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Inspiring, interactive and unique 4-hour CPD certified training on Communication and Co-production with Parents/Carers

The Postgraduate Certificate (PG Cert.) consists of the first four modules from the MA Business of Motorsport Master’s Degree. You can then achieve a Postgraduate Diploma (PG Dip.) Business of Motorsport by studying the PG Dip. Top-Up, a further three modules from the MA.

For the Postgraduate Diploma (PG Dip.) you will study the four modules (60 credits) from the Postgraduate Certificate (PG Cert.) plus an additional three modules (60 credits) from the MA Business of Motorsport Master’s Degree. N.B. The Postgraduate Diploma (PG Dip.) does not include the Executive Project (Dissertation) the final module of the MA.

LOOKING FOR: ADULT FICTION, NEW ADULT Rebeka Finch is a Junior Agent at the Darley Anderson Literary Agency. Alongside assisting Darley on his list of authors, Rebeka is building her own list of romance and romantasy authors, specifically for the BookTok hungry new adult/20+ markets. She is on the hunt for messy, cheesy, heartbreaking, relatable, characters and stories with romance at the very heart of the narrative. For those writing romantasy, Rebeka is looking for books that strike the perfect balance of romance, pace, action and world-building, with series potential. Importantly, she looks for strong, diverse, brave and relatable characters in these settings. People that feel like both a friend, a champion and an ally. Rebeka would like you to submit a covering letter, 1 -2 page synopsis and the first 5,000 words of your completed manuscript in a single word document. (In addition to the paid sessions, Rebeka 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: Wednesday 8 January 2025

University First and Second Year - Diploma in Business Management (Level 4&5) - Pathway to BA (Hons) Business Management Level 4 Diploma in Business Management - 8 -12 months - 120 Credits Level 5 Diploma in Business Management - 8 - 12 months - 120 Credits Level 4 is the equivalent of the first year of a Bachelor’s Degree programme. it provides students with 120 university credits upon completion. Level 5 is the equivalent to the second year of a Bachelor’s Degree programme, it provides students with 120 university credits upon completion. It is also equivalent to an HND diploma. Course Details Each module consists of 40 guided learning hours of material with an additional 30-50 hours worth of optional materials which comprise of recommended exercises, recommended readings and internet resources. Within the modules are self-testing exercises. You must take care in answering these. Although they are not marked nor do they count towards your final assessment, the marking is tested against your scoring on the final assessment to check for consistency of score. The modules are written against prescribed learning outcomes defined by the Qualifications and Credit Framework (QCF) administered by Ofqual, the Government appointed regulator. In addition, the learning outcomes are articulated against MSBM Awarding Bodies curriculum who is a recognised awarding body monitored and assessed by QAA, the Quality Assurance Agency, the Government appointed quality assurance body. Successful completion of the full Level 4/5 Extended Diploma in Business Management and final year of an accredited Undergraduate Degree programme, will give students the right credentials to go on and apply for a job in marketing, accounting, human resources, management or business consultancy. Accreditation All MSBM courses are accredited by the relevant partners and awarding bodies. Please refer to MSBM accreditation in about us for more details. University Progression University Top-up On completion of this course, students have the opportunity to complete a Bachelors degree programme from a range of UK universities. The top-up programme can be studied online or on campus. The top-up comprises the final 120 credits which consist of either a dissertation or a dissertation and one module. Examples of University Progression BA (Hons) in Business Management (top-up) awarded by the University of Chichester delivered through London Graduate School.  Anglia Ruskin University - BA (Hons) Management (Top-Up). Entry Requirements For entry into Level 4 or 5 Diploma in Business Management, learners must possess the following: * Relevant/Local Board of Examination Result in your Country, which must include at least 5 'C' Grades in English and 4 other subjects. * Mock Examination Result can also be accepted for initial Conditional Admission, pending the release of the Board of Examination Result. (This is assessed on a case by case basis) * Learner must be 18 years or older at the start of the Course. OR * Mature Learners (21 years or older) with work experience in supervisory, leadership or management roles. (This is assessed on a case by case basis). Workshops Workshops are conducted by live webinars for online students. Classroom workshops are available if there is a local branch in your country. Speak our course advisors on this subject. Visa Requirements There is no Visa requirement for this programme.

QA Level 1 Award In Fire Safety Awareness (RQF) Face to Face: Half-day course Virtual Classroom: Spread over 2 sessions of 2½ hr duration This course is an ideal way to ensure that all employees have a good understanding of fire safety Candidates will learn basic fire safety principles in order to ensure they are keeping themselves and others in the workplace safe at all times Benefits of this course: Candidates will learn basic fire safety principles in order to ensure they are keeping themselves and others in the workplace safe at all times Candidates will also learn what to do in the event of an emergency and the simple measures that can be taken to control the risk of fires With subjects covered in just half a day, this course is an ideal way to ensure that all employees have a good understanding of fire safety, whilst minimising disruption to your organisation’s day to day activity This course is also good for those who just want to know a bit more about keeping themselves and loved ones safe from possible fires Course Contents: Causes of Fire in the Workplace The Costs of Fires in the Workplace for Employers, Employees and Society Basic Fire Safety Duties and Responsibilities Actions to be taken in the event of a Fire Principles of Fire Risk Control Safe Use of Portable Fire Fighting Equipment Fire Safety Equipment Checks Accredited, Ofqual regulated qualification: TOur Fire Safety Awareness course is a nationally recognised, Ofqual regulated qualification accredited by Qualsafe Awards. This means that you can be rest assured that your Fire Safety Awareness Training is of high quality and is a very good way to make sure your employees have an Awareness in Fire Safety. The Ofqual Register number for this course is 603/2627/X

Restorative Interventions in Schools A “Restorative Solution” is a non-adversarial approach to conflict resolution where the person who has done something wrong in a given situation becomes accountable to those s/he has harmed. This person is then given the opportunity to “make up” for their inappropriate behaviour through agreement and reparation. An intervention can involve a formal conference, or it can be a simple conversation on a corridor or playground. Restorative Interventions work with all ages of young people, and the techniques can be used in parental meetings, can prevent exclusions and challenge poor behaviour. Our feedback tells us that when problems between young people are addressed in this way, those problems rarely reoccur. Course Category Behaviour and Relationships Teaching and Learning Description Restorative Interventions in Schools A “Restorative Solution” is a non-adversarial approach to conflict resolution where the person who has done something wrong in a given situation becomes accountable to those s/he has harmed. This person is then given the opportunity to “make up” for their inappropriate behaviour through agreement and reparation. An intervention can involve a formal conference, or it can be a simple conversation on a corridor or playground. Restorative Interventions work with all ages of young people, and the techniques can be used in parental meetings, can prevent exclusions and challenge poor behaviour. Our feedback tells us that when problems between young people are addressed in this way, those problems rarely reoccur. Also Available on line– self paced learning… give it a try! Testimonials ‘Interesting. A different approach. Another ‘weapon’ in the armoury. Will try to use.’ ‘Made me think how I can approach confrontations differently. Useful, reminded me where my focus should be and that things will be difficult at times, but that’s no excuse to stay in the comfort zone!’ ‘Excellent day. Lots of ideas to take away and use on a daily basis. Thanks.’ ‘Nice to do some work on behaviour without sanctions and restraints in mind’ Learning Objectives To introduce participants to Restorative Interventions To develop understanding of value and role in developing inclusive practice of Restorative Interventions To develop and practise Restorative Intervention skills processes Opportunity to reflect on professional practice Mutual support established with other ‘front line’ practitioners Who Is It For ? Multi Agency Teams Social workers CAMHS teams Year Managers Primary and secondary staff Early Years and School based Practitioners Heads and Deputies SENCOs Advanced Skills Teachers Primary and secondary teachers Local Authority Support Services Course Content This can be introduced in one day or as a workshop but is better offered over a series of sessions. The course answers the questions: What should we do if rewards and punishments do not work? Can we find an alternative process to recommending permanent exclusion or special unit or school placement? Struggling with a child for whom praise and sanctions seem ineffective? Want to develop a more restorative school or team? I need a process which works with relationships not just behaviour. What will work for our relationships policy? This day’s training will enable participants to facilitate Short Restorative Conferences, and will suggest ways of working with young people and others that will help to repair broken relationships, and challenge some difficult behaviour. Including all those affected by an incident in its resolution is a powerful way of producing significant improvements in behaviour. We will cover: What are restorative solutions? Background and detailed teaching of processes Inclusion values underpinning this work Processes modelled and opportunities to try process out Practical setting up of restorative conferences Stories and outcomes

Person Centred Planning (PCP) is a powerful tool for visioning, future planning and team building. It gets everyone on the same page and creates a progressive, constructive atmosphere so it is especially useful for people who are feeling ‘stuck’ or in a really desperate situation. The PCP processes we teach are called “PATH” and “MAPs”, and are both used for different situations. “To facilitate a group, family, team or organisation in thinking together around a given challenge or issue. Here is an opportunity to experience for real the person centred, futures planning tool – MAP/PATH” (Pearpoint, Forest, O’Brien. 1989). PCP can focus on an individual, with family and friends in the room supporting them, or focus on a group who want to set goals, and realise their potential as a team. PCP focuses on hopes and dreams, so is a very positive approach to planning, and utilises graphic facilitation, making it a very friendly way of working that is accessible to everyone.  This unique, hands on PCP training course explores the difference between ‘person-centred thinking’ and ‘service-centred thinking’. Traditionally, we have not always listened deeply enough to the needs of those we are planning for. Often ‘medical model’ thinking dominates our planning for those with the most complex needs. Typically we plan ‘about’ rather than ‘with’ children and adults.  We examine this ‘service centred’ approach that most professionals are used to, and question its limitations. This values based approach to inclusion will give participants the ‘theory’ behind why thinking and working in a person centred way is so important, and challenges people to strive for more for the people we are planning around. In addition to the knowledge and theory, this course empowers participants to facilitate their own Person Centred Plans using the PATH or MAPs process and provides the skills to do this effectively. Learning objectives  Strengthen understanding of how to think in a person centred way Knowledge of the steps of PATH / MAPs process Ability to facilitate PATH/MAPs process Ability to graphically facilitate a PCP meeting Develop problem solving and planning skills Inclusive Solutions offer: We could provide training for a team of staff, or we could facilitate a PATH or MAP around a disabled person. We can also offer bespoke training packages, please enquire for more details.  1 day “Introduction to PCP” with up to 100 attendees focusing on ‘Person Centred Thinking’ – includes live demonstration of PATH or MAPs Process (for a member of the group / with a student and their family/friends). 2 day “PCP Skills training” – More skills focused, lots of practice. Includes Graphics academy, Process academy and Coaching (Best with under 30 attendees). 2 day “Introduction to PCP with Skills training” – includes live demonstration of PATH or MAPs process, Graphics academy, Process academy and Coaching (Best with under 30 attendees). Half day PATH or MAP for a disabled person, led by two experienced Inclusive Solutions facilitators. Full day PATH or MAP for a team, organisation or group such as a full school staff led by two experienced Inclusive Solutions facilitators. Typical Structure of 2-Day “Introduction to PCP with Skills” Training This course is most useful when delivered over 2 days so we have time to cover the ‘skills’ behind facilitating a PATH or a MAP. Here is an example of what usually happens. If you need us to, we can tailor any of our courses to suit your specific needs.  Day 1 AM What makes a good welcome?Service centred thinking and working – what does it involve, how does it make people feel?Reflections on current practices – what is useful and what is harmful?Introduction to underpinning values of person centred thinking and working In depth exploration of the fundamentals of inclusion – encouraging identity, focusing on gifts and capacities Sharing success stories, and personal insight from experienced psychologistsShowcasing a number of practical PCP process in actionIntroduction to the “5 service accomplishments”, or “5 ordinary needs” PM  Full PATH process demonstration, led by 2 experienced facilitators – one process facilitator and one graphic facilitatorVolunteers will make notes on what they see the facilitators doing and feedback at the end of the dayFeedback, Q&A Day 2 AM Graphics Academy – we will ease you into the world of graphic facilitation and show you how simple it really is – includes live coaching and graphics tutorial, then participants will practice on each other by facilitating the first 1 or 2 sections of the PATH Process Academy – we will give you some pointers about holding the group, and facilitating in an inclusive way, this is another chance to practice your new graphics skills PM The group is divided up, and volunteers are selected to facilitate PATH meetings The group then run the PATH’s simultaneously with an experienced coaches in the room to guide and to be available for questionsWe reconvene to feedback about the process and digest all we have learntBrief Q&A session and then final reflections

Securing UNIX systems training course description This course teaches you everything you need to know to build a safe Linux environment. The first section handles cryptography and authentication with certificates, openssl, mod_ssl, DNSSEC and filesystem encryption. Then Host security and hardening is covered with intrusion detection, and also user management and authentication. Filesystem Access control is then covered. Finally network security is covered with network hardening, packet filtering and VPNs. What will you learn Secure UNIX accounts. Secure UNIX file systems. Secure UNIX access through the network. Securing UNIX systems course details Who will benefit: Linux technical staff needing to secure their systems. Prerequisites: Linux system administration (LPIC-1) Duration 5 days Securing UNIX systems course contents Cryptography Certificates and Public Key Infrastructures X.509 certificates, lifecycle, fields and certificate extensions. Trust chains and PKI. openssl. Public and private keys. Certification authority. Manage server and client certificates. Revoke certificates and CAs. Encryption, signing and authentication SSL, TLS, protocol versions. Transport layer security threats, e.g. MITM. Apache HTTPD with mod_ssl for HTTPS service, including SNI and HSTS. HTTPD with mod_ssl to authenticate users using certificates. HTTPD with mod_ssl to provide OCSP stapling. Use OpenSSL for SSL/TLS client and server tests. Encrypted File Systems Block device and file system encryption. dm-crypt with LUKS to encrypt block devices. eCryptfs to encrypt file systems, including home directories and, PAM integration, plain dm-crypt and EncFS. DNS and cryptography DNSSEC and DANE. BIND as an authoritative name server serving DNSSEC secured zones. BIND as an recursive name server that performs DNSSEC validation, KSK, ZSK, Key Tag, Key generation, key storage, key management and key rollover, Maintenance and resigning of zones, Use DANE. TSIG. Host Security Host Hardening BIOS and boot loader (GRUB 2) security. Disable useless software and services, sysctl for security related kernel configuration, particularly ASLR, Exec-Shield and IP / ICMP configuration, Exec-Shield and IP / ICMP configuration, Limit resource usage. Work with chroot environments, Security advantages of virtualization. Host Intrusion Detection The Linux Audit system, chkrootkit, rkhunter, including updates, Linux Malware Detect, Automate host scans using cron, AIDE, including rule management, OpenSCAP. User Management and Authentication NSS and PAM, Enforce password policies. Lock accounts automatically after failed login attempts, SSSD, Configure NSS and PAM for use with SSSD, SSSD authentication against Active Directory, IPA, LDAP, Kerberos and local domains, Kerberos and local domains, Kerberos tickets. FreeIPA Installation and Samba Integration FreeIPA, architecture and components. Install and manage a FreeIPA server and domain, Active Directory replication and Kerberos cross-realm trusts, sudo, autofs, SSH and SELinux integration in FreeIPA. Access Control Discretionary Access Control File ownership and permissions, SUID, SGID. Access control lists, extended attributes and attribute classes. Mandatory Access Control TE, RBAC, MAC, DAC. SELinux, AppArmor and Smack. etwork File Systems NFSv4 security issues and improvements, NFSv4 server and clients, NFSv4 authentication mechanisms (LIPKEY, SPKM, Kerberos), NFSv4 pseudo file system, NFSv4 ACLs. CIFS clients, CIFS Unix Extensions, CIFS security modes (NTLM, Kerberos), mapping and handling of CIFS ACLs and SIDs in a Linux system. Network Security Network Hardening FreeRADIUS, nmap, scan methods. Wireshark, filters and statistics. Rogue router advertisements and DHCP messages. Network Intrusion Detection ntop, Cacti, bandwidth usage monitoring, Snort, rule management, OpenVAS, NASL. Packet Filtering Firewall architectures, DMZ, netfilter, iptables and ip6tables, standard modules, tests and targets. IPv4 and IPv6 packet filtering. Connection tracking, NAT. IP sets and netfilter rules, nftables and nft. ebtables. conntrackd Virtual Private Networks OpenVPN server and clients for both bridged and routed VPN networks. IPsec server and clients for routed VPN networks using IPsec-Tools / racoon. L2TP.

Has the Computer System Validation Engineer left and you’ve been handed their responsibilities? Do the thoughts of your next audit fill you with dread? CSV can be frustrating but this program will show you how to manage electronic data in a regulated manufacturing/laboratory/clinical environment using the GAMP framework and ensure compliance with FDA’s 21 CFR Part 11, EU Annex 11 or other regulatory guidelines.