1812 Courses delivered Online

Esoteric numerology reading can reveal our true desires, it can help us understand our karma and our soul mission.

We will help you to understand the six common excuses for unethical behavior and what are the three most pervasive ethical misconducts. Discover the ultimate guidelines for managing ethical conduct and how to show empathy, get the truth, and be sensible. Always focus on responsibility, respect and results for leading your business ethically. Learning Objectives Recognize six common excuses for unethical behavior, Define the components of ethical conduct, Implement the Three R's for leading ethically Target Audience Managers, Team Leaders, Young Professionals, Sales Professionals, Customer Service Teams

This course will help you reach your full potential if you are considering becoming a leader or manager, or if you currently hold a leadership position.

LOOKING FOR: PICTURE BOOKS, YOUNG FICTION, CHAPTER BOOKS, MG, YA Penny Holroyde has worked in children's publishing for almost 30 years from foreign rights at Walker Books to Rights Director at Candlewick Press in the USA, before becoming an agent specialising in children's books with the Caroline Sheldon Literary Agency. In 2015 Penny co-founded Holroyde Cartey with Claire Cartey, former art director in children's books at Hachette. The agency focuses exclusively on authors and illustrators for the children's book market. Penny has a particular love for picture books but is looking for authors and illustrators working across fiction and non-fiction for all children's ages from pre-school to crossover. She's always looking for humour in picture books and chapter books and heart with some messaging in MG. In YA she's looking for strong character with contemporary settings. She'd also be interested in seeing some horror in YA. Penny is offering 121 sessions for young fiction, middle grade, YA and picture book writers. For chapter books, MG and YA fiction, please submit a covering letter, synopsis and the first three chapters of your manuscript in a single word document. For picture books, please submit a covering letter and two texts formatted in 12 point font in continuous stanzas (and with illustration notes if you wish to include them). Please send EITHER picture books OR another genre, not both in one submission. (In addition to the paid sessions, Penny 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: Tuesday 18th February 2025

Description Safeguarding Children and vulnerable young Adults Diploma It may come as a surprise to many that there are actual diploma courses in Safeguarding Children and vulnerable young Adults. The target audience consists of individuals who interact with this set on a daily basis, for instance, teachers, social workers, child advocates, counsellors etc. to warrant their safety and welfare. In our society, a lot of children go through abuse and ill-treatment. It is, therefore, the duty of adults to protect them and nurture them in a healthy environment. This course will touch upon important ideas like helping children maximize their potential, developing their skills and safeguarding them. It will enable all participants to hone the knowledge and abilities required to exercise this responsibility. Working with and for children is a satisfying and rewarding career choice that can help you to make a difference. As a community, our aim should be to develop a safe atmosphere for children and youngsters to prosper and grow into fine mature adults. The technical definition of a child is someone between the stage of infancy and adulthood. According to The United Nations Convention of 1989, on the Rights of the child, a child is an individual aged 0 to 18 years. The British criminal law, however, considers any person up to 14 years of age as a child, although they may be convicted from the age of 10 for any crime or offence. Consequently, an individual between 14 to 19 years of age is categorized as a teenager, youngster or adolescent. A person's progress and growth are contingent on many environmental and genetic factors. When these are affected negatively, so will the youngster's development. Even though the term 'Safeguarding' does not have a legal definition, it may be thought of in its basic form as 'keeping the children safe from any abuse, injury, illness or harm'. Post the execution of 'Every Child Matters' agenda, 'Safeguarding' has replaced the term 'Child Protection'. It is now the responsibility of each professional who works for and with children and adolescents to protect them emotionally, physically and sexually and to ensure that they are not neglected in any way by extending proper care. Children and young adults are easy targets and thus prone to being harmed in a lot of ways. It may not seem obvious to an outsider and hence, they need to keep their eyes and ears open to ensure the safety of the ward. What You Will Learn 1. Attachment and Bonding 2. Safeguarding In General 3. Safeguarding Children, Young People and Vulnerable Adults 4. Human trafficking and modern-day slavery 5. Radicalisation and Extremism 6. Strengths-based social care for children, young people and their families Course Outcomes After completing the course, you will receive a diploma certificate and an academic transcript from Elearn college. Assessment Each unit concludes with a multiple-choice examination. This exercise will help you recall the major aspects covered in the unit and help you ensure that you have not missed anything important in the unit. The results are readily available, which will help you see your mistakes and look at the topic once again. If the result is satisfactory, it is a green light for you to proceed to the next chapter. Accreditation Elearn College is a registered Ed-tech company under the UK Register of Learning( Ref No:10062668). After completing a course, you will be able to download the certificate and the transcript of the course from the website. For the learners who require a hard copy of the certificate and transcript, we will post it for them for an additional charge.

Ethical problem-solving is everyone's responsibility. Understand the four common ethical business problems and how to handle them such as HR issues, conflicts of interest, improper use of company resources and customer confidence issues. Discover how to solve ethical problems and avoiding moral disasters. Understand the four stages of ethical problem solving and how to manage this. Learning Objectives Explain four common ethical business problems, Apply four stages to ethical problem solving, Define appropriate steps for whistleblowing Target Audience Managers, Team Leaders, Young Professionals, Sales Professionals, Customer Service Teams

Emotional Intelligence, EQ, EI, Moccasin Approach, Moccasin Manager,

This course is aimed at users of display screen equipment, or DSE as it's often called. DSE is a term that covers a wide range of equipment. If DSE equipment like this is not set up correctly, users are at increased risk from certain disorders. As an employee, you share the responsibility to keep people safe at work. That means undergoing relevant training and ensuring that rules are followed.

2 QLS Endorsed Course | CPD Certified | Free PDF + Hardcopy Certificates | 80 CPD Points | Lifetime Access

In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media. Course Category Inclusion Team Building Leadership Emotional needs Description In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media.  We explore the reasons why white people are so defensive when it comes to talking about race. We discuss having racial biases and the implications of them, such as unconsciously insulting people around us in the workplace. When we become aware of how our behaviours can affect people, we then look for solutions.  The course is designed for groups of professionals to come together as a team to try and take responsibility for the racism that goes on in their workplace – empowering the leadership to have difficult conversations with team members and create a paradigm shift across the entire organisation.  Please come with an open mind, and you might be surprised at what you find out. We are striving for a world where racism is an open conversation and not a topic that we shy away from.  Testimonials “That was a really insightful session and thought provoking. I would love to attend more sessions on racism. Thank you for the engaging questions and delivery” “Lots of things to reflect on!” Learning Objectives Participants will: Confront their own racism and unconscious biases Become aware of the ways they treat people differently based on race Think about practical changes they can make in their workplaces Who Is It For? Leadership teams seeking guidance and reflection Educators who want to get it right People who have had not had much contact with people outside their own race People who believe they are “not racist” Course Content Background – brief history of systemic racism Racism as a binary – the problem with thinking only “bad” people can be racist Trust – how do we feel around people we don’t trust? Difference – how do we act when we feel different? What do Good Manners look like around people of different cultures? What does Good Allyship look like in the workplace? Why don’t we talk about race? What does your race mean to you? Examining our privilege – activity Interracial friendship video Visioning – what does the ideal workplace look like? Setting Actions – what achievable actions can we set to bring us closer to our dream future?