47 Educators providing Design courses in Totton delivered Online

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Price: 85 GBP
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Design Online Totton

the blue lamp trust

Hampshire

The Bobby Trust began life in 1998 as one man and one van, working out of a police station. It was funded by Hampshire Police together with Hampshire County Council. With a mixture of personalised advice and practical assistance, the scheme set out to help victims of burglary and the vulnerable to feel safe again, and at the same time, reduce the risk of repeat crimes. The fitters could replace locks, fit security chains and smoke alarms, and advise the clients on the best ways to keep their homes secure.

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swl rope lifting and testing

Southampton

SWL in Southampton, Hampshire, are able to offer all of our customers a complete lifting equipment service. We have an in-house testing facility of up to 800 tonne in both tensile, compressive and NDT services (non-destructive testing). ENGINEERING SITE SERVICES This includes lifting equipment repair, service, maintenance and LOLER/PUWER thorough examinations. New installations of overhead travelling cranes, swing jibs, gantrys and runway beams. LIFTING GEAR HIRE AND THE SUPPLY OF LIFTING GEAR We offer specialist lifting gear, ropes, rigging, custom made assemblies in webbing, wire and chains, together with a welding and fabrication design service in mild steel, stainless steel and aluminium. With our Marine and Defence divisions we are able to supply specialist services to docks, ports and ships. We can offer general health and safety plus slinger/rigger training and product specific training at our own training facility or at our customer’s premises. We are members of the LEEA (Lifting Equipment Engineers Association) with LEEA qualified engineers, full UK members of ERCA (European Ropes Course Association), members of CSCS (Construction Skills Certification Scheme), a member of the British Safety Council, Safe Contractor, Achilles, BSI, ADS, and SSIP (Safety Schemes in procurement) and we run a Lloyds Registered quality system to ISO 9001:2015.

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clear view training & consultancy

London

We specialize in consultancy and training in OO analysis and design, UML modelling, BPMN, Metadata Management, Model Driven Architecture (MDA), requirements engineering and software engineering process design and implementation. New book - Interactive Computational Geometry in Python! Interactive Computational Geometry in Python, is now released. Click on the link in the sidebar for information and preview chapters. This book is an updated and expanded version of our popular “Interactive Computational Geometry - a taxonomic approach” ported from Mathematica to Python. It has some very useful extra material and greatly improved demonstrations and text. If you are not an experienced Mathematica programmer, you will find the Python code is much easier to undestand. In fact, when we made the port, we were delighted by just how simple and elegant the Python code turned out to be. We will no longer update the Mathematica version (although it will always remain available) and we consider “Interactive Computational Geometry in Python” to now be the definitive version of the text. Python is a great language for this sort of thing, and we hope and expect that moving to Python will make the book accessible to a much wider audience. We are very excited about this book! We have developed a complete process, including software, for creating long-form texts as interactive Jupyter notebooks and this book is the first result of our efforts. If you need help writing your own book in Jupyter, or just need help working with notebooks, please contact us for training and consultancy. Books Jim and Ila are authors of several best selling books on UML, BPMN and Model Driven Architecture. Our latest modeling book is “Secrets of Analysis”. This describes an approach to object oriented analysis called Generative Analysis. It tells you how to take unstructured, informal information, and, through a well-defined process of transformation, produce precise, structured information and ultimately UML models. If you ever wanted to learn the secrets of how experts perform great analysis and produce great UML analysis models, then this book is for you! We expect it will help re-establish OOA as a key discipline for the UML modeller/Business Analyst. Fed up with semantically weak user stories? Want to put some rigour back into your analysis process? This is the answer. Also be sure to check out our “Introduction to BPMN 2”. We believe that this is the first interactive modeling textbook ever produced. It is an enhanced ebook with animations and interactive figures for the iPad and Mac. Animations show you precisely how the various BPMN modeling element work. The interactive edition is available in Apple iBook Store. It is also available in a non interactive PDF version for all other readers from Amazon. Bespoke technical authoring We can help you author interactive texts in: - Apple iBooks - Jupyter - Wolfram Language Future books More or less as a hobby, Jim has been writing an interactive textbook on mathematics, music and musical set theory. There is a Wolfram Language version (which is rally just a scatch pad) and a version in Jupyter that will be published when Jim gets around to finishing it. If you are interested in these topics, contact us for details. Training courses Universities - we offer all of our training materials free to universities. All we ask in rerturn is that if there is a book associated with the materials, it is recommended as a course book. Commercial organizations - all of our training courses are available for delivery or licensing. Contact us for details. We offer: - UML 2 and the Unified Process (of course!) - Introduction to BPMN 2 - Miscellaneous OOAD/MDA/Metadata Management courses - Bespoke courses: if it is anything to do with modelling or UML we can do it! - Any of the advanced topics from “Secrets of Analysis" We have had very many satisfied clients including, JP Morgan, British Airways, Vodafone, AVIVA etc. etc.

chamsys ltd

Southampton

ChamSys is commited to meeting the needs of lighting professionals using innovative designs and incorporating latest technology, but always with an eye on our four core design philosophies: Reliability building products that hold up in rigorous touring situations, which are dependable and robust Compatibility designing so that each model and software version plays well with the rest of line. Connectivity supporting a wide range of protocols and third party products Scalability ensuring that there’s an intelligent upgrade path from novice user to seasoned power user Company History Since 2003, ChamSys has harnessed the talents of lighting designers, software engineers and hardware developers to innovate and disrupt the field of lighting control. They knew that to overcome the limitations of traditional consoles, they would have to utilize the latest technology and break some conventions. Those efforts lead to the release of MagicQ software and dedicated consoles, which fulfill the company’s aim creating high performance lighting consoles and softwares engineered to adapt to a wide range of applications for operators at all levels from beginners to professionals. ChamSys has continued to develop new leading edge software and hardware. Here’s a timeline of significant milestones since the company began: Lighting is what drives our passions. Our desire has always been to make products that we would want to use ourselves. Since our software developers are themselves lighting designers, this is a unique strength which ChamSys has harnessed very successfully. Our hardware engineers have wide experience across the lighting industry, including laser consoles, moving light systems, and real time control for industrial and scientific equipment. We have a high level of experience in developing real time systems where reliability and performance are key requirements. MagicQ In Action After extensive testing and feedback from working professionals who were quietly testing our early products, the MagicQ range was launched at PLASA 2004 to a great reception. For over a decade and a half ChamSys has continued that success finding enthusiastic adopters all around the world. MagicQ is used on everything from live music, TV, films, theatre, clubs, bars and architectural installations.

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alice leahy

Southampton

About Alice Leahy Trust TRUST was founded in 1975, and this year we are 35 years working people who are homeless in Dublin. TRUST is a non-political, non-denominational voluntary body set up in 1975 as a private charitable trust (Charity No.CHY7014) to provide medical and related services for people who are homeless. We work in premises provided at a nominal rent by the Iveagh Trust. Between 30 and 40 men and women call each morning, the majority of whom are sleeping out (age 18 to 85). We see new people daily and often have people calling who were housed – settled- and become homeless again. Washing facilities are available and each month we give out in excess of 500 outfits of clothing to people who are homeless as part of our total health service. Members of the public, Rotary and church groups donate the clothes and shoes. Developing a Sense of Self-Worth We encourage and help people who come to us to avail of statutory services and to obtain their entitlements; to place a value on themselves; to develop a sense of self esteem and avoid dependence on private charity. “When we first entered TRUST on the Monday at the beginning of the week Alice asked us if we could ever see ourselves homeless and straight away we answered “No”. But now after all we’ve experienced and seen I now realise there is only a very, very fine line between having a home and being homeless. Homelessness is not just being houseless -it’s about not feeling wanted or belonging somewhere. Society has an awful opinion of homeless people as drunks, down and outs -whereas they are only human beings like the rest of us who just couldn’t keep up in the rat race. We met some very well spoken people -teachers who couldn’t get jobs, doctors who couldn’t “make it”. They become so institutionalised that they will not move out of a hostel. Before, I would have been anxious or afraid to approach a homeless person on the street but now I know that they would be happy to have someone to talk to. I also never realised all the organisations and people who devote and have spent most of their life working with the homeless” Extract from diary of student nurse on placement. Helping to Create a Society where Everyone is Important We see a major part of our work is in the field of advocacy or promoting more awareness of the outsiders amongst us, and the creation of this web site and our Transition Year Project and Essay Competition grew directly out of that commitment. We are a relatively small agency but through our work we have gained valuable insights and using our experience we try in different ways to bring that into the wider community and seek to effect change. For example, we have been intensely involved in prison and psychiatric work since the beginning of Trust. In 1998, Trust Director Alice Leahy was invited to join the National Crime Forum. Trust is on the Consultative Board of the Homeless Initiative and is involved in on-going training of specialist groups. We make submissions in response to requests from government agencies and are involved in relevant research on the issues relating to homelessness. Trust feels that some agencies involved with people who are homeless may not respect everybody’s right to the confidential use and storage of information. Some people who are homeless feel pressurised to take part in research into homelessness in case they may lose their hostel bed or their entitlements. Trust only participates in research when we believe the research design is sound, ethical and likely to provide useful information. “I was most impressed by your service. The bright coloured walls and wooden floors were warm and welcoming, and mirrored the bright cheerful staff who welcomed me… I was particularly impressed by the pictures on the wall, which captured the sensitive nature of the people who use your service and speaks of a place where everyone is accepted just as they are. Those pictures tell me that every life is a work of art. I felt I was in a solid, comfortable place and ordinary enough to feel at home.” Letter from Dr. Kieran McKeown,Social & Economic Research Consultant after a visit to TRUST

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international federation of surgical colleges

London

The International Federation of Surgical Colleges (IFSC) was founded in 1958 in Stockholm, Sweden, with the objective of speaking with a single voice for world surgery on problems of common interest. Founding members consisted of traditional colleges of surgery and surgical societies from the European continent. Official relations with the WHO started in 1960 and since then the IFSC has been a recognised non-state actor (NSA) in formal relations with the WHO. It is also in consultative status with the UN Economic and Social Council (ECOSOC) where it is in a position to advise the UN on surgical matters. The IFSC remains the only organisation representing surgeons that is in special relations with both the UN and the WHO. Over the years the IFSC regularly changed its goals and operational methods as surgical care delivery, education and training changed in world surgery. In 1992 the constitution was changed to focus primarily in supporting surgical expertise in low income countries and in 2003 the constitution was again revised to state the federation’s goal as “the advancement of surgery in developing [sic] countries, especially Africa, promoting education and training, and help with examinations”. In 2007 a Memorandum of Agreement was signed with the College of Surgeons of East, Central and Southern Africa (COSECSA) to support specific educational projects. Similar support has been extended in different formats to the West Africa College of Surgeons (WACS), basic surgical training in Sri Lanka and the Egyptian Surgical Society. About what we Did From 2010 to 2015, under the leadership of Mr Bob Lane, the IFSC has supported the design, ratification and delivery of courses in basic surgical skills, anastomosis workshops, management of surgical emergencies, surgical critical care and in research methodology to a few hundred surgical trainees, other junior doctors, nurses who work in surgery and associate clinicians, predominantly in sub-Saharan Africa, but also in Sri Lanka. Such courses were always developed and delivered on request from affiliated regional or local surgical organisations, and in consultation with ministries of health about local need. In order to easier manage the business of course delivery the IFSC was registered as a charity in England and Wales in 2011. Included in all training courses was Training of Trainers which was essential in order to create sustainability in surgical learning. Large numbers of senior surgeons joined in the teaching of trainees on our courses and were able to continue running courses independently thereafter, which is still happening in certain centres to this day. To support this process teaching material was handed over to local centres or made available electronically. In 2019 and 2021 online courses in research methodology were developed for surgical and anaesthesia trainees in COSECSA and the College of Anaesthetists of East, Central and Southern Africa (CANECSA) respectively, with guidance and support from the Royal College of Surgeons of Ireland (RCSI), a founding member of IFSC. About us, the WHO and Surgical Learning Over the years IFSC worked hard with likeminded groups to support WHO projects in emergency and essential surgery, such as contributing to the book Surgical Care at the District Hospital, the Alliance on Patient Safety, the Global Initiative for Emergency and Essential Surgical Care (GIEESC) and resolution 68.15 at WHA68 in 2015 on “Strengthening Emergency and Essential Surgical Care and Anaesthesia as a Component of Universal Health Coverage”. In 2020-2021 the IFSC contributed to the development of the Learning Strategy of the new WHO Academy with specific focus on improved global preparedness for health emergencies. Members of the IFSC’s executive board continue to play important roles in the Technical Experts Working Group for advising SADC countries on the implementation of National Surgery, Obstetrics and Anaesthesia Plans as part of Universal Health Coverage. In this process the IFSC actively contributes to implementing the WHO’s “3 Billion” Pillars of work for universal health coverage, better protection from health emergencies and people enjoying better health and wellbeing. The IFSC’s focus in delivering these goals remain in advocacy for global surgery, in supporting education and training in especially essential surgery in first level hospitals and in supporting research skills acquisition by all surgeons in especially low and middle income countries (LMICs). In this way IFSC is trying to contribute to the decolonisation of surgical education and research, and to stop the unethical flow of research data from the Global South to rich countries in the North. It has also become clear that the time for designing surgical training courses in rich Western countries (or any HICs) for delivery in LMICs has come to an end. There remains a vast learning need in surgery in the Global South but such learning is directed from surgical educational institutions and experts in LMICs. The IFSC’s role in supporting such learning needs is increasingly to provide and support individual experts from its member organisations who can help deliver or advise on such learning projects. The SARS-CoV 2 pandemic has made it possible to deliver much of such support virtually, saving the expenses and climate impact of frequent air travel. About our Vision As incoming president of IFSC I have therefore stated three goals: To make IFSC more open and democratic, and more representative of surgeons in LMICs. It means reviewing the constitution, re-introducing a president’s council, changing membership criteria, and nomination and voting processes. To give this momentum, at the AGM a new Secretary-General and a new Chair of the Education and Research Committee were elected from Southern Africa institutions. The majority of surgeons in the world are not trained through traditional surgical colleges and IFSC membership should reflect this. Proposals for changes to IFSC structure and processes will be discussed by the Executive Board (EB) in 2022 and presented at the 2022 AGM for a vote. To play our role in decolonising surgical education, training, research and care. It means discouraging the flow of teaching and training material developed in HICs to be taught in LMICs, and stopping the flow of research data and intellectual property from the Global South to rich institutions in the Global North. IFSC will, however, strongly support surgical learning programmes developed in LMICs, as requested, and continue to support our research methodology courses for trainees in COSECSA, CANECSA and elsewhere to help young surgeons and anaesthetists in LMICs have control of their own research data. To support planetary health. Human, animal, plant and climate health are all interlinked. As IFSC helps with training, ongoing learning and support for essential surgery, it is important that such progress does not come at an unnecessary cost to planetary health. This also means being aware of and speaking out about unnecessary planetary health costs of luxury surgical care in high income environments. For this goal IFSC depends on advice from experts outside our organisation. All the above mean that IFSC needs to work differently to support the role of surgeons and surgery in the world, and encourage members not to think in surgical silos, but consider how we can work with other organisations in global surgery and related groups in e.g. anaesthesia, gynaecology and with other expertise, in order to advance surgical care for patients who are most in need. Although membership of IFSC is through surgical colleges and societies, we hope that those colleagues who read this piece will be encouraged to support the work of IFSC through their respective surgical organisations.

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musiversity

Southampton

Musiversity aims to provide aspiring musicians from all over the world with the very best online video music lessons and courses. By bringing together music students with some of the world’s best music teachers we aim to provide musicians with a single platform for all their music learning needs. In order to use the Musiversity platform, whether for accessing courses, finding teachers, or selling your own courses and services as a teacher, you must agree to the terms of use as set out below. Contents: 1. What is Musiversity? 2. User Accounts 3. Accessing Courses 4. Payments & Refunds 5. Content & Behaviour 6. Copyright and Ownership 7. Becoming a Musiversity Teacher 8. All Access Subscription 9. Musiversity’s Rights 10. Legal Terms & Conditions 1. What is Musiversity? Musiversity is an online music teacher directory and video course platform where music teachers advertise their teaching services, and can upload and compile video courses, and then sell them through our marketplace. Users can browse the courses on our marketplace, or be sent directly to specific music courses on our site through direct links, and then purchase courses to learn from. Purchased courses can be accessed from within the Musiversity platform, so that users can view the video content on any device from any location. Users can also find music teachers, whether for local in-person lessons, or live online video lessons, and contact teachers in order to arrange these. 2. User Accounts Users can browse our website and marketplace without creating an account or logging into the platform, but for all other activities on Musiversity, including purchasing courses, accessing courses, and messaging teachers, users must first create a user account and be logged in to the platform. Creating a Musiversity account is free, and only requires a valid name and email address to be given, along with a password. Musiversity accounts are unique and individual, and must not be shared with other users. Account login details should be kept confidential and not shared with anyone. All accounts on Musiversity must be registered to a person over the age of 18. If acting on behalf of a child, then a parent or guardian must be the one who creates the account. In creating a Musiversity account, you are agreeing to the terms set out in this document. Accounts can be terminated at anytime from within your account profile. You will lose access to any courses you have purchased once your account is terminated. 3. Accessing Courses When a teacher creates and lists a course on the Musiversity platform, they are providing Musiversity with a licence to offer access to their course to our users. When a user accesses a course through our platform (whether it’s a paid or free course) Musiversity is granting that user a licence to access the course, and course materials. The user does not own the course, or course materials, in any way, and has no permission to sell the course materials, or access to them to any other person. Only the account holder may access the courses they have been granted a licence for. Most of the courses on Musiversity require payment to be granted access, but some are offered for free. In either case, once you have been granted access to a course, you will continue to have access to that course for the duration of your account with Musiversity, except in cases where, for legal reasons or otherwise, we are forced to remove a course from our platform for violating our terms. You may not reproduce, copy, re-sell, illegally download, or in any other way provide access to courses to anyone other than the account holder. 4. Payments & Refunds To be granted access to paid courses on Musiversity payments must be made through our online checkout. Musiversity uses Stripe to handle all payments. Payments are made in accordance with the prices set out on the course details page for each course, and must be paid in full before being granted access. We accept payments in the following currencies: USD, CAD, AUD, NZD, EUR, GBP. Once payment had been made you will have lifetime access to the course as long as your account remains active. If you’re not happy with your purchase, you may request a refund within 30 days of purchase, provided you have NOT completed more than 50% of the course in question, by emailing Musiversity directly with your refund request. If a refund request is made within the 30 day refund period AND your student course progress record shows that you have completed less then half of the course, the payment will be refunded in full to the card it was made on. In cases where refunds are given, access to the refunded course will be revoked. If a request is made outside of the 30 day refund period, or your record shows that you've viewed/completed more than 50% of the course, then no refund will given. Payments for our All-Access Subscription are non-refundable (see section 8 below). 5. Content & Behaviour All video content uploaded to Musiversity is the responsibility of the uploader and must adhere to our terms as set out on our Teacher Terms document. Any content that is found to be in breach of those terms will be removed from the platform, and the account may be closed or blocked. All users are responsible for any content that they create on the Musiversity platform, including their profile information, any reviews they leave for courses, messages they send through the platform, and any comments they leave on courses or blog posts. Any user who is found to be posting offensive, illegal, or inappropriate material will have the content removed, and will risk their account being blocked or deleted. 6. Copyright & Ownership All videos, and other content, uploaded to Musiversity remain the intellectual property of the creator of the content, and all copyrights are retained by the creator of the content. Musiversity does not own any of the content uploaded by our teachers. However, by uploading content to our platform you are authorising Musiversity to share this content with anyone, distribute it and promote it on any of our marketing channels, as well as giving us the right to modify and edit content as we see fit, for marketing or promotional purposes. 7. Becoming a Musiversity teacher If you are a music teacher or an experienced musician with knowledge to share, we invite you to join the team of Musiversity teachers, and create, upload, compile, and sell your course, or courses through our platform. You can also just list your teaching services on our directory, without needing to create and/or sell online courses. In order to become a Musiversity teacher you must agree to the terms set out in our Teacher Terms document. 8. All-Access Subscription (pilot scheme) We are currently in the process of setting up and testing a pilot scheme of a new All-Access subscription to Musiversity. This subscription will offer full, unlimited access to all the courses and content on the Musiversity platform for a single monthly subscription fee, including all current and future courses. Subscription payments will be taken monthly, and access to the Musiversity content will be available for the duration of an active subscription. Subscriptions can be cancelled at anytime from within your Musiversity account, and cancelled subscriptions will remain active until the end of the most recent billing period, when they will then be terminated. Once a subscription has been terminated, you will no longer have access to courses on the platform (except any courses you had purchased prior to creating your subscription). As this is a subscription service, and payment is made for the access to our platform, subscription payments are non-refundable. There are no refunds, full or partial, for cancelled subscriptions (expect where required by applicable laws). 9. Musiversity’s Rights Musiversity owns the Musiversity platform and service, including all related web properties and domains, social media accounts, and other accounts associated with the platform. Musiversity owns all content on our website that is created and posted by us, including the general website content, the legal terms and conditions, blog posts and courses which are created by Musiversity, and any other content of which Musiversity is the creator. Musiversity owns the rights to it’s logo, name, and other trademarks. You, as a user with or without an account, may not use our logo without our prior written permission. You may not download, copy, duplicate, or in any other way share our content without prior written permission. 10. Musiversity Legal Terms The term ‘Musiversity, 'Musiversity.co', or ‘us’ or ‘we’ refers to the owners of the Musiversity Platform and website. The term ‘you’ refers to the user or viewer of our platform. The use of this website is subject to the following terms of use: The content of the pages of this website is for your general information and use only. It is subject to change without notice. This website uses cookies to monitor browsing preferences. Neither we nor any third parties provide any warranty or guarantee as to the accuracy, timeliness, performance, completeness or suitability of the information and materials found or offered on this website for any particular purpose. You acknowledge that such information and materials may contain inaccuracies or errors and we expressly exclude liability for any such inaccuracies or errors to the fullest extent permitted by law. Your use of any information or materials on this website is entirely at your own risk, for which we shall not be liable. It shall be your own responsibility to ensure that any products, services or information available through this website meet your specific requirements. This website contains material which is owned by or licensed to us. This material includes, but is not limited to, the design, layout, look, appearance and graphics. Reproduction is prohibited other than in accordance with the copyright notice, which forms part of these terms and conditions. All trademarks reproduced in this website, which are not the property of, or licensed to the operator, are acknowledged on the website. Unauthorised use of this website may give rise to a claim for damages and/or be a criminal offence. From time to time, this website may also include links to other websites. These links are provided for your convenience to provide further information. They do not signify that we endorse the website(s). We have no responsibility for the content of the linked website(s).

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Courses matching "Design"

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Introduction to Targa Rallies

By Rally Navigation Training Services

Discover the world of Targa Rallies! Join our expert-led webinar to learn the basics, explore events and championships, and master timing, navigation, and special tests. Perfect for beginners!

Delivered OnlineMon, Mar 17, 01:30 PM GMT + more

£27.50

BRCGS Gluten-Free Issue 4 for Auditors (2 Half-Day Sessions)

5.0(43)

By Ask Sonia Limited

Official BRCGS Gluten-Free Issue 4 for Auditors course. Delivered online (Zoom) by a live BRCGS Approved Training Partner. Exam and Certificate fee included in the price.

BRCGS Gluten-Free Issue 4 for Auditors (2 Half-Day Sessions)

Delivered OnlineMon, Mar 17, 03:00 PM GMT

£345

BRCGS Gluten-Free Issue 4 for Sites (2 Half-Day Sessions)

5.0(43)

By Ask Sonia Limited

Official BRCGS Gluten-Free Issue 4 for Sites course. Delivered online (Zoom) by a live BRCGS Approved Training Partner. Exam and Certificate fee included in the price.

BRCGS Gluten-Free Issue 4 for Sites (2 Half-Day Sessions)

Delivered OnlineMon, Mar 17, 03:00 PM GMT

£220

FLIGHT ATTENDANT VIRTUAL VIA ZOOM COURSE, EVENINGS

4.4(67)

By London Waterloo Academy

This 18 weeks Virtual Airline Cabin Crew course delivered via Zoom. Lessons scheduled for once a week, evenings from 6:30pm to 9pm. 98% Employment rate after completion of the course. Virtual Airline Cabin Crew which is also known as Air Hostess, Flight Attendant and Stewardess course – Join your lesson from wherever you are. This intensive 18 weeks Virtual Airline Cabin Crew course designed for candidates who wish to: Travel the world and be paid for it Work in a friendly, collaborative atmosphere, 5000 metres above the sea level Build a global network This glamourous and exciting job requires lots of training and energy. Behind the beautiful smile of each flight attendant, stands a highly trained and skilled person who can deal with unforeseen situations on board. 98% Employment rate after completion of the course. How will you learn? Apart of our traditional class-based tuition, we also offer Virtual Learning courses. On our Virtual (live stream via Zoom) lessons, we provide the same quality of tuition as in the classroom. You only need a laptop, PC or tablet with either built in (or external) camera and microphone. The virtual platform is very interactive with a sense of real classroom at the Academy. You will study from the comfort of your own home and communicate with your tutor and classmates via video chat (by using your phone or computer camera) and you will receive outstanding tuition, qualification, and certification. We provide A-Z guidance starting from before and after the course. Your tutor will guide you through the online course to graduation which you will be welcome to attend. What a joy it would be to meet your tutor and classmates in real life!! You will have: According to the timetable- 1 lesson per week for 18 consecutive weeks. Exams and final exam based on which the certificate will be issued. On successful completion you will hold: Airline Cabin Crew certificate in Current Airline Training Standards and Equipment. Individual support on the journey from the course to a job placement Receive constant updates on recruitment and news from Aviation the world We will enhance your CV Full support on your job application process Gain an insight into the airline selection process and final one-to-one interview What is Flight Attendant? Flight attendant/Airline Cabin Crew/Stewardess/Air Hostess are the most visible, glamorous jobs of all airline employees. A Flight Attendant is someone whose primary duty is to ensure the safety and comfort of passengers during a flight. They are members of an aircrew team , who operate a commercial, business or even military aircraft while travelling domestically or internationally. Flight Attendant benefits: Getting paid for travelling the world Lifestyle Flexible Work Schedules Meeting Interesting People Free Food & Accommodation Excellent Compensation The uniforms Working Environment How to become successful Flight Attendant job candidate?Our Aviation Team understands each candidate who wish to become Airline Cabin Crew or start a career in Aviation. Airline companies look for individuals who share their values and can act as ambassadors for the company’s brand. Cabin Crew are the face of the airline company which means they deliver a fantastic service that makes airline world famous. Airline companies prefer candidates with knowledge of Cabin Crew role. Airline companies have selection day or online tests as a first stage of recruitment, after which, they will take a closer look at applicants CV, skills and experience. If you completed Airline Cabin Crew course, your application will stand out and you can get an offer from the first round. Student – Cabin Crew Flying Support Group As a market leading Airline Cabin Crew Training Company with a wealth of experience in Aviation and recruitment, we constantly upgrading our course and going extra nautical mile to guide and support all our students to ensure they can reach their goals. Graduates who are already flying, offer their full support to us and new students. They share an insight of the airline they already fly with, and help new students through the process of joining them at that airline. It gives a flying start to a career to new learners. Why London Waterloo Academy? Top Airline Cabin Crew course provider in London 98% Employment rate after completion of the course With years of experience in Airline Cabin Crew industry, London Waterloo Academy has been recognised by major TV, radio channels who have invited our Aviation Team for expert advice or interview. We are recognised by major airline companies in Europe and overseas who have approached London Waterloo Academy to deliver internal cabin crew training, corporate training and to recruit our graduates as a result of their high qualification standards and knowledge. Our graduates are now flying with Etihad, Saudi Air, Hainan Airlines, Small Planet, British Airways, Qatar, EasyJet, Thomas Cook, Ryanair, Cubana de Aviación, Air France,Titan, Norwegian B737 Short Haul and many more. The vast global experience of our instructors This course has been developed in accordance with EASA PART-CC Working together – Starting a new career isn’t easy and often it can seem like a lonely and impossible process. Our Aviation Department stays behind each learner, supporting every step of the way, we give you all the tools, skills and assistance you need to succeed. Our success, built on the success of our students and a long list of graduates with successful stories. Course Entry Requirements: English Language at B2 (CEFR) level or above. There are no other special requirements for this Airline Cabin Crew course. We will teach you from scratch and support after the course when applying for the job. This course has been developed for all candidates, independent of their background, wishing to start a new career. Dates (choose one for your course): 14 March 2024 – 11 July 2024, Thursday classes 10 June 2024 – 7 October 2024, Monday classes 17 September 2024 – 14 January 2025, Tuesday classes 18 November 2024 – 17 March 2025, Monday classes Course duration – 18 weeks Classes – once a week Lesson Time – 6:30pm to 9pm – GMT (London time) Course fee – £529 (we offer flexible payment plan and accept weekly instalments) Registration fee – £300 (includes: examination, Airline Cabin Crew certificate in Current Airline Training Standards and Equipment)

FLIGHT ATTENDANT VIRTUAL VIA ZOOM COURSE, EVENINGS

Delivered OnlineMon, Mar 17, 06:30 PM GMT

£300 to £529

The Monday Masterclass

5.0(1)

By The Northern College Of Clinical Hypnotherapy

Each week, participants will have the opportunity to gain invaluable insights, and hone their craft through immersive learning experiences.

Delivered OnlineMon, Mar 17, 06:00 PM GMT + more

£10

C01M05 - FD&FA Maintenance principles - BS 5839-1 (online)

5.0(1)

By Ember Compliance

Learners will develop knowledge from the FD&FA foundation module and/or industry experience and apply this to the maintenance of FD&FA systems.

C01M05 - FD&FA Maintenance principles - BS 5839-1 (online)

Delivered OnlineTue, Mar 18, 09:00 AM GMT + more

£230

Project Management for the Unofficial Project Manager™

4.9(7)

By Noble Foods

Success = Value + People + Process With innovation happening more than ever, the new agile project economy requires more and more people across organisations to manage projects successfully, leading to many of us quietly slipping into the role of the unofficial project manager! The problem is very few people receive formal training on how to do it. Stakeholders, scope creep, limited training, and a lack of process all combine to raise the probability of project failure costing organisations time, money, and employee morale Is it any wonder 65% of all projects fail* each year! The good news is—unofficial project managers can build confidence to lead high-value projects and engage teams in a way that inspires them to volunteer their best efforts. Source: *Nieto-Rodriguez, A. (2021). “The Project Economy Has Arrived.” Harvard Business Review; Nov/Dec 21. Outcomes Project Management for the Unofficial Project Manager™ combines best practices from agile and waterfall project management to equip learners with the mindset, skillset, and toolset to engage and inspire team members. Success starts with the core agile principle of value—a project must deliver value to Noble! Once value is established, it is people who make projects successful through a consistent process. Project management isn’t just about managing logistics and hoping the project team is ready to play to win. The skills of “informal authority” are more important than ever before, so team members are inspired to contribute to project success! This course will help learners: Build strong informal authority that inspires project teams to consistently volunteer their best efforts. Utilise a consistent process to start and finish high-value projects on time and with quality. Influence and engage others to define a clear project scope, including clear deliverables and risk strategies. Model openness and agility to apply proactive change management and deliver high-value projects. Project Management Framework The Project Management Framework guides you through five distinct elements in the life of any project. Coupled with the foundational behaviours taught in the programme, this framework can help you deliver highly successful projects again and again. Who Should Attend? This programme is for anyone who finds themselves leading projects at work, regardless of whether or not their job title says, Project Manager! It is NOT a deep dive into project management processes, nor is it a qualification based programme. Whilst it would be helpful to either be involved in or to be leading a project, during the programme, this is clearly not essential. However, it is advisable that the participants have had some experience, whether as a project member or as the person who is leading the project (officially or not)! Project Management Institute (PMI) FranklinCovey is a member of the Project Management Institute (PMI) Authorised Training Partners (ATP) Programme and this course has been designed to satisfy the project management education requirement for PMI Certifications as well as Professional Development Education units (PDUs) needed by PMI credential holders.

Project Management for the Unofficial Project Manager™

Delivered in person or OnlineTue, Mar 18, 09:30 AM GMT + more

FREE

Starting a Community Business

5.0(1)

By Let’s Do Business Group

Are you ready to take the first steps in launching your community business? This workshop is tailored for start-ups looking to navigate the early stages with confidence. We’ll cover the essentials, including legal structures, tax considerations, and the pros and cons of different approaches. You’ll also gain insights into securing grant funding and get an introduction to business planning to set a strong foundation for your venture. Join us for this practical and informative session, designed to help you explore your options and make informed decisions as you begin your community business journey!

Delivered OnlineTue, Mar 18, 10:00 AM GMT

FREE

Becoming an effective primary history subject leader

5.0(1)

By Historical Association

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? The course will take place in ten online sessions from January–May 2025. 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, though participants are encouraged to attend the recording sessions live in order to make the most of the programme. All recordings will be made available on the course Moodle page within two working days of the live recording session. 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 22 January 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? (Live and recorded) Monday 27 January 2025, 4pm–5.30pm 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? (Live and recorded) Wednesday 19 February 2025, 4–5.30pm 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 (Live and recorded) Tuesday 25 February 2025, 4–5.30pm 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 (Live and recorded) Monday 3 March 2025, 4pm–5.30pm 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 (Live and recorded) Tuesday 11 March 2025, 4pm–5.30pm 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 (Live and recorded) Tuesday 18 March 2025, 4pm–5.30pm 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) Tuesday 25 March 2025, 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 (Live and recorded) Wednesday 30 April 2025, 4pm–5.30pm 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 14 May 2025, 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.

Becoming an effective primary history subject leader

Delivered OnlineTue, Mar 18, 04:00 PM GMT + more

£208.33 to £291.67

Access Control Course

By Hi-Tech Training

An effective Access Control System can form an integral part of an effective security system. At Hi-Tech Training our course is designed to give participants a practical knowledge of the operation and installation of Access Control Systems. Our experience has taught us that in order to gain the required skills an installer needs to learn through as much practical training as possible. This course involves 50% “Hands-On” training which involves building, setting up, testing and troubleshooting faults using core elements of modern Access Control Systems. At the end of the course, an interested and hardworking participant will have a good solid foundation of knowledge of what access control is all about.

Delivered OnlineTue, Mar 18, 07:00 PM GMT

£85 to £685

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