this control is exercised. However, sociologist Stephen Ball perhaps overstates the case when he describes the accountability pressures experienced by English state-school teachers as giving rise to the ‘terror of performativity'. It was under the government of John Major that Ofsted was first introduced. As we might expect, his account of its purpose differs from that of its critics. Writing in his autobiography, he observes that when he came into office, producers – rather than consumers – controlled public services and that health and education in particular was ‘run carelessly, wastefully, arrogantly … more for the convenience of the providers than the users, whether they were parents, pupils or patients'. More recently, however, Ofsted has faced criticism from conservatives. They argue that Ofsted has been captured by progressivist educators, who are using the inspection system to impose woke values on education. Ofsted, the conservatives allege, has become a cuckoo institution, a mechanism by which a progressivist elite lodged within the state are imposing their values on young people. This charge could not be more serious, as Ofsted ought to remain impartial on matters that divide the nation morally and politically. It is, after all, Her Majesty's Inspectorate. Is Ofsted now exceeding its official remit? Do we even need a national inspectorate when we have a national examination system? Can state-employed teachers be trusted to do the job for which they are paid and trained? Is it time that we inspected the inspectors? SPEAKERS Neil Davenport writer and teacher Rowenna Davis teacher; former journalist and Labour Party parliamentary candidate; new mum and community organiser Alex Kenny secondary school teacher and NEU Executive member Joseph Robertson director, Orthodox Conservatives think tank; education research fellow, The Bow Group CHAIR Toby Marshall teacher and member of the AoI Education Forum

We are pleased to introduce you to John Cheung, as our distinguished speaker at SkyGems Academy Podcast Series 2 Episode 7, Discovering 21st Century Skills. John Cheung is the founding Principal of Tai Kwong Hilary College (TKHC), where is an International Baccalaureate candidate school where offers International Baccalaureate Diploma Programme (DP), the General Certificate of Education (GCE A -level) and International General Certificate of Secondary Education (IGCSE). John Cheung is an experienced International Baccalaureate continuum educator with 20 years of experience as an educator, administrator, school leader, licensed principal, workshop leader, researcher, mentor and author. He has 20 years of working experience in international education and British & American curriculum certification, including more than 10 years of International Baccalaureate (IB) experience. He took up various managerial roles in the education field, serving as the principal of Cambridge International School, American High School and IB schools in different regions. He was appointed as an advisory member of “Disability Discrimination Ordinance under the Education Bureau (EDB) of Hong Kong. He also works as a mentor of the Education University of Hong Kong. The contribution that Principal CHEUNG has made is recognized. He won the “Principal of the Year” award at the Vision of International Schools (VIS) Conference 2020 and award for excellence in education administration in 2021. Now we are pleased to present to you, our esteemed and distinguished speaker for SkyGems Academy Podcast Series 2 Episode 7 Discovering 21st Century Skills, Mr. John Cheung. Please visit and join us at: SkyGems Academy https://skygemsacademy.com/ Join SkyGems Academy – 21st Century Skills learning journey launchpad https://learn.skygemsacademy.com/

John Cheung is the founding Principal of Tai Kwong Hilary College (TKHC), where is an International Baccalaureate candidate school where offers International Baccalaureate Diploma Programme (DP), the General Certificate of Education (GCE A -level) and International General Certificate of Secondary Education (IGCSE). John Cheung is an experienced International Baccalaureate continuum educator with 20 years of experience as an educator, administrator, school leader, licensed principal, workshop leader, researcher, mentor and author. He has 20 years of working experience in international education and British & American curriculum certification, including more than 10 years of International Baccalaureate (IB) experience. He took up various managerial roles in the education field, serving as the principal of Cambridge International School, American High School and IB schools in different regions. He was appointed as an advisory member of “Disability Discrimination Ordinance under the Education Bureau (EDB) of Hong Kong. He also works as a mentor of the Education University of Hong Kong. The contribution that Principal CHEUNG has made is recognized. He won the “Principal of the Year” award at the Vision of International Schools (VIS) Conference 2020 and award for excellence in education administration in 2021.

GLENFIDDICH'S NATIONAL BRAND AMBASSADOR, Toronto-based Jamie Johnson, is a highly-respected whisky champion and conversationalist. She is widely known for hosting tasting events and masterclasses across Canada, as well as co-hosting the popular whisky podcast,  The Whisky Topic. She has also written extensively about whisky, and whisky culture for publications like Relish & Whisky Magazine and whisky.buzz to name a few. Aside from hosting masterclasses at all the top whisky shows in Canada, Jamie spearheaded – within her first year as a brand ambassador – a Grand Masterclass at Victoria Whisky Festival, bringing all 13 of her Balvenie ambassador colleagues from across the world to Canada to converse about, and champion the Balvenie profile. In her new role, she now takes on the world's most- awarded Single Malt, Glenfiddich.  Jamie's in-depth knowledge of whisky began with a personal passion project when she invited (“forced”, in her words) friends to her Toronto home to share different bourbon drams and have spirited conversations about flavour, taste, production process, and so on. This informal gathering grew, as interest in contemporary whisky spread outwards, and soon Bourbon Thing became a real thing, with events in bars and restaurants, a fully-fledged website and partnerships with some of the city's most well-respected bartenders, providing a space for whisky aficionados and neophytes alike to share a dram.  Before long, Jamie realised she had found her life's work – to spread the word about whisky. With her first move to The Balvenie, Jamie was able to turn her private passion into a whole new career and she is now more motivated than ever to hold as many different conversations with people about whisky as possible. Jamie's ultimate ambition is to help make people realise how easy whisky is to drink; _“to show people that though it is complex, it is not a complicated drink.” _ In 2018 Jamie consolidated and enhanced her whisky knowledge by completing the renowned General Certificate in Distilling, building on her home-grown knowledge “with all that unromantic but crucial stuff”. This achievement gives her a qualification with international recognition underpinned by scientific knowledge and principles of distilling operations. In addition, Jamie recently completed her WSET Level 2 Spirits award.  Jamie's favourite Glenfiddich dram is the 15 Year Old Solera Reserve. She finds to be “incredibly well-balanced, approachable and complex. A perfect whisky to spend some time with”. Over the coming years, Jamie would like to continue challenging people's conception of whisky, reminding them that whisky is for everybody – if they are up for the adventure.  Links @bourbonthing The Whisky Topic Podcast Glenfiddich @the_industry_podcast Email Us: info@theindustrypodcast.club Podcast Artwork by Zak Hannah  @zak.hannah

The UK Department for Education has announced that it will provide underprivileged students with devices to help them study while schools are temporarily closed. Under this initiative, underprivileged students who are in Year 10 may borrow laptops, tablets, or other computer devices to enable them to attend online classes during the pandemic. The initiative prioritizes these students because they will be taking the General Certificate of Secondary Education examinations next year. The initiative also covers students looked after by a social worker or those leaving foster or residential care. The Department for Education had previously announced that it will provide free online lessons to students across all years, which caused worry among students who do not have internet connection or computer devices at home. The new initiative is the government's response to the concern that deprived students will lose out while classes are canceled. Anne-Marie Canning, an executive from an educational organization, said that the current educational situation highlights the problem of digital exclusion. The exclusion happens when a student has no access to computer devices or stable internet connection. According to Canning, the need for the initiative proves that digital exclusion creates a huge disparity in education between rich and poor students. Education Secretary Gavin Williamson hopes that the new initiative can bridge this gap by enabling all children to continue learning during the global pandemic.

Researchers from the University of Leeds found a link between eating breakfast and General Certificate of Secondary Education (GCSE) grades among British students. The study found that students who skip breakfast get lower GCSE scores compared to those who frequently eat breakfast. On average, breakfast skippers scored 10.25 points lower—equivalent to almost two grades down. Dr. Katie Adolphus, the study's lead researcher, said that skipping breakfast puts students at a disadvantage because they are not getting enough nutrition to fuel their brains for the day. To conduct the study, the researchers surveyed 294 students aged 16 to 18 years old from schools in West Yorkshire, England. The students provided information about their age, ethnicity, height, weight, parents' highest educational attainment, and secondary education GCSE grades. The participants also completed a week-long food diary. Finally, the researchers converted the students' GCSE grades into points and totaled the scores across all subjects. Currently, the English government runs a program that provides some free meals to schools, but it does not cover breakfast. Some charities try to provide breakfast, but not in all areas. Because of this lack, charities funded by the Department of Education have established their own breakfast programs, in which they give free breakfast to more than 1,800 schools in the most socioeconomically deprived parts of the country. According to the researchers, their study highlights the need to expand the country's current free breakfast program to include every state school in England and to consider introducing a school breakfast legislation.

Early LifeOlli was born on 12th September 1970 in Watford, United Kingdom to his parents. His mother is from South America and his father from Africa.Olli is the first of three children.In 1974, his mother with her children travelled to Africa to join her husband who already left United Kingdom to Africa.EducationAt the age of five, Olli attended the Unijos Staff Primary School, Africa. In 1980, he sat for the National Entrance exams and passed all his papers including the interviews and was given the admission letter to Baptist High School (a Missionary school run by Americans). In 1986, Olli sat for the General Certificate of Education in eight subjects where he passed all.He gained admission into Federal Polytechnic to read Civil Engineering in 1986 and obtained Ordinary National Diploma in Civil Engineering in 1988.In 1988, he gained admission into the University at Abubakar Tafawa Balewa University Bauchi, Nigeria to study Civil Engineering and obtained a degree in Engineering in 1995.Musical CareerIn 1986, Olli joined the St. Pirans Church Youth Fellowship where he participated as one of the back-ups in the choir.At the age of 19, he joined the Victory Choir in Bauchi State as one of the tenor singers whilst he was a student. He also participated as one of the back-ups in the Chapel Band and played the set drums.In 1995, he joined the Solid Rock Choir in Abuja and hence Olli has now built on that Foundation which has now led him to become a gospel songwriter/singer. He was also inspired by so many gospel artists like Kirk Franklin, CeCe Winans, Yolanda Adams, Mary Mary, Nicole C. Mullen. For further details, please visit www.olli-one.co.uk.Olli is married with two children and has gone back to the studio to record his best work.

Michael enjoyed some whiskey from Christine Riggleman (aka Hooch Mama) and Lauren Riggleman Weller (Baby Hooch). Thanks to one of our fans, PCWhiskey on Instagram, we were introduced to this Mother-Daughter distilling duo from Silverback Distillery. Learn more about the Silverback team and their lineup of whiskey in this week's episode. Christine and Lauren make a great team and provide a great perspective on life as a growing distillery.  Additionally, Silverback is active in their fight for legal and regulatory changes to Virginia laws which hinder their ability to compete in the alcoholic beverage industry in Virginia.  Find out more about their fight for parity in the Commonwealth of Virginia in this article from the Washington Post, featuring Silverback Distillery. ABOUT: Silverback Distillery is the only mother-daughter distilling duo in the nation crafting high quality, award-winning spirits.   From the refreshing, citrus-forward Strange Monkey Gin to real honey-liqueur infused Blackback Rye Whiskey to the "ultimate butterscotch bomb" Blackback Bourbon, Silverback Distillery strives to produce distinct, flavorful spirits from a unique mix of local grains, mountain water and good ol' American craft(woman)ship.  With production facilities and tasting rooms in both the Pocono region of Pennsylvania and in the Blue Ridge Mountains of Virginia, Silverback offers a unique visitor experience. From mini cocktail flights, barrel smoked cocktails, or whiskey served neat, however you fancy your tasting, our distillery offers a chest-thumping good time.  Christine Riggleman (@HoochMamaDistiller) is the CEO and Master Distiller of Silverback Distillery. Born and raised in Manassas, Virginia, Christine married her high school sweetheart, Denver, at the age of 19. Shortly after, Denver joined the Air Force and their journey across the United States and far-off lands began. Christine earned a scholarship from Le Cordon Bleu Culinary School in 2000 but due to her husband's military career, she turned down the offer. Christine’s passion for culinary delights never wavered and eventually veered into the world of extraordinary spirits. She became fascinated with distilling on a tour of Ben Nevis Distillery in Scotland in 2012, and shortly after began researching distillation and maturation processes with Denver. In 2014, after a year and a half of strenuous planning, research and construction, Silverback Distillery opened its doors. Although Silverback has only been open since August of 2014, Christine’s spirits have racked up accolades, earning 16 international awards among numerous local and statewide awards. In 2014, she was named one of the top gin distillers in the United States through MSN.com, and in 2017 became the first person inducted into the ABV Network's Bourbon Hall of Fame. Lauren Riggleman (@BabyHooch) is the Assistant Distiller & General Manager for Silverback Distillery. A second generation distiller, Lauren received her undergraduate degree from the University of Virginia in 2015. In 2017, she received her Master's Degree in Fermentation Sciences: Brewing and Distilling from Heriot-Watt University in Edinburgh, Scotland. While spending a year in Scotland, Lauren became a member of the Institute of Brewing and Distilling and spent time researching the similarities and differences between Scottish and American distilling and brewing practices. Lauren loves to get involved with all things whiskey on social media, and has appeared on the ABV Network's podcast The Bourbon Daily a number of times. She joined her mother in the ABV Network’s Hall of Fame as the 39th inductee. Lauren is also teaching the first ever General Certificate in Distilling Course starting at Piedmont Virginia Community College in Charlottesville. Lauren currently resides in Massanutten, Virginia with her husband, Brant, and their three dogs.     As always, we would appreciate you giving us a 5 star rating on your podcast app and please leave us a written review. This will help others discover our podcast and will help us expand our reach. Also, be sure to follow us @BourbonLens on Instagram, Facebook, & Twitter. If you have any comments, questions, or suggestions, please email us at TheBourbonLens@Gmail.com. Visit our website BourbonLens.com to check out our blog posts and see what we are up to.

Foreign language learning in UK secondary schools has dropped significantly, according to research by the British Broadcasting Company (BBC). Over 2,000 secondary schools participated in the BBC's survey. The findings reveal that the number of students taking General Certificate of Secondary Education (GCSE) courses in foreign languages has declined by as much as 50% since 2013. The GCSE is a set of qualifications for secondary students in the United Kingdom. Under this system, foreign language courses are considered optional. The survey also found that German and French classes are the least popular among the available foreign languages. In contrast, there are more students now who are opting to study Spanish and Mandarin than in 2013. According to the survey responses, student perception of learning a foreign language is the main reason for the decline. Students think that language classes are too difficult. Additionally, schools reported that some pupils are not interested in learning languages. Due to the drop in the number of students, budgets for foreign language classes were cut in many UK schools. Many teaching specialists have also been discharged in the last five years. Business groups are alarmed because the drop in foreign language learning is causing the UK youth's waning language skills. Matthew Fell, chief policy director for a large business organization, said that there is an increasing demand for foreign language skills in workplaces. Fell added that if the decline is not addressed, young individuals from the United Kingdom would have a lower global competitiveness and become less adept at interacting with people from other cultures.

Ich rede mit Nick Alder, der als Sohn britischer Eltern in Berlin und England aufwuchs über sein neuestes Projekt "Family Challenge". Dabei erzählt er mir auch davon, wie ihn Legasthenie als Kind so verzweifeln ließ, dass er an Selbstmord dachte, wie er diese Krise meisterte, über seine Erfahrungen als Erlebnispädagoge in der ganzen Welt und wie es zu seinem neuesten Projekt kam. Mit "Family Challenge" will er Familien wieder das Wesentliche beibringen, Kulturen zusammenbringen, Bewusstsein für sich selbst und Fremdes schaffen, Ökologie fördern und vieles mehr. Und das alles mit viel Spaß. Family Challenge - http://www.family-challenge.com Britisch infantry brigade - https://en.wikipedia.org/wiki/Berlin_Infantry_Brigade Berliner Philharmonie - https://www.berliner-philharmoniker.de / https://de.wikipedia.org/wiki/Berliner_Philharmoniker Legasthenie - https://de.wikipedia.org/wiki/Lese-_und_Rechtschreibstörung Suizidgefährdung - https://de.wikipedia.org/wiki/Suizidalität Shapwick School - https://www.shapwickschool.com Cheddar - https://de.wikipedia.org/wiki/Cheddar_(Somerset) Cambridge - https://de.wikipedia.org/wiki/Cambridge Irakkrieg - https://de.wikipedia.org/wiki/Irakkrieg Discharge as of right - The right to leave the Army • Discharge as of Right (DAOR) as a New ...https://apply.army.mod.uk/.../30b48b876aaa419c9965f48fd3142... Erlebnispädagogik - https://de.wikipedia.org/wiki/Erlebnispädagogik Mill on the brue - https://www.millonthebrue.co.uk GCSE - https://de.wikipedia.org/wiki/General_Certificate_of_Secondary_Education Duale Ausbildung - https://de.wikipedia.org/wiki/Duale_Ausbildung 30 Jahre Techno in Berlin - https://www.rbb24.de/kultur/beitrag/2018/09/30-jahre-techno-in-berlin.html Schottland - https://de.wikipedia.org/wiki/Schottland Südfrankreich - https://de.wikipedia.org/wiki/Südfrankreich Provence - https://de.wikipedia.org/wiki/Provence Ardeche - https://de.wikipedia.org/wiki/Ardèche_(Fluss) Hongkong - https://de.wikipedia.org/wiki/Hongkong Taiwan - https://de.wikipedia.org/wiki/Taiwan_(Insel) Conyoning - https://de.wikipedia.org/wiki/Canyoning Mandarin - https://de.wikipedia.org/wiki/Mandarin_(Sprache) Kontonesisch - https://de.wikipedia.org/wiki/Kantonesische_Sprache Asia Pacific Adventure - https://www.asiapacificadventure.com Blue Mountains (Australien) - https://de.wikipedia.org/wiki/Blue_Mountains_(Australien) Industrieklettern - https://de.wikipedia.org/wiki/Industrieklettern Klandorf - http://www.klandorf-schorfheide.de Malaga - https://de.wikipedia.org/wiki/Málaga Brexit - https://de.wikipedia.org/wiki/EU-Austritt_des_Vereinigten_Königreichs Escape Game - https://de.wikipedia.org/wiki/Escape_Game Marshallinseln - https://de.wikipedia.org/wiki/Marshallinseln Klimawandel - https://de.wikipedia.org/wiki/Klimawandel Zero Waste - https://de.wikipedia.org/wiki/Zero_Waste Zero Waste Supermärkte in Berlin - https://www.berliner-zeitung.de/berlin/freizeit/plastikfrei-leben-diese-15-berliner-laeden-verkaufen-produkte-ohne-verpackung-31407608 Schorfheide - https://de.wikipedia.org/wiki/Schorfheide

Brought to you by: Meridian Credit Union - www.meridiancu.ca - Canadian #Whisky Expert Jamie Johnson talks Women & Whisky, what it was like completing her General Certificate in #Distilling & more - https://www.thebalvenie.com - Movie & TV reviews with film critic Anne Brodie - http://www.twitter.com/annebrodie - How to take a perfect land and sea #vacation - for less! Lifestyle Expert Lena Almeida explains - http://www.listentolena.com https://www.ncl.com - Singer/songwriter Gabriela Geneva performs new single 'You Were Right' in our LIVE #StudioSessions - http://www.gabrielageneva.com & more! SUBSCRIBE to What She Said & never miss an interview! http://www.youtube.com/WhatSheSaidTalk Miss a show? Stream & download full shows for free on iTunes: http://www.apple.co/1U700c0 Follow us on Facebook/Twitter/Instagram: @WhatSheSaidTalk Website: http://www.whatshesaidtalk.com What She Said! aims to inspire and uplift women by giving them a voice in pursuing their professional and personal goals through showcasing successful women across Canada and by creating opportunities for others to do the same. Tune in Saturdays & Sundays at Noon on 105.9 The Region or listen live: http://www.1059theregion.com

Balraj Arunasalam, DTM, of Colombo, Western Province, Sri Lanka, is chairman/managing director of Gemtrans Engineering Company, a maker of industrial belts. Active in his community, he serves as President of the Iyyappan Temple management board, as Vice President of the Aarunadu Velalar Society of Sri Lanka, and is a member of both the local Chamber of Commerce and Rotary Club. In 2011, Arunasalam helped establish an English course for Rural Voices Unlimited, a project designed to educate youth in rural Sri Lanka. The U.S. Embassy in Colombo recognized him for this ongoing work with youth. Arunasalam holds an advanced level General Certificate of Education from Trinity College in Kandy, Sri Lanka, and is earning a master’s degree through the Australian Institute of Business Administration. A dedicated Toastmaster for 27 years, Arunasalam is a member of two clubs, including his home club Colombo Toastmasters. A distinguished leader, Arunasalam has held numerous offices from club through international level: He served as International Director 2011 to 2013 and Second Vice President 2014-2015 and First Vice-President 2015-2016, Toastmasters International. He holds the Distinguished Toastmaster designation—the highest level of educational achievement in Toastmasters International. “Toastmasters is a way of life,” Arunasalam says. “It helped me understand the philosophy of leadership, to give and receive respect, and to be humble.” As International President, Arunasalam is a “working ambassador” for the organization. He works with the Board to develop and support the policies and procedures that guide Toastmasters International in fulfilling its mission.

Kris Finstad is the Founder, CEO, President and Director of Los Angeles based corporation Content Checked Holdings Inc. (ContentChecked). Since 2014, ContentChecked has served as a fast, reliable, and efficient mobile application that helps consumers make empowered purchasing decisions in accordance with their dietary preferences. Previously, Kris has been an Investor, Chairman and Senior Principal owner of FimBul Capital, a UK based offshore fund. He is Co-founder of CheckContent AS, Norway, a Scandinavian branch of the food allergy application company. Kris has also co-founded and funded several startups in the technology, real estate and the bio-tech fields and holds several board member positions with various organizations.Permanently located in Los Angeles, Kris originally hails from Norway and earned his International Baccalaureate (IB) from Lundsberg Skola and a General Certificate of Secondary Education (GCSE) from Millfield School in England. Additionally, he also holds an Master of Business Administration (MBA) with degrees in Project Management and Project Finance.

Kris Finstad is the Founder, CEO, President and Director of Los Angeles based corporation Content Checked Holdings Inc. (ContentChecked). Since 2014, ContentChecked has served as a fast, reliable, and efficient mobile application that helps consumers make empowered purchasing decisions in accordance with their dietary preferences. Previously, Kris has been an Investor, Chairman and Senior Principal owner of FimBul Capital, a UK based offshore fund. He is Co-founder of CheckContent AS, Norway, a Scandinavian branch of the food allergy application company. Kris has also co-founded and funded several startups in the technology, real estate and the bio-tech fields and holds several board member positions with various organizations.Permanently located in Los Angeles, Kris originally hails from Norway and earned his International Baccalaureate (IB) from Lundsberg Skola and a General Certificate of Secondary Education (GCSE) from Millfield School in England. Additionally, he also holds an Master of Business Administration (MBA) with degrees in Project Management and Project Finance.