50238 Courses in Cardiff delivered Online

What does this course cover? This is an online course for developing history leadership in primary teaching. This term, we will be piloting the course as an immersive programme covering the key elements of primary history subject leadership, enabling all involved in history leadership at primary to carry out their role effectively. How is this course structured and delivered? Sessions 1, 8 and 10 are compulsory to attend live. Participants will be required to complete a gap task after each session and contribute to an online reflection diary. The other sessions will be recorded for participants to work through at their convenience. Who is this course for? This programme is designed for anyone who is a subject coordinator or subject leader for history in their primary school. You may have just been appointed as a subject leader, or be more experienced but looking for formal training or fresh inspiration and direction. What are the outcome? This course will: equip you fully for the demands of history leadership in primary schools increase your confidence to develop an innovative, inclusive and effective history curriculum in your school develop your understanding of efficient action planning and how to make a wider impact help you to make the case for history with senior leaders enable you to enthuse others and lead staff meetings about history develop your understanding of current issues in primary history education The course will include a chance to share resources and assessment approaches, plus much more What will each session cover? Session 1: Introductory meeting (Live attendance) Wednesday 15 October 2025, 4pm–5.30pm Introduction and aims Reflection activity on the current state of history in your school Key responsibilities of the history subject leader Current Ofsted implications for the subject and what to expect in an inspection How the HA and latest Ofsted material can support you Session 2: What makes an effective history subject leader? (Recorded) How to effectively support teachers and learners as a history leader How to create a vision, lead change, and manage time Effective action planning and improvement Auditing your history provision and building your evidence trail Developing an innovative, inclusive and effective history curriculum in your school Disciplinary knowledge: What is history? What do historians do? Suggested gap task: Conducting teacher and/or pupil voice questionnaires. Compulsory gap task: Add to your reflection diary for the programme. If relevant, reflect on how you will use the teacher questionnaire or pupil voice. Session 3: What makes effective teaching of history? (Recorded) The role of the teacher Supporting SEND pupils Securing substantive knowledge and concepts across the curriculum How to support colleagues by identifying core knowledge How to involve the whole staff in mapping out and embedding the progression of concepts across the curriculum Suggested gap task: Consider SEND in your curriculum. Compulsory gap task: Add to your reflection diary for the programme reflecting on SEND. Session 4: Curriculum and practice at EYFS (Recorded) Unpicking and supporting the requirements of the EYFS curriculum and Development Matters Developing historical and chronological understanding in EYFS as part of Understanding the world Progression and transition from EYFS to Key Stage 1 Ensuring coherence: how to start developing concepts Making use of the local history on your doorstep for EYFS and KS1 Accessing resources and support for EYFS Suggested gap task: Fact finding and liaison. Compulsory gap task: Add to your reflection diary for the programme reflecting on current EYFS practice. Session 5: Curriculum and practice at Key Stage 1 (Recorded) Unpicking and supporting the requirements of the National Curriculum for KS1 Progression: building upon transition from EYFS What do KS1 require before KS2? Ensuring coherence: further developing the school’s chosen substantive concepts How to develop disciplinary concepts Developing appropriate chronological understanding in KS1 Enhancing and engaging children’s knowledge and retention through enquiry The use of working walls in KS1 to support learning Accessing resources and support for KS1 Suggested gap task: Check your KS1 curriculum for coverage and progression, building upon what they have learnt in EYFS. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS1 practice in your setting. Session 6: Curriculum and practice at Key Stage 2 (Recorded) Unpicking and supporting the requirements of the National Curriculum for KS2 How to incorporate local history with progression in KS2 What do we want the children in Year 6 to leave with? Developing appropriate chronological understanding in KS2 Preparing for transition to Key Stage 3 Ensuring coherence: building upon the school’s chosen concepts for progression What the HA can do to support the teaching of KS2 units? Resources and support for KS2 Suggested gap task: Check your KS2 curriculum for coverage and progression, building upon what they have learnt in EYFS and KS1. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS2 practice in your setting. Session 7: Approaching sensitive issues in history (Recorded) What do we mean by diversity in history and why is it important? How to ensure a wider diversity in your history teaching Barriers to making the curriculum more diverse and how to overcome them Approaches to sensitive issues in history lessons, including: - Refugees and migration history - War - Climate change Suggested gap task: Consider opportunities for increasing diverse voices and raising climate issues in your curriculum. Compulsory gap task: Add to your reflection diary for the programme considering how you might address the sensitive or current issues raised in this session. Session 8: Interim review meeting (Live attendance) Monday 19 January 2026, 4pm–5.30pm A review session allowing subject leaders to reflect upon their progress so far Opportunity to respond to suggestions, clarify information, or raise issues from the previous sessions Time to ask questions, share good practice or recommended resources with the rest of the cohort Suggested gap task: Time to follow up on anything raised in this session or to complete any previous tasks, following clarification and inspiration from this session. Compulsory gap task: Add to your reflection diary for the programme, reflecting on your priorities and actions using suggestions from the presenter or other delegates. Session 9: Assessment and evidence (Recorded) Assessment and expectations A word about writing Triangulating the evidence What to look for in a work scrutiny Suggested gap task: Conduct a work scrutiny on one aspect to check across the school, in conjunction with a focused pupil voice on the same aspect. Compulsory gap task: Add to your reflection diary considering how you will conduct a work scrutiny and what you will focus on – or, if relevant, reflect on what you discovered and how you will address any issues. Session 10: Final meeting (Live attendance) Wednesday 11 February 2026, 4pm–5.30pm Following up any requests arising from the interim meeting (Session 8) Discussion or clarification of any issues arising from previous sessions Discussion of priorities, next steps and any issues Sharing ideas for enthusing others and leading staff meetings: “What worked for me?” Communicating with headteachers, governors, colleagues and parents Are you ready for the HA Quality Mark? Suggested gap task: Identifying your school’s next steps Compulsory gap task: Complete your final piece in your reflection diary.

About this Training Course This course aims to help geologists, geophysicists, stratigraphers and reservoir engineers gain a thorough understanding of the concepts and practical applications of sequence stratigraphy through integration of seismic sequence stratigraphy with well log sequence stratigraphy and the application of biostratigraphy to sequence stratigraphy. The course examines the geological principles, processes and terminology related to the interpretation and use of seismic sequence stratigraphy and its integration with well log sequence stratigraphy and biostratigraphy. Concepts are illustrated with field examples of seismic, well-log, core, and outcrop data and reinforced with practical exercises using real data. Course Content in Summary: Introduction to concepts, eustatic controls, seismic stratigraphy and definition of key terms. Controls - eustatic and basinal controls, accommodation and equilibrium types, systems tracts and systems tract boundaries. Sequences and systems tracts - highstand, falling stage, lowstand, transgressive and shelf margin systems tracts. Key surfaces and their identification from well logs, core, outcrop and seismic reflections. Sequence expression in well logs - log characters of parasequences, maximum flooding surfaces and criteria for picking sequence boundaries. Interpretation of systems tracts from well logs - integration of well log sequence stratigraphy with seismic sequence stratigraphy. Seismic expression of sequences - Interpretation of seismic reflections in depositional sequences - seismic sequence; seismic facies. Clastic and carbonate depositional environments - depositional responses to changes in relative sea level. Mixed systems and evaporites. Variations on the model. A review of application and exploration significance. Training Objectives By the end of this course, participants will be able to: Gain an understanding of sequence stratigraphic controls and concepts. Recognise sequence stratigraphic surfaces, systems tracts and stratigraphic sequences on well-log cross-sections, seismic lines, and outcrop profiles and depositional facies. Construct a sequence stratigraphic model by integrating lithological, biostratigraphical, seismic and well data. Apply sequence stratigraphy effectively for facies predictions in exploration and production. Target Audience This course will benefit explorationists, geologists, stratigraphers and geophysicists who wish to extend their knowledge through integration of seismic sequence stratigraphy with well log sequence stratigraphy. Trainer Your expert course leader is the Geosciences Technical Director for PetroEdge. She was previously, the manager of Robertson Petroleum Training Centre and a Senior Project Scientist at Robertson CGG. She has over 20 years of experience in teaching geology and leading field trips. Prior to her 8 years at Robertson, she was in academia as a lecturer for 6 years and a Research Fellow for 3 years. She has conducted fieldwork and led field trips in the US and many areas in the UK. In addition, she has led university regional geology day schools and has comprehensive experience in course and study programme writing. She has extensive experience in delivering courses and in Clastic and Carbonate Reservoir Geology, Deepwater Turbidites, Sandstone Reservoirs, Wireline Log Interpretation, Integrated Sequence Stratigraphy, Basin Analysis and Exploration & Appraisal workshops globally. In delivering the Exploration Team Management Workshop, she has project managed and taught key principles and modules on project planning, data collection/collation, geophysical assessment, stratigraphy and facies mapping, source rock facies and hydrocarbon generation, play fairway mapping, risking and prospect evaluation. Her knowledge and enthusiasm for instructing is reflected in consistently being rated as excellent by trainees, and clients specifically requesting her participation in courses. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

This course is aimed at those who would like to work as a learning support assistant in a school or further education setting. Level 3 Certificate in Supporting Teaching and Learning will give you an understanding of the skills and knowledge needed to support learners in the classroom.

In January 2024 alone, reports were published about the SRA taking enforcement action against 3 firms and 4 individuals for failure to comply with the Money Laundering Regulations 2017. The fines issued for these non-compliances total over £570,000 plus costs. The absence of staff training, or requirement to complete additional training, was noted in a number of these cases. Many of the breaches resulting in enforcement action involved failures by the fee earners to conduct appropriate due diligence, adequately check the source of funds and/or wealth or recognise and report red flags. As highlighted by enforcement action being taken against individuals as well as firms, fee earners cannot hide behind their firm when AML failures occur and may be held personally accountable by the SRA for non-compliances with the MLR 2017. This course will cover the following to assist fee earners in the application of AML in their casework. How to comply with your obligations and stay compliant Written CRA & MRA Client Booms Risks – what to consider? PCPs – CDD &EDD POCA / TA SOF and SOW On going monitoring Reporting to MLRO/MLCO Tipping off Target Audience The online course is suitable for fee earners or legal practitioners that want to improve their AML knowledge. Resources Comprehensive and up to date course notes will be provided to all delegates which may be useful for ongoing reference or cascade training. Please note a recording of the course will not be made available. Speaker Helen Torresi, Consultant, DG Legal Helen is a qualified solicitor with a diverse professional background spanning leadership roles in both the legal and tech/corporate sectors. Throughout her career, she has held key positions such as COLP, HOLP, MLCO, MLRO and DPO for law firms and various regulated businesses and services. Helen’s specialised areas encompass AML, complaint and firm negligence handling, DPA compliance, file review and auditing, law management, and operational effectiveness in law firms, particularly in conveyancing (CQS).

Legal Writing and Drafting Skills Why Attend There is a misconception that legal writing and legal drafting is the same but there is a substantial difference between the two. While legal writing typically deals with persuasive documents such as court briefs and legal letters, legal drafting involves creating documents such as contracts. They are both equally important in legal practice.  Legal writing is an important skill needed in every practice area of law. Words are used to advocate, inform, persuade and instruct. Are you giving the right impression? Are your clients receiving the right message? This course focuses on clear legal writing for a global audience. Effective communication with English speaking lawyers is about more than simply words. It entails understanding the unique way these speakers think and approach the legal, political, and business world. Did you know that most international commercial agreements are drafted in English, irrespective of the nationality of the contracting parties. Drafting contract skills is ideal for lawyers working in English as a foreign language who need to draft, explain or interpret contract clauses written in English. During the course, delegates will look at a wide variety of commercial agreements through to practical drafting sessions. This course will help participants to draft confidently and effectively in English regardless of the governing law. This is a practical course with many exercises and examples in order to achieve an interactive and stimulating outcome. The course's activities involve the production of typical work-place legal documents. Course Methodology The course consists of group discussions as well as individual and team tasks. There will be writing practice throughout the exercises. Course Objectives By the end of the course, participants will be able to: Apply plain English style of writing to all legal documents Recognize the need for legal clarity in different types of legal documents: legal letters, emails, memorandum and opinions Apply good legal writing practice Demonstrate the register of legal writing Correct common mistakes in legal writing Dispense and deal with pitfalls and issues relating to the use of legal jargon Proofread effectively Target Audience This course is for lawyers, legal secretaries, commercial managers, contract managers and anyone who must draft, amend or update contracts, legal letters and legal opinion. The course is suitable for non-native English speakers looking for a better understanding of English legal terms. Target Competencies Drafting letters Proofreading Writing in plain English Understanding legal terms Legal writing practice Note The Dubai Government Legal Affairs Department has introduced a Continuing Legal Professional Development (CLPD) programme to legal consultants authorised to practice through a licensed firm in the Emirate of Dubai. We are proud to announce that the Dubai Government Legal Affairs Department has accredited EMG Associates as a CLPD provider. In addition, all our legal programmes have been approved. Legal Drafting Signs of a well drafted contract: The simple rules! The language of drafting: Will v Shall v Must Identifying the legal formalities for a binding contract Structure and formation of a commercial contract: follow the formula and you won't go wrong The importance of Boilerplate clauses: No waiver Notices Assignment v Novation Governing v Jurisdiction Force majeure - are we covered for viruses (covid19)? Dispute resolution clause: Litigation v Arbitration v Mediation The preliminary documents in international transaction - using Heads of Terms effectively Vague words and expressions in commercial contracts- know the pitfalls! Best endeavors v All reasonable endeavors v reasonable endeavors Overview of cross border contracts: Distribution v Joint venture v Agency agreements Share Purchase Agreements Warranties and indemnities Allocating risks and liabilities between the buyer and seller Negotiating warranties from a Share Purchase Agreement Plain English in Legal Correspondence Good legal writing practice Moving from legalese to Plain English Unnecessary archaic and meaningless phrases Collocations Importance of collocations in legal writing Pitfalls and issues relating to the use of legal jargon in legal writing Writing short emails Writing long emails Writing formal emails Writing A Legal Letter Layout of a letter Body of a letter Putting a letter together The register of letter writing Typical sentences in legal letters The letter writing clinic: looking at the ten most common problems Rewriting letters Rewriting informal sentences to modern alternatives Correcting common mistakes in letter writing Legal Writing Troubleshooting The problem of English idioms Rephrasing English idioms Easily confused words Cutting unnecessary words Use of consistent terminology Ambiguity: how to avoid it Vagueness: how to avoid it Misuse of preposition in dates Problem words Constantly litigated words Rewriting sentences to remove gender specific language

Objective-C programming training course description A hands on introduction that will allow you to master Objective-C and start using it to write powerful native applications for even the newest Macs and iOS devices! Using The step-by-step approach, will let you get comfortable with Objective-C's unique capabilities and Apple's Xcode 5 development environment. Make the most of Objective-C objects and messaging. Work effectively with design patterns, collections, blocks, foundation classes, threading, Git and a whole lot more. Every session builds on what you've already learned, giving a rock-solid foundation for real-world success! What will you learn Use Xcode 5. Declare classes, instance variables, properties, methods, and actions. Use arrays, dictionaries, and sets. Expand and extend classes with protocols, delegates, categories, and extensions. Use Apple's powerful classes and frameworks. Objective-C programming training course details Who will benefit: Developers wanting to learn Objective-C. Prerequisites: Software development fundamentals. Duration 5 days Objective-C programming training course contents PART 1: GETTING STARTED WITH OBJECTIVE-C The Developer Program: Objective-C, enrolling as an Apple Developer, setting up the development environment, Xcode. Your first project. OO programming with Objective-C: OO projects, Frameworks, classes and instances, encapsulation, accessors, Inheritance. OO features in Objective-C: Messages, methods, working with id, nesting messages, method signatures and parameters. allocating and initializing objects. Using Xcode: Xcode, source code control, git and Xcode, Using a Remote Repository. Compiler Directives: Projects, Compiler Directives, Prefix headers, main.m, .h files. PART 2: OBJECTIVE-C BASICS Messaging in a Testbed App: Setting Up the Testbed Apps, Adding a Text Field and Connecting It to Your Code, Sending a Message to the Text Field, Reviewing the Message Syntax. Declaring a Class in an Interface File: Context, Creating an Instance Variable with id, What Happens When Execution Stops, dynamic binding, Creating an Instance Variable for with the Class Name and with a Superclass Name, instance variable visibility. Properties in an Interface File: Interface Variables vs Properties, Declared Properties, Using Attributes. Implementing Properties. @synthesize, @dynamic. Methods in an Interface File: Methods in a Class, class and instance methods, Method declaration, returning complex data structures from Methods. Actions in an Interface File: Actions, Actions in OS X and iOS, disconnecting actions. Routing messages with selectors: Receiver and selector objects in messages, Objective-C Runtime, SEL and @selector (), performSelector, NSInvocation, testing whether an Instance can respond to a selector. Building on the Foundation: The Foundation Framework, Foundation Classes, Foundation Paradigms and Policies; Mutability, class clusters, notifications. Defining a Class in Implementation Files: Projects, dynamic typing, creating a new App, implementing a method, expanding Classses with init Methods. Organizing Data with Collections: Collecting Objects, Property Lists, Runtime, comparing the Collection Classes, Creating a Collection, Objective-C Literal Syntax, Enumerating collections, Testing Membership in a Collection, Accessing an Object in a Collection. Managing Memory and Runtime Objects: Managing objects in memory, managing reference counts manually and with ARC, variable qualifiers, variable autorelease. PART 3: EXPANDING AND EXTENDING CLASSES Protocols and Delegates: Subclassing, Protocols, Delegates, Looking Deeper Inside Protocols. Categories and Extensions: Comparing categories and protocols, categories vs subclasses, working with categories, class extensions, informal protocols. Associative References and Fast Enumeration: Objective-C 2.0 Time-Saving Features, Extending Classes by Adding Instance Variables (Sort of), Using Fast Enumeration. Blocks: Revisiting Blocks, Callbacks, Blocks, Exploring Blocks in Cocoa, Cocoa Blocks and Memory. PART 4: BEYOND THE BASICS Handling Exceptions and Errors: Exception and Error classes: NSException, NSError, Identifying exceptions, throwing exceptions, catching exceptions. Queues and Threading: Getting Started with Concurrency, Introducing Queues, Dispatch Sources, Using Dispatch Queues. Working with the Debugger: Logging Information, Console Logs, NSLog, Smart Breakpoints, enhancing breakpoints with messages. Using Xcode Debug Gauges for Analysis: Debug Gauges, Monitoing CPU and memory utilization, monitoring energy, Using Instruments. PART 5: OPTIONAL TOPICS C Syntax Summary: Data Types, Control Structures. Apps, Packages, and Bundles: Project Bundles, lproj Files, Asset Catalogs, plist Files, Precompiled Header Files (.pch). Archiving and Packaging Apps for Development and Testing: Archiving.

Arbitration and Dispute Resolution Why Attend Effective dispute resolution helps minimize the costs and adverse effects to relationships that often arise from commercial disputes. If informal negotiation fails to resolve a dispute, mediation or arbitration can often be the next best option in order to avoid litigation in court. This course will give participants an insight into dispute resolution from the perspective of a lawyer. Participants will gain an in-depth understanding of the main differences between the various dispute resolution techniques with a particular focus on arbitration, in order to reduce the likelihood of disputes leading to court cases. Course Methodology In this interactive training course participants will frequently work in pairs as well as in larger groups to complete exercises as well as regional and international case studies. Course Objectives By the end of the course, participants will be able to: Identify the right course of action to resolve a legal dispute Reduce the possibility of disputes leading to legal action Apply national and international legal requirements for dispute resolution Employ arbitration knowledge to negotiate terms Use case law to achieve a favorable outcome for their organization Target Audience This course is suitable for professionals within all industries who are involved in contract management and resolving disputes including, but not limited to, project managers, contract managers, procurement managers, supply chain managers, contractors, architects, developers and engineers. This course would also highly benefit in-house council and legal advisors new to the region who require the fundamentals of dispute resolution in the GCC. Target Competencies Litigation Arbitration Mediation Negotiation GCC Dispute Resolution Frameworks Note The Dubai Government Legal Affairs Department has introduced a Continuing Legal Professional Development (CLPD) programme to legal consultants authorised to practise through a licensed firm in the Emirate of Dubai. We are proud to announce that the Dubai Government Legal Affairs Department has accredited EMG Associates as a CLPD provider. In addition, all our legal programmes have been approved. This PLUS Specialty Training Legal course qualifies for 4 elective CLPD points. Fundamentals of dispute resolution Overview of the dispute resolution process Adjudicative process Consensual process Introduction to the English High Court litigation processes Why do international businesses take their dispute to the English High Court? English civil courts Legal practitioners who are involved in resolving disputes  Importance of jurisdiction clause How do you decide? Exclusive or non-exclusive? Differences between the Civil law system and the Common law system Principles of the common law system Principles of the civil law system The importance of these systems in dispute resolution Importance of Alternative Dispute Resolution ( ADR) Types of ADR Arbitration Mediations Conciliation Negotiation Arbitration - the best form of ADR The object of Arbitration The role of an Arbitrator Advantages and disadvantages of Arbitration Requirement of an Arbitration agreement The importance of the New York convention The role of UNCITRAL in dispute resolution Preparing for an arbitration hearing Types of Arbitration Institutional arbitration v Ad hoc arbitration Advantages and disadvantages of Institutional arbitration Advantages and disadvantages of Ad hoc arbitration Drafting international Arbitration agreement Checklist for drafting an Arbitration agreement Practical consideration with 'Seat' of Arbitration Model Arbitration clauses ICC LCIA Arbitral awards Enforcement of an Arbitral awards Grounds for challenging Arbitral awards Recent international case law Arbitration terms and terminology Other ADR methods: Advantages and disadvantages of each method: Mediation Conciliation Negotiation Ambiguity in an Arbitration clause What to avoid Importance of the language used in an Arbitration clause Dubai International Arbitration Centre (DIAC) Examining the rules of DIAC

About this Training Course This 5 full-day course provides detailed description of all combustion equipment and systems used in pulverized coal boilers and circulating fluidized bed (CFB) boilers including pulverized coal burning systems, coal feeder, pulverizer and classifier, pulverized coal burners, furnace and fans. This course provides also a comprehensive explanation of all boiler combustion control systems including pulverizer control system, combustion control, control of coal and air flow into the boiler, furnace pressure control, oxygen trim control, nitrogen oxides (NOx) and sulfur oxides (SOx) control, control of ammonia injection, flue gas dew point control, purge control, flame monitoring and tripping system as well as their tuning methods. All boiler control systems are covered as well in this course including drum level feedwater control, main steam and reheat steam temperature control, boiler limits and runback, sliding or variable pressure control, heat rate optimization with sliding pressure control, boiler-turbine coordinated control, etc. The course provides also detailed explanation of Boiler NFPA 85 Code (Boiler and Combustion Systems Hazards Codes) and American National Standard Institute/Instrument Society of America Code (ANSI/ISA-77-44-01-2007 Code). The burner management systems (BMS) and examples of boiler permissive starting logic and protective tripping logic will be explained thoroughly. The various methods used to calculate the boiler efficiency are covered in detail in this course including the direct and indirect methods. All the factors which affect the efficiency and emissions of pulverized coal boiler and CFB boiler will be explained thoroughly. The course covers also all the methods used to improve the efficiency of pulverized coal boilers and CFB boilers including improvement to their combustion efficiency and control systems performance. Training Objectives Boiler Combustion Equipment and Systems: Gain an in-depth understanding of all boiler combustion equipment and systems including pulverized coal burning systems, coal feeder, pulverizer and classifier, pulverized coal burners, furnace and fans Boiler Combustion Control Systems: Gain a thorough understanding of all boiler combustion control systems for pulverized coal boilers, and CFB boilers including pulverizer control system, combustion control, control of coal and air flow into the boiler, furnace pressure control, oxygen trim control, nitrogen oxides (NOx) and sulfur oxides (SOx) control, control of ammonia injection, flue gas dew point control, purge control, flame monitoring and tripping system Boiler Conventional Control Systems: Gain an in-depth understanding of all boiler conventional control systems including drum level feedwater control, main steam and reheat steam temperature control, boiler limits and runback, sliding or variable pressure control, heat rate optimization with sliding pressure control, and boiler-turbine coordinated control Boiler NFPA 85 Code (Boiler and Combustion Systems Hazards Codes) and American National Standard Institute/Instrument Society of America Code (ANSI/ISA-77-44-01-2007 Code): Learn about NFPA 85 code and ANSI/ISA-77-44-01-2007 code Burner Management System and Boiler Permissive Starting Logic and Protective Tripping Logic: Gain an in-depth understanding of burner management system and boiler permissive starting logic and protective tripping logic Boiler Efficiency Calculations: Learn how to calculate the boiler efficiency using the direct and indirect methods Factors Affecting the Efficiency and Emissions of Boilers: Understand all the factors which affect the boiler efficiency and emissions Methods Used to Improve the Efficiency of Boilers: Learn about all the methods used to improve the efficiency of pulverized coal boilers, and CFB boilers including improvement to their combustion efficiency and control systems performance Boiler Instrument and Piping Diagrams: Gain an in-depth understanding of all boiler instrument and piping diagrams CFB and Pulverized Coal Boilers Equipment and Systems: Learn about various types of equipment and systems used in CFB and pulverized coal boilers including economizers, steam drum, superheaters, air preheaters, ammonia injection systems, etc. Target Audience Engineers of all disciplines Managers Technicians Maintenance personnel Other technical individuals Course Level Basic or Foundation Training Methods Your specialist course leader relies on a highly interactive training method to enhance the learning process. This method ensures that all participants gain a complete understanding of all topics covered. The training environment is highly stimulating, challenging, and effective because the participants will learn by case studies which will allow them to apply the material taught to their own organization. Each delegate will receive a copy of the following materials written by the instructor: Excerpt of the relevant chapters from the 'POWER GENERATION HANDBOOK' second edition published by McGraw-Hill in 2012 (800 pages) Excerpt of the relevant chapters from the 'POWER PLANT EQUIPMENT OPERATION AND MAINTENANCE GUIDE' published by McGraw-Hill in 2012 (800 pages) COMBUSTION ENGINEERING FOR COAL FIRED POWER PLANTS MANUAL (includes practical information about combustion engineering for coal fired power plants - 550 pages) Trainer Your specialist course leader has more than 32 years of practical engineering experience with Ontario Power Generation (OPG), one of the largest electric utility in North America. He was previously involved in research on power generation equipment with Atomic Energy of Canada Limited at their Chalk River and Whiteshell Nuclear Research Laboratories. While working at OPG, he acted as a Training Manager, Engineering Supervisor, System Responsible Engineer and Design Engineer. During the period of time, he worked as a Field Engineer and Design Engineer, he was responsible for the operation, maintenance, diagnostics, and testing of gas turbines, steam turbines, generators, motors, transformers, inverters, valves, pumps, compressors, instrumentation and control systems. Further, his responsibilities included designing, engineering, diagnosing equipment problems and recommending solutions to repair deficiencies and improve system performance, supervising engineers, setting up preventive maintenance programs, writing Operating and Design Manuals, and commissioning new equipment. Later, he worked as the manager of a section dedicated to providing training for the staff at the power stations. The training provided by him covered in detail the various equipment and systems used in power stations. In addition, he has taught courses and seminars to more than four thousand working engineers and professionals around the world, specifically Europe and North America. He has been consistently ranked as 'Excellent' or 'Very Good' by the delegates who attended his seminars and lectures. He written 5 books for working engineers from which 3 have been published by McGraw-Hill, New York. Below is a list of the books authored by him; Power Generation Handbook: Gas Turbines, Steam Power Plants, Co-generation, and Combined Cycles, second edition, (800 pages), McGraw-Hill, New York, October 2011. Electrical Equipment Handbook (600 pages), McGraw-Hill, New York, March 2003. Power Plant Equipment Operation and Maintenance Guide (800 pages), McGraw-Hill, New York, January 2012. Industrial Instrumentation and Modern Control Systems (400 pages), Custom Publishing, University of Toronto, University of Toronto Custom Publishing (1999). Industrial Equipment (600 pages), Custom Publishing, University of Toronto, University of Toronto, University of Toronto Custom Publishing (1999). Furthermore, he has received the following awards: The first 'Excellence in Teaching' award offered by PowerEdge, Singapore, in December 2016 The first 'Excellence in Teaching' award offered by the Professional Development Center at University of Toronto (May, 1996). The 'Excellence in Teaching Award' in April 2007 offered by TUV Akademie (TUV Akademie is one of the largest Professional Development centre in world, it is based in Germany and the United Arab Emirates, and provides engineering training to engineers and managers across Europe and the Middle East). Awarded graduation 'With Distinction' from Dalhousie University when completed Bachelor of Engineering degree (1983). Lastly, he was awarded his Bachelor of Engineering Degree 'with distinction' from Dalhousie University, Halifax, Nova Scotia, Canada. He also received a Master of Applied Science in Engineering (M.A.Sc.) from the University of Ottawa, Canada. He is also a member of the Association of Professional Engineers in the province of Ontario, Canada. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

LOOKING FOR: CHILDREN'S: PICTURE BOOK TEXTS, NON-FICTION, POETRY Lucy Brownridge is Editorial Director at Wide Eyed Editions and Frances Lincoln Children’s Books, and formerly Thames & Hudson where she helped to establish the Children’s list. She specialises in highly illustrated picture books and non-fiction (including poetry) for children. She has commissioned and edited books which have gone on to win the Carnegie Awards, The British Book Awards, the Klaus Flugge Prize, the Blue Peter Prize and have been translated into over 30 languages. She has been editor to Alan Ahlberg, Quentin Blake, Mariajo Ilustrajo, Yuval Zommer and Children’s Laureate Joseph Coelho among many others. She is the author of The Fantastical Safari and The Cat Family series, and many other books for children. She is interested in the history of illustrated children’s books and is always looking for innovative ways to use the book format. ABOUT YOU Include a covering letter, in a Word document, telling Lucy about yourself and your sources of inspiration. If you have one, include a link to your website. She is keen to read stories she hasn't seen before or see artwork with a distinctive style rather than something that fits with trends. She has particular experience with picture books and illustrated narrative non-fiction. PICTURE BOOKS Please send one or two (max) full manuscripts, in a Word document, starting with a short summary/blurb. Make the summary punchy and engaging. Remember that the best picture book stories are simple and every word should count. Do you see this book as part of a series? NON-FICTION PROPOSALS Please send a paragraph explaining your idea, a contents list, if appropriate, and a sample piece of text. (In addition to the paid sessions, Lucy is kindly offering one free session for low income/under-represented writers. Please email agent121@iaminprint.co.uk to apply, outlining your case for this option which is offered at the discretion of I Am In Print).  By booking you understand you need to conduct an internet connection test with I Am In Print prior to the event. You also agree to email your material in one document to reach I Am In Print by the stated submission deadline and note that I Am In Print take no responsibility for the advice received during your agent meeting. The submission deadline is: Monday 15th September 2025 at 10:00am UK BST

If you work with adults and young people and wish to gain a knowledge of the principles and practice of assessment as well as the practical aspects of carrying out assessment, then Level 3 Certificate in Assessing Vocational Achievement is for you.