• Professional Development
  • Medicine & Nursing
  • Arts & Crafts
  • Health & Wellbeing
  • Personal Development

25 International Development courses in Horndean delivered Live Online

Conflict Resolution and Mediation in International Relations

By NextGen Learning

Conflict Resolution and Mediation in International Relations Course Overview This course, "Conflict Resolution and Mediation in International Relations," offers an in-depth exploration of the complexities of global conflicts and the mechanisms used to resolve them. Students will gain a thorough understanding of the theories, practices, and institutions that play a key role in mediation and conflict management within the context of international relations. Emphasising the practical application of conflict resolution, the course explores contemporary case studies, providing learners with the essential skills to engage in diplomatic negotiations. By the end of the course, participants will be equipped to navigate the intricate dynamics of international diplomacy and contribute meaningfully to peace-building efforts globally. Course Description "Conflict Resolution and Mediation in International Relations" delves into the foundational theories and methods that underpin the field of conflict resolution within the international sphere. Key topics include the historical context of international conflicts, the roles of global actors, and an analysis of the major theories of international relations, such as realism, liberalism, and constructivism. Students will explore contemporary challenges such as global economic tensions, regional conflicts, and the role of international organisations in peace-building. This course is designed to offer learners a comprehensive understanding of conflict dynamics and the strategies for resolution, equipping them with essential diplomatic, negotiation, and analytical skills. Learners will emerge with the capability to analyse complex international issues and formulate effective strategies for conflict resolution in the global context. Conflict Resolution and Mediation in International Relations Curriculum Module 01: Understanding International Relations Module 02: Historical Context Module 03: Actors in International Relations Module 04: Theories in International Relations I: Realism and Liberalism Module 05: Theories in International Relations II: The Marxist, The Constructivist and The Feminist Tradition Module 06: International Political Economy Module 07: Recent Issues in International Relations Module 08: War Module 09: International Organisation (See full curriculum) Who is this course for? Individuals seeking to understand the dynamics of global conflict and its resolution. Professionals aiming to enhance their career in international diplomacy or global governance. Beginners with an interest in international relations and global issues. Students considering careers in international organisations or conflict resolution. Career Path Diplomat International Relations Consultant Conflict Resolution Specialist Political Analyst Foreign Affairs Advisor International Development Officer United Nations/NGO Specialist

Conflict Resolution and Mediation in International Relations
Delivered OnlineFlexible Dates
ÂŁ7.99

International relations (IR)

By NextGen Learning

International relations (IR) Course Overview This International Relations (IR) course offers a comprehensive introduction to the study of global interactions between states, organisations, and other key actors. It explores the political, economic, and social dynamics shaping the world stage, providing learners with a thorough understanding of both traditional and contemporary issues in IR. By examining core theories, historical developments, and current challenges, students will develop critical analytical skills to interpret global events and trends. This course is valuable for those wishing to deepen their knowledge of international affairs, enhance their analytical abilities, and prepare for careers in diplomacy, policy analysis, or global governance. Learners will emerge with a strong foundation in the concepts and frameworks essential to navigating and understanding complex international environments. Course Description This course delves into the multifaceted world of international relations, covering essential topics such as the historical evolution of global politics, the main actors on the international stage, and influential theoretical perspectives including realism, liberalism, Marxism, constructivism, and feminist theory. Learners will engage with key themes like international political economy, war, international organisations, and pressing contemporary issues affecting international cooperation and conflict. Through structured study, students will develop skills in critical thinking, analysis, and effective communication concerning international affairs. The course is designed to provide a robust academic foundation, enabling learners to understand how global power dynamics operate and to evaluate international policies and strategies within diverse geopolitical contexts. International relations (IR) Curriculum: Module 01: Understanding International Relations Module 02: Historical Context Module 03: Actors in International Relations Module 04: Theories in International Relations I: Realism and Liberalism Module 05: Theories in International Relations II: The Marxist, The Constructivist and The Feminist Tradition Module 06: International Political Economy Module 07: Recent Issues in International Relations Module 08: War Module 09: International Organisation (See full curriculum) Who is this course for? Individuals seeking to understand global political and economic systems. Professionals aiming to enhance their expertise in international affairs and diplomacy. Beginners with an interest in global politics and world affairs. Students preparing for careers in government, international organisations, or policy research. Career Path Diplomatic Service Officer Policy Analyst International Development Specialist Global Affairs Consultant Researcher in Think Tanks or Academic Institutions Roles in International Organisations such as the United Nations or NGOs

International relations (IR)
Delivered OnlineFlexible Dates
ÂŁ7.99

Dyslexia - What is Working Memory? Strategies to Support Memory

5.0(113)

By Dyslexia Support Services

💥 Dyslexia & Working Memory The Masterclass That’s Helped Hundreds of Educators and Parents Make Real Change Do you feel like your child or student is trying hard… but still falling behind? Do they seem overwhelmed, forgetful, or struggle to follow instructions? 👉 It’s not laziness. It’s likely a weak working memory. And it’s more common than you think — especially in children with dyslexia. But here’s the GOOD news: with the right support, these children can THRIVE. 💡 Join me LIVE for my most popular masterclass – and discover the game-changing strategies that actually work. 👋 Hosted by Paloma Forde Special Needs Educator, Consultant, International Speaker and Dyslexia Screening Expert 💫 Founder of Dyslexia Support Services 🎯 With 27+ years of SEN experience, I’ve helped hundreds of educators and parents across the globe understand and support children with weak working memory — and I want to help you too. ✅ This session is for you if: You're a parent wondering why your bright child is struggling to keep up You’re an educator or TA constantly re-teaching or reminding the same students You’ve heard about working memory but don’t fully understand it You’re desperate for real solutions, not just theory 🧠 What we’ll cover: ✔️ What working memory is – and why it matters ✔️ How to spot the early signs in your child or students ✔️ Get a taste for what it is like to have a weak working memory with a practical activity! ✔️ Practical, proven strategies that will reduce overwhelm and ensure you are supporting your child/students in the RIGHT way. ✔️ PLUS: A live Q&A with me so you can get tailored advice 💥 What you’ll walk away with: Clear understanding of working memory and how it affects learning Confidence in spotting the signs in your child or student A bank of go-to strategies that can be used at home or in school Confidence in working with kids with a weak working memory knowing that they CAN achieve — when we give them the right support 📌 Key Details: LIVE via Zoom Replay available if you can’t make it live Sponsored by International Dyslexia Learning Solutions (IDL) Early Bird pricing ENDS 15th May – don’t miss out! 🎟️ BOOK YOUR PLACE NOW Spots are limited and always fill fast — this is my most popular webinar for a reason. Looking forward to supporting you! See you there, Paloma Forde The Go-To Global Dyslexia Screening Expert Founder | Dyslexia Support Services Please note that by signing up to my webinar, you will automatically be added to my mailing list. You can unsubscribe at anytime. You will also be automatically subscribed to IDL and can also unsubscribe anytime. Tickets are non-refundable.

Dyslexia - What is Working Memory? Strategies to Support Memory
Delivered OnlineJoin Waitlist
ÂŁ18.99

Cisco Administering Cisco Unified Communications Manager v12 (ACUCM)

By Nexus Human

Duration 4 Days 24 CPD hours This course is intended for The primary audience for this course is as follows: Phone Network Administrators Phone Network Engineers Data System Administrators Entry-level Network Engineers Channel Partners/Resellers, Customers, Employees Overview Describe the Cisco Unified Communications Manager network, service, and features Understand the importance of and configuration of redundancy and high availability in the enterprise network Describe user configuration and the user web interface Explain basic phone options and the use of BAT Explain the route plan and on-net/off-net calling Describe the various media resources, including conferencing and MOH Describe the basic phone features and use of hunt groups Administering Cisco Unified Communications Manager (ACUCM) v12.0 is a 3-day training program that provides system administrators and networking professionals with an understanding of the Cisco Unified Communications Manager System. The Cisco IT training course teaches the concepts of IP telephony based in system administration, including its function, features, and configuration. This is an entry-level IP telephony course that begins with the basic concepts of IP telephony and very quickly moves the learner forward into an understanding of system concepts: clustering, creation of phones and users, route plans, digit manipulation, media resources, and phone features, which are all important to supporting IP telephony in the enterprise network. The course focuses on Cisco Unified Communications Manager version v12.x.The course is geared to individuals that will be using and managing the system and performing administration for Level 1 and Level 2 support. Level 1 support is geared toward supporting phone users and making moves, adds, and changes to the desktop phone environment. Level 2 support is oriented to supporting changes in the organization, such as opening new office locations or relocating departments. The Cisco training course does not cover issues of initial deployment, new cluster deployment or international deployments. Also, the course does not cover issues with the underlying network that involves routers, switches, or Cisco IOS software configuration. Exploring IP Telephone Traditional Voice versus IP Telephony Clustering Overview Intracluster Communications Cisco Unified Communications Manager Clusters Clustering Options Platform Requirements Describing Deployment Models Single-Site Deployment Centralized Call-Processing Deployment Distributed Call-Processing Deployment Distributed Single-Cluster Call-Processing Deployment Hybrid Call-Processing Deployment New Advanced Multicluster Options Understanding Advanced Multisite Features Need for CAC Deploying AAR Survivable Remote Site Telephony SRST Failover Logging in to Cisco Unified Communications Manager Logging In to Cisco Unified CM Administration and Cisco Unified Serviceability Logging In to Cisco Unified Operating System Administration and the DRS Navigation Menu Command-Line Interface Examining Basic Server Configuration Server Configuration?Eliminating DNS Reliance Configuring Enterprise Parameters Describing Multilevel Administration Configuring Multilevel Administration Creating End Users Creating Roles Creating User Groups Assigning Users to User Groups Configuring DRS Backup and Restore Procedures DRS Backup Procedures DRS Restore Procedures Understanding User Configuration Understanding User Management Configuring Users Using the User Web Pages Understanding the User Web Pages Using the User Web Pages Configuring System Parameter Cisco Unified CM Configuration Cisco Unified Communications Manager Group Configuration Phone NTP Configuration Date/Time Group Codecs and Regions Location Configuration Device Pool Configuration DHCP Service Configuration Device Defaults Configuration Clusterwide Parameters Licensing Supporting Cisco Unified IP Phones Cisco Unified IP Phones Overview Specialized Cisco Unified IP 7900 Series Phones Phone Button Templates Softkey Templates Exploring Phone Registration and IP Phone Communications Cisco Unified IP Phone Registration Cisco Unified IP Phone Configuration Utilizing the Bulk Administration Tool (BAT) Overview of Cisco Unified Communications Manager BAT Cisco Unified Communications Manager TAPS Implementing Dial Plan Connectivity Organizational Dial Plan Trunks Gateways Creating Route Plans Dial Plan Overview Route Pattern Overview Digit Collection Call Routing Configuring Transition Patterns and Route Filters Translation Patterns The 9.@ Pattern Route Filters Implementing Digit Manipulation Discard Digits Instruction Transformation Masks Route Plan Report Defining Class of Control Overview of Class of Control Partitions CSS Configuration PLAR Application Using Class of Control Features Call Restriction Time of Day Routing Traditional vs. Line/Device Approach Defining Media Resources Overview of Media Resources Conference Bridge Media Termination Points Transcoder Music on Hold Annunciator Exploring Media Resource Management MRG Management Configuring MRGs Configuring MRGLs Describing Basic Features Call Park Call Pickup Cisco Call Back Shared Lines with Barge and Privacy Exploring Hunt Groups Hunt Group Overview Line Group Configuration Hunt List Configuration Hunt Pilot Configuration Final Forwarding Describing Phone Services Cisco IP Phone Services Cisco Phone Services Configuration

Cisco Administering Cisco Unified Communications Manager v12 (ACUCM)
Delivered OnlineFlexible Dates
Price on Enquiry

Contracts of Agency and Distributorship

By Business Works

This module outlines how to develop an international distribution channel, explain the role of an agent and distributor, and introduce you to the processes entailed in negotiating their contractual agreements

Contracts of Agency and Distributorship
Delivered OnlineFlexible Dates
Price on Enquiry

Educators matching "International Development"

Show all 13
International Federation Of Surgical Colleges

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.