519 Educators providing Bike courses delivered Live Online

Name: Motorcycle Skills - Improve your Riding in Eight Weeks
Price: 160 GBP
Availability: InStock

universitć© du quć©bec ć montrć©al

The Université du Québec à Montréal (UQAM) is a French-language university. UQAM is a dynamic, open, creative university with an international outreach. It is recognized for the originality and quality of its programs, its cutting-edge research, solidly grounded in social concerns, and its innovation in the arts. Prospective students: please visit our dedicated site Studying at UQAM. An urban university UQAM’s central campus and its Pierre-Dansereau Science Complex are located in the heart of two of central Montreal’s liveliest districts: the Quartier Latin [Latin Quarter] and the Quartier des spectacles [Entertainment District]. UQAM is directly accessible from the Berri-UQAM and Place-des-Arts metro stations. Bicycle paths and self-service bike stations also serve all its pavilions. A broad selection of innovative study programs UQAM offers more than 300 study programs in seven main areas: arts, communications, education, management, political science and law, science, and social sciences. Many of these programs are unique in Quebec, Canada and North America. Regional campuses In addition to its Montreal campus, UQAM has four other campuses in the metropolitan region, enabling students to pursue their studies closer to home. The Lanaudière, Laval, Longueuil and Montérégie-Ouest campuses offer full study programs, as well as several day, evening or weekend courses. International dimension Each year, UQAM welcomes more than 4,000 foreign students from 95 countries. It also maintains several centers for international research, including the Montreal Institute of International Studies. Over the years, UQAM has established agreements with over 400 institutions in 60 countries, in addition to the numerous links created through its membership in international university networks. Cutting-edge research UQAM is ranked 1st in Quebec and 8th in Canada in terms of research funding for comprehensive universities (Research Infosource, 2020). The University’s researchers, working in more than a hundred research and creative units, are awarded numerous prizes and distinctions each year. Innovation Innovation has been central to the mission of UQAM, a pioneer in the development of many fields of study not traditionally found in an academic setting. It has unique areas of expertise that have contributed to its institutional identity, notably in public relations, actuarial science, sexology, social law, design and visual arts, feminist studies, and social economy, not to mention its advances in health and in Earth and atmospheric sciences. Language School (École de langues) UQAM welcomes students from a wide variety of linguistic and cultural communities. The courses are in French. However, the École de langues offers several courses and certificate programs in different languages including French as a second language. The Language School is recognized for its quality programs and its use of technology for learning languages.

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invisible advantage ltd

It took us two years to find our company name! We realised that, when you work with us, you get a significant advantage. However, that advantage is ‘Invisible’. We believe that it is only the results of working with us that should be obvious, not the work itself. We all know people who’ve been to talks and training courses who emerge sounding like robots, or with a bunch of notes that just get thrown into a drawer. We never give scripts, or rules. We change people’s behaviour by inspiring them to think differently – so, ‘Invisible Advantage’! Our methodology is based on some simple, but extremely effective ideas: Entertainment and education go hand-in-hand. Every seminar, talk, workshop and training session should entertain at the same time as instruct. It’s the most fool-proof way of influencing people to take notice, to learn and to change their behaviour. The best teaching is easier to remember than to forget. We give people new experiences that will stay with them. Traditionally, delegates have been seen as passive receptacles for knowledge. We don’t believe this is effective – if you were only told how to ride a bike, you’d never learn, however once you’ve experienced riding a bike – you can never forget! On our courses, sessions and talks, attendees are active participants – engaging in learning ideas through enjoyable games, intriguing tasks and strategic exercises that make learning unforgettable and easy to apply. The best learning occurs when someone is presented with challenges, but in a supportive environment. We understand that taking on new ideas is an activity and does take effort, and this is difficult enough without added stress. Our content is carefully designed to become increasingly demanding while keeping the atmosphere fun, stimulating and ‘light’. Everything has to be related to the ‘real world’. Our way of working is designed to give people new skills and ways of thinking that are immediately useful. We keep theory to a minimum, and design our work around real-life role-play scenarios. Instead of talking about networking, we’ll re-create a networking event. Instead of discussing negotiation, we’ll get people negotiating. Instead of ‘presentation skills’ we’ll work with a real presentation. Working in this way means that people immediately see the relevance and are keen to try out their new skills. All the senses have to be engaged to create a rich learning experience. Learning really ‘sticks’ when someone enjoys it and is fully involved. Everyone learns in their own way, some people respond well to text, some to visuals, some to listening and reflecting, and some to getting up on their feet and trying things out on their own. We ensure that everything, from the invitations, through to the sessions and the follow-up, stimulates attendees in all these ways. Self-awareness is the key to change. If we want to develop, in any sphere, we have to know what we’re doing now – how we’re talking, how people react to us, how persuasive we are, how confident we appear, etc. Once we can see that clearly, we begin to see how to change. Woven throughout all of our work is the skill of developing self-awareness: physically, vocally and psychologically. Lee Warren Lee is co-founder of Invisible Advantage and delivers most of the public speaking engagements. He has spoken all over the globe at conferences, association events and internal meetings for many of the world’s largest organisations. He is the author of ‘How to Persuade Anyone To Do Anything (well, almost!)’ and ‘Grown-Ups Don’t Use PowerPoint’, two eBooks designed to help people who need to communicate more effectively in business. He’s currently working on a new book aimed at business presenters, due to be published in 2017. Lee has a strong background in sales, and is one of the U.K.’s most popular magicians – Prince William described him as ‘absolutely amazing’. He’s also a qualified Alexander Technique teacher and theatre writer. He’s written for The Almeida Theatre, The Royal Opera House and The Aldeburgh Festival. Lee is fluent in Spanish and good at playing the piano badly. Lee Warren “I’m passionate about the power of public speaking to create change. When I present, I try to bring the very best of the worlds of magic and business together to deliver something amazing that will also get results by speaking your language. I work hard to make sure that my sessions work for you. Starting with the outcome, I work backwards to design talks, seminars, keynotes & training sessions that are interactive, amazing and inspiring.” James Harwood James Harwood James was a co-founder of Invisible Advantage, and remains a Senior Associate. He advises on larger projects and strategy and delivers some of our training sessions and workshops. As well as a busy corporate trainer, James has been a professional West End actor and a teacher of The Alexander Technique. Matt Boardman Matt Boardman Matt is a presentation coach based in Madrid who also works on business development for Invisible Advantage. We’re convinced this makes us a global company! Matt is a graduate of Cambridge University, and was a leadership consultant at Deloitte. For five years he has delivered training in public speaking, building relationships and influencing techniques to charity volunteers in the UK, Kenya and Uganda. In his spare time he performs stand-up comedy. Our Associates We’re very lucky. Although we’re a small company, we’re connected to many of the leading experts in the fields of communication, PR, media, networking and sales. All of our associates are skilled at combining their subject knowledge with strong delivery and energy, which means that they can deliver the results you need through authentic, credible advice, delivered in a way which works. Our associates can work 1-2-1, with small groups or sometimes outside a learning environment – such as through Skype, teleconferencing and on-site presentation support.

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the learning path

Birmingham

Preparing and selling hot food has risks. There are the usual shop risks; customers having accidents, theft, vandalism; but takeaway shops involve the use of hot overns and sometimes hot oil as well, greatly increasing the possibilities of fire and burns to staff and, occasionally, customers as well. Increasingly, though, we have a compensation culture around hot food, ranging from claims of being scalded by hot liquids such as drinks or soups, and there have been numerous cases of people with allergies falling ill through eating food containing possible allergens. Insurance has never been so important for food shops and you can get more information from this cheap shop insurance site. Hot food delivery insurance Risks don't end when the food leaves the premises if you have a delivery service; and this is why delivery staff need hot food delivery insurance. Unfortunately, people deliving hot food tend to have more accidents than the average. Whether they deliver by bike, car, scooter, van or motorbike they are statistically at a higher risk on the road than other road users. This is because hot food needs to be kept that way; and no matter how carefully the food items are packed some cooling is going to happen. Also; most delivery drivers have a certain number of deliveries to make in order to earn their keep. These facts mean that there is a tendency for drivers delivering takeaway food to go a bit faster than they really should, which increases the likelihood of accidents. In addition, the greatest demand for food to be delivered is when the weather is bad, and during the evening, and both these conditions make for more difficult driving conditions. Motor insurance companies insist that those delivering food are properly insured to do so and without this cover delivery drivers risk heavy fines and other penalties which could lead to losing a driving licence. So, when insuring you shop, don't forget to insure your delivery staff too! What kind of insurance does a hot fast food shop need? A business normally requires some, possibly all, of the following: Public liability Employers liability Professional indemnity Buildings and contents cover Bigger companies can also face more complex risks such as terrorism, cyber attacks, defamation, and much more. Every business is different and so every business requires protection against different risks. Smaller companies Smaller businesses can be at greater risk than larger ones because they do not have the financial backing to survive compensation claims or other disasters which adversely affect them. A simple slip or trip in the workplace can lead to a court case that can destroy a business; a fire can wipe out years of hard work. Managers need to not only concentrate on day-to-day essentials but also consider what happens if things go wrong – and they do so all too readily. Your business is unique and therefore it is highly likely that you need a unique insurance package. It is also easy to look for the cheapest insurance by visiting price comparison websites; but few managers have the time to go into all the small print on innumerable policies. Failing to do so however can result in a disaster if something goes wrong that should have been insured, but wasn't, because of an oversight. A professional insurance broker who specialises in business insurance should be able to advise managers on exactly what insurance they need, where to buy it, and how much they really need to pay for it. Majority of brokers will not charge the company they advise a fee, because they will receive commission from the underwriter that they pass the business on to. In the vast majority of cases working through a broker is the only way to buy a lot of insurance products anyway, since few underwriters will deal directly with businesses, except perhaps the very largest ones.

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compliance central

Luton

Compliance Central has received a lot of positive feedback from students all across the world. On our platform, we're committed to giving students the knowledge they need through online courses and giving them the chance to earn certifications that are renowned around the world. Get ready to start your own journey with us!

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nextgen learning

London, United Kingdom

NextGen Learning offers futuristic learning tailored for emerging leaders. Dedicated to empowering learners, this platform boasts a vast array of courses, crafted by industry professionals, for both personal and professional growth. Dive into a transformative journey, unlocking unparalleled potential, and equipping yourself with qualification & skills designed to lead tomorrow's world.

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istudy uk

We understand more than anyone how important it is for you to get the right qualifications at the right time. We also understand that when you have a lot to do, you might not always have the time free to go to a place of study. That is why we created this site, so you can take all the time you need to learn more about your chosen topics as well as be able to do the whole thing from home. We believe in empowering people by offering them opportunities to expand and extend their knowledge and skill set as well as giving them the support they need to achieve great things. With thousands of courses available and a team who will do just about anything to help you, it is safe to say that you will not find a better course provider on the internet and so we would love to work with you to make sure that you get the best experience and best results out of your education. WHAT WE DO Here at iStudy we provide a range of online training courses for those who want to gain new skills, and qualifications and update their knowledge. iStudy training courses are delivered entirely online through our sophisticated student learning portal. The student learning portal is an online learning management system that allows students to study for their courses online. This innovative technology means there is no need to attend any classes or take time off work to study. Professionally accredited courses All our courses are delivered in partnership with nationally recognised awarding bodies so be assured that what you learn with us matters when it comes to achieving your career goals. Study that suits you You do not have to give up your job or your life to get a new qualification, you can learn anytime, anywhere.

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compete high

London

Compete High: Your #1 Destination for Skill Development. Explore diverse range of courses to boost your expertise, outshine your competition, and fly high in your career.

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darryl syms music

I’ve been playing guitar since I was 13, with no prior experience on any other instrument. I lived in the UK at this time, and was inspired by my former guitar teacher to take up the instrument. I was very lucky to be guided in talented hands, and continuously inspired and challenged to strive for success as a musician. I remember taking every opportunity outside of school classes to hang out and watch my teacher and his best students, I found it memorising and inspiring. Within the first couple years of playing I was sure that I wanted to pursue music as a career. Through my teen-hood I would be practicing anywhere up to 10hrs a day, taking my guitar everywhere that I went. I did this for nothing more than the enjoyment it gave me. Around 16 during the early growth of YouTube I felt inspired to get my hands on a camera. For a few years I had to pinch my parents in secret (sorry Dad) since I couldn’t afford my own. I quickly grew to enjoy the art of video production, which compliments audio production like sand does the ocean. I posted a handful of YouTube videos at the time but I was extremely self critical and scared of what others might think, so it was never long before I took the videos down and re-did them over and over. It took me a few years to get over the barrier of self-confidence, and when I eventually began to accept myself for who I was I would post very occasional videos and considered my YouTube channel to be a portfolio of my own achievements. This “portfolio” didn’t receive much recognition at all, but it helped greatly when I decided to create a website and advertise for guitar lessons in my city. I quickly became quite established as a guitar teacher because unlike 99% of other teachers, I had video proof that I could play guitar and people found that inspiring. As adulthood approached me I was lucky enough to have a range of career opportunities to choose from, but my heart was always set on playing the guitar as a career, somehow. This was understandably a bit disappointing for my family because they saw my academic potential and hoped that I would strive for a more “reliable” and “stable” career. It certainly would have been easier that way in some regards, but I took the hard route because I just can’t resist a good challenge and I saw no alternatives to my primary passion. Teaching seemed like the easiest and most accessible way to make money, but as a newbie on the scene it wasn’t nearly enough for me to buy a car, pay rent, and endure the costly life of an adult. I took a job in retail and booked my guitar students around that. Cycling was my method of commuting everywhere, and cycling through steep hilly terrain on a single-speed bike with a guitar on your back is no fun, trust me.. but it had to be done! Despite the challenges, I worked incredibly hard to deliver the best job that I could to my students. After years of perseverance I finally had enough students to quit retail, and I had a car which saved so much time on transport. With the extra time I could reinvest it into my own practice, and create YouTube videos again… oh and surfing. Whilst I’d love to talk all about my surfing experience/career, you’re not here for that so let’s just say that for a few years hereafter I was just cruisin’. During this time I also worked in two high schools as a guitar teacher. In 2018 one of my YouTube videos got significantly more exposure than usual, and consequently I quickly reached 1000 subscribers – this was an incredible achievement for me! “Making it” on YouTube was always a ridiculously farfetched dream of mine, but it was at this point that I realised that – maybe it doesn’t have to be a dream. Fast forward to now, my YouTube channel has over 35,000 subscribers and over 3,000,000 views! I’ve created my own successful online guitar school with students across 60+ countries, worked and collaborated with a number of industry leading brands, and done session work for a mixture of clients both live and in studio. It’s been a tough ride, but a fun one!

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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Courses matching "Bike"

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Mechanic Training - Car & Bike Maintenance

By NextGen Learning

Course Overview This all-inclusive Mechanic Training – Car & Bike Maintenance course bundle is designed for those looking to build a strong foundation in vehicle servicing, maintenance, and diagnostics. Covering both two-wheelers and four-wheelers, this programme equips learners with essential knowledge across mechanical systems, fault detection, and routine upkeep. Whether you're looking to understand how engines operate, explore electrical and hybrid systems, or develop expertise in both traditional and modern vehicles, this training provides a diverse skill set tailored for today’s automotive industry. Upon completion, learners will have the theoretical knowledge to approach mechanical challenges confidently and pursue opportunities in various vehicle maintenance settings. With a structured curriculum and recognised certification, this course opens the door to a range of motor industry roles across garages, dealerships, and service centres. Course Description This comprehensive training package combines eight specialist courses that cover vital areas of automotive engineering and vehicle maintenance. Learners will explore key concepts in car and motorbike servicing, mechanical engineering, MET work, onboard diagnostics, and hybrid vehicle systems. The course also delves into bicycle maintenance and two-wheeler servicing to ensure a well-rounded understanding of all vehicle types. Each module is structured to guide learners through essential maintenance processes, diagnostic techniques, and component assessments. The learning experience is enriched with clear explanations, technical insights, and job-relevant scenarios. Whether preparing for a career in vehicle maintenance or aiming to broaden your automotive knowledge, this bundle offers a flexible and accessible route to developing industry-relevant skills. Learners will gain confidence in understanding engine systems, suspension setups, braking mechanisms, and electrical components essential for today’s automotive sector. Course Modules Module 01: Mechanical Engineering Module 02: Car Mechanic Training Module 03: Motorbike Maintenance Module 04: Bicycle Maintenance Course Module 05: Automotive Engineering: Onboard Diagnostics Module 06: MET Technician Module 07: Hybrid Vehicle Expert Training Module 08: Certificate Course In Two Wheeler Servicing (See full curriculum) Who is this course for? Individuals seeking to develop technical knowledge in vehicle maintenance. Professionals aiming to expand into multi-vehicle service roles. Beginners with an interest in automotive engineering or vehicle repair. Career changers looking to enter the motor industry. Career Path Car Mechanic Motorbike Technician MET Technician Diagnostic Specialist Hybrid Vehicle Specialist Bicycle Technician Automotive Service Advisor Vehicle Systems Analyst

Delivered OnlineFlexible Dates

£9.99

Data Engineering on Google Cloud

By Nexus Human

Duration 4 Days 24 CPD hours This course is intended for This class is intended for experienced developers who are responsible for managing big data transformations including: Extracting, loading, transforming, cleaning, and validating data. Designing pipelines and architectures for data processing. Creating and maintaining machine learning and statistical models. Querying datasets, visualizing query results and creating reports Overview Design and build data processing systems on Google Cloud Platform. Leverage unstructured data using Spark and ML APIs on Cloud Dataproc. Process batch and streaming data by implementing autoscaling data pipelines on Cloud Dataflow. Derive business insights from extremely large datasets using Google BigQuery. Train, evaluate and predict using machine learning models using TensorFlow and Cloud ML. Enable instant insights from streaming data Get hands-on experience with designing and building data processing systems on Google Cloud. This course uses lectures, demos, and hand-on labs to show you how to design data processing systems, build end-to-end data pipelines, analyze data, and implement machine learning. This course covers structured, unstructured, and streaming data. Introduction to Data Engineering Explore the role of a data engineer. Analyze data engineering challenges. Intro to BigQuery. Data Lakes and Data Warehouses. Demo: Federated Queries with BigQuery. Transactional Databases vs Data Warehouses. Website Demo: Finding PII in your dataset with DLP API. Partner effectively with other data teams. Manage data access and governance. Build production-ready pipelines. Review GCP customer case study. Lab: Analyzing Data with BigQuery. Building a Data Lake Introduction to Data Lakes. Data Storage and ETL options on GCP. Building a Data Lake using Cloud Storage. Optional Demo: Optimizing cost with Google Cloud Storage classes and Cloud Functions. Securing Cloud Storage. Storing All Sorts of Data Types. Video Demo: Running federated queries on Parquet and ORC files in BigQuery. Cloud SQL as a relational Data Lake. Lab: Loading Taxi Data into Cloud SQL. Building a Data Warehouse The modern data warehouse. Intro to BigQuery. Demo: Query TB+ of data in seconds. Getting Started. Loading Data. Video Demo: Querying Cloud SQL from BigQuery. Lab: Loading Data into BigQuery. Exploring Schemas. Demo: Exploring BigQuery Public Datasets with SQL using INFORMATION_SCHEMA. Schema Design. Nested and Repeated Fields. Demo: Nested and repeated fields in BigQuery. Lab: Working with JSON and Array data in BigQuery. Optimizing with Partitioning and Clustering. Demo: Partitioned and Clustered Tables in BigQuery. Preview: Transforming Batch and Streaming Data. Introduction to Building Batch Data Pipelines EL, ELT, ETL. Quality considerations. How to carry out operations in BigQuery. Demo: ELT to improve data quality in BigQuery. Shortcomings. ETL to solve data quality issues. Executing Spark on Cloud Dataproc The Hadoop ecosystem. Running Hadoop on Cloud Dataproc. GCS instead of HDFS. Optimizing Dataproc. Lab: Running Apache Spark jobs on Cloud Dataproc. Serverless Data Processing with Cloud Dataflow Cloud Dataflow. Why customers value Dataflow. Dataflow Pipelines. Lab: A Simple Dataflow Pipeline (Python/Java). Lab: MapReduce in Dataflow (Python/Java). Lab: Side Inputs (Python/Java). Dataflow Templates. Dataflow SQL. Manage Data Pipelines with Cloud Data Fusion and Cloud Composer Building Batch Data Pipelines visually with Cloud Data Fusion. Components. UI Overview. Building a Pipeline. Exploring Data using Wrangler. Lab: Building and executing a pipeline graph in Cloud Data Fusion. Orchestrating work between GCP services with Cloud Composer. Apache Airflow Environment. DAGs and Operators. Workflow Scheduling. Optional Long Demo: Event-triggered Loading of data with Cloud Composer, Cloud Functions, Cloud Storage, and BigQuery. Monitoring and Logging. Lab: An Introduction to Cloud Composer. Introduction to Processing Streaming Data Processing Streaming Data. Serverless Messaging with Cloud Pub/Sub Cloud Pub/Sub. Lab: Publish Streaming Data into Pub/Sub. Cloud Dataflow Streaming Features Cloud Dataflow Streaming Features. Lab: Streaming Data Pipelines. High-Throughput BigQuery and Bigtable Streaming Features BigQuery Streaming Features. Lab: Streaming Analytics and Dashboards. Cloud Bigtable. Lab: Streaming Data Pipelines into Bigtable. Advanced BigQuery Functionality and Performance Analytic Window Functions. Using With Clauses. GIS Functions. Demo: Mapping Fastest Growing Zip Codes with BigQuery GeoViz. Performance Considerations. Lab: Optimizing your BigQuery Queries for Performance. Optional Lab: Creating Date-Partitioned Tables in BigQuery. Introduction to Analytics and AI What is AI?. From Ad-hoc Data Analysis to Data Driven Decisions. Options for ML models on GCP. Prebuilt ML model APIs for Unstructured Data Unstructured Data is Hard. ML APIs for Enriching Data. Lab: Using the Natural Language API to Classify Unstructured Text. Big Data Analytics with Cloud AI Platform Notebooks What's a Notebook. BigQuery Magic and Ties to Pandas. Lab: BigQuery in Jupyter Labs on AI Platform. Production ML Pipelines with Kubeflow Ways to do ML on GCP. Kubeflow. AI Hub. Lab: Running AI models on Kubeflow. Custom Model building with SQL in BigQuery ML BigQuery ML for Quick Model Building. Demo: Train a model with BigQuery ML to predict NYC taxi fares. Supported Models. Lab Option 1: Predict Bike Trip Duration with a Regression Model in BQML. Lab Option 2: Movie Recommendations in BigQuery ML. Custom Model building with Cloud AutoML Why Auto ML? Auto ML Vision. Auto ML NLP. Auto ML Tables.

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Motorcycle Skills - Improve your Riding in Eight Weeks

By Kevin Williams

'Motorcycle Skills - Improve your Riding in Eight Weeks' is an online distance learning e-course which will help motorcyclists improve their riding skills. It's suitable for intermediate and advanced riders.

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£160