3114 Management courses in Liverpool delivered Live Online

Data has become the most important resource for every organisation – but the insights gained from data analysis will only ever be truly valuable if they can be clearly expressed to other people.  This course is for anybody who works with data, and needs to communicate the meaning that's in the numbers to colleagues, customers, bosses or external stakeholders.  It will give you or your team the confidence and skills to translate raw data into compelling visual stories for your key audiences. The principles and skills covered apply to the simplest PowerPoint chart, to more complex interactive visualisations.  We’ll work with you before the course to ensure that we understand your organisation and what you’re hoping to achieve.  Sample learning content Session 1: What makes a great data-driven story The key elements of a successful infographic or presentation. Industry best practice, and discussion of good (and bad) examples. A simple framework for identifying the Audience, Story and Action. Session 2: Data in context How to balance function and aesthetic appeal. Identifying the right graph, chart, infographic or other visual. Framing the data and providing contextual information. Session 3: Designing for the human brain Using colours to add emphasis and meaning. Design and layout principles, and creating hierarchies of information. The principle of ‘self-sufficiency’, and removing clutter. Session 4: Navigation and narrative Tailoring visualisations for different types of communications. Structuring presentations and longer reports. Thinking in layers to create interactive dashboards. Delivery We deliver our courses over Zoom, to maximise flexibility. The training can be delivered in a single day, or across multiple sessions. All of our courses are live and interactive – every session includes a mix of formal tuition and hands-on exercises. To ensure this is possible, the number of attendees is capped at 16 people.  Tutor Alan Rutter is the founder of Fire Plus Algebra. He is a specialist in communicating complex subjects through data visualisation, writing and design. He teaches for General Assembly and runs in-house training for public sector clients including the Home Office, the Department of Transport, the Biotechnology and Biological Sciences Research Council, the Health Foundation, and numerous local government and emergency services teams. He previously worked with Guardian Masterclasses on curating and delivering new course strands, including developing and teaching their B2B data visualisation courses. He oversaw the iPad edition launches of Wired, GQ, Vanity Fair and Vogue in the UK, and has worked with Condé Nast International as product owner on a bespoke digital asset management system for their 11 global markets.
 Testimonial “I was familiar with Alan’s work as a Guardian Masterclass instructor on data visualisation and digital journalism, which made it easy for me to recommend him for onsite training at the Liverpool School of Tropical Medicine. We had a large group of people interested in honing their abilities to depict their research and stories in engaging ways. Alan’s course provided great insight about common communication pitfalls and how to avoid them, how to become better communicators by understanding the audience diversity, and it showcased some great online tools for creating infographics. This should be mandatory training for all students, academics, report writers and those involved with conveying research to the media as it will help increase the clarity and accessibility of our own research stories.”
 Dr Lee Haines | Liverpool School of Tropical Medicine

Overview Competitor Analysis is a key area every professional does to understand their business presence. It gives your insight into your business standings and also knowledge of your competitors and their strength and weakness. Analysing your competitors helps you understand the market and your power to deal with the competitors.  It is an essential marketing and strategic tool. It provides both an offensive and defensive strategic tool to analyse opportunities and threats.

Duration 5 Days 30 CPD hours This course is intended for The primary audience for this course are Application Consultants, Business Process Architects, Business Process Owners/Team Leads/Power Users, Program/Project Managers, and Users. Overview Teach participants the basic functions of inventory management and physical inventory, and how to create different goods movements in the SAP system.Familiarize participants with the special functions of inventory management and physical inventory, and the Customizing settings relevant to inventory management and physical inventory. This course will give students an overview and in depth knowledge of the inventory management process in SAP. After attending this class, students will understand the major business processes, functions & configuration in inventory management. Introduction to Inventory Management Defining Inventory Management and Physical Inventory Moving Goods with the MIGO Transaction Goods Receipts (GRs) Posting a GR Without Reference Posting a GR with Reference Posting a GR with Automatic Generation of a PO Posting Cancellations, Return Deliveries, and Returns Applying Order Price Unit in Inventory Management Applying Tolerances and the Delivery Completed Indicator Adding Date Checks to GRs for a PO Stock Transfers and Transfer Postings Performing Transfer Postings Performing Stock Transfers Between Storage Locations Performing Stock Transfers Between Plants Reservations Creating Manual Reservations Evaluating Reservations Checking Availability and Missing Parts Goods Issues (GIs) Posting Unplanned GIs Posting a GI with Reference Configuring Stock Determination Allowing Negative Stock Special Forms of Procurement and Special Stocks Performing the Process of Subcontracting Performing Vendor Consignment Operating Pipeline Processes Posting Goods Movements for Special Stocks Special Features of Material Valuation Posting Goods Movements for Material Types UNBW and NLAG Configuring Split Valuation Physical Inventory Conducting Physical Inventory Analyzing the Determination of Book Inventory Simplifying Physical Inventory Applying Cycle Counting Applying Inventory Sampling Analyses Applying Stock Lists and Document Lists Applying Periodic Processing Customizing Implementing Settings for Documents Setting Up Movement Types Applying Other Customizing Settings Logistics Execution Managing Logistics Execution Processes Posting a GR Against a PO Posting a GI for a Sales Order Additional course details: Nexus Humans SCM510 SAP Inventory Management and Physical Inventory training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the SCM510 SAP Inventory Management and Physical Inventory course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

DASA DevOps Fundamentals: Virtual In-House Training The DASA DevOps Fundamentals™ certification provides the core education necessary to build your DevOps vocabulary and understand its principles and practices. It's the ideal starting point for DevOps journeys, whether you're already familiar with working with Agile and/or DevOps teams or not. Faster software deployment, increased deployment frequency, and higher change success rate are only some of the visible outcomes of practicing DevOps. Organizations such as Netflix, Spotify, and Facebook are transforming IT by successfully implementing DevOps principles. But you don't have to be big to be a DevOps leader. Companies large and small, young and old, have smoothly made the transition and have the proof of success in their pockets. This course will inspire you to serve as a change champion by sharing and using what you learned, and continue to learn, about DevOps to lead and mentor others. A solid understanding of DevOps Fundamentals has helped numerous professionals and organizations how to approach a DevOps journey, not only from a tool and automation perspective but also looking in-depth at the softer side of things. This course provides learners with an extensive introduction to the core Agile DevOps principles. It covers all 12 key knowledge and skill competencies defined by DASA to ensure you acquire a solid knowledge of DevOps concepts and terminology. Multiple cases or scenarios, group discussions, and examples are included in the course to enhance your learning experience. What you will Learn DASA DevOps Fundamentals-certified professionals are able to: Explain the drivers responsible for the emergence of DevOps. Define and discuss the key concepts and principles of DevOps. List and explain the business benefits of DevOps and continuous delivery. Know how teams can translate DevOps principles into tangible practices. Learn about modern operations in a DevOps context. Explain the concepts of test automation, infrastructure automation, and build and deployment automation. Describe how DevOps relates to Lean and Agile methodologies. Get insight into the various organizational DevOps models and architectures. Identify how Cloud and Delivery pipeline automation optimizes and accelerates the ways of working. Discuss the critical success factors for DevOps transformation. Introducing DASA DevOps Fundamentals DASA DevOps Fundamentals An Introduction Case Study - Easy Journey Airways Building the DevOps Context DevOps Evolution Business Benefits of DevOps DASA DevOps Principles Goals and Measurements Knowing DevOps for Individuals T-Shape Profiles DevOps Capabilities by DASA DASA DevOps Certifications Getting Acquainted with DevOps Culture and Behavior Embracing a DevOps Culture Core Elements of a DevOps Culture Implementation of a DevOps Culture Understanding the Value of DevOps for Teams and Organizations Organizational Models Team Autonomy DevOps at Scale Getting Familiar with DevOps Management Practices ITSM Lean Agile Getting Familiar with DevOps Technical Practices Architecture Modern Infrastructure and Cloud Operations Enabling DevOps Team Performance Through Continuous Delivery and Automation Software Delivery Automation Concepts Continuous Delivery Core Concepts Continuous Delivery Automation Concepts Continuous Delivery Automation Focus Topics Measuring the Performance - The Next Steps Analyze the Current Situation Improve Incrementally

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About this training The Seismic Uncertainty Evaluation (SUE) course has evolved after a number of years of work experience in the sub-surface domain. A common question closely related to well planning is the quantification and qualification of depth uncertainty and robust estimation of the volumetric ranges, and this course addresses these topics. Training Objectives Upon completion of this course, participants will be able to: Define a structured approach toward seismic depth uncertainty analysis Construct data analytics on seismic products (well logs, velocities, and seismic) Classify advance vertical ray tomography on FWI models to assure a drill ready depth seismic, faults, surfaces, and logs Interpret probabilistic volumetric and automatic spill point control, amplitude conformance closures De-risk the depth uncertainty by providing drilling and completion with a risking score card Target Audience This course is intended for individuals who needs to understand the basic theory and procedures for assessment/ quantification/qualification of all drill-ready products (seismic, faults, horizons, etc.) Geologist Geophysicist Reservoir engineer Drilling engineer Course Level Intermediate Trainer Your expert course leader is a cross-functional Geoscientist and Published Author with 27 years of international experience working in Upstream Petroleum Exploration and Production for Oil and Gas Companies in Australia, India, Singapore, Saudi Arabia, and Oman. During his career he actively supported field development, static & dynamic reservoir modelling & well planning, 3D Seismic data acquisition with Schlumberger & SVUL, 3D seismic data processing with CGG & interpretation, Q.I. and field development with Woodside, Applied Geoscience, and Reliance. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

About this Training Course On a day-to-day basis, one of the most common technologies utilised in well intervention is Coiled Tubing. This is prevalent in the oil industry and the technology is used during drilling, completion and production phases of Oil & Gas wells worldwide. This 5 full-day course will look at the following areas: Equipment for surface and pressure control Assembly components for bottom-hole Details of the different types of interventions performed with Coiled Tubing, and How to deal with fatigue and corrosion. The aim of this course is to enable the participants to gain key knowledge that they will require to actively and efficiently participate in the planning, design, and / or execution of a Coiled Tubing intervention. With this, the participants will learn how to calculate the string operating limits and the volumes and rates during nitrogen interventions. The course will walk the participants through the emergency responses and contingencies to deal with in various scenarios. Time will be allocated for the participants to work on the practical exercises as well as real field cases and problems. This course can also be offered through Virtual Instructor Led Training (VILT) format. Training Objectives By the end of the course, the participants will be able to: Plan, design, manage and execute interventions for Coiled Tubing Enhance operational performance during interventions for Coiled Tubing Explain the recommended equipment for various Coiled Tubing field conditions and applications Discuss the proper pressure control equipment for any particular well condition Learn about the most commonly used downhole tools and explain their function Understand how to calculate and define string limits for Coiled Tubing Learn how to work safely with liquid nitrogen Target Audience This course is aimed at Drilling and completion engineers Production engineers Surface/subsurface engineers Operations engineers Service company managers Field engineers This course will also benefit professionals who would like to increase their knowledge in the planning, design and/or execution of Coiled Tubing and Liquid Nitrogen interventions. Course Level Basic or Foundation Training Methods Other than the daily quizzes to reinforce the materials presented in the session, the participants will work through exercises such as: Selecting suitable BHAs for various operations Rigging up equipment in the correct order and preparing an outline testing programme Carrying out suitable calculations to perform an N2 lift Preparing an outline programme for a balanced cement plug Identifying issues in various videos & photos and suggesting mitigations Basic N2 safety quiz Final exercise will be preparing an outline programme for a Proppant Clean out, including a detailed Risk Register and Mitigation options Trainer Your expert course instructor has over 40 years of experience in the Oil & Gas industry. During that time, he has worked exclusively in well intervention and completions. After a number of years working for intervention service companies (completions, slickline & workovers), he joined Shell as a well service supervisor. He was responsible for the day-to-day supervision of all well intervention work on Shell's Persian/Arabian Gulf platforms. This included completion running, coil tubing, e-line, slickline, hydraulic workovers, well testing and stimulation operations. An office-based role as a senior well engineer followed. He was responsible for planning, programming and organising of all the well engineering and intervention work on a number of fields in the Middle East. He had a brief spell as a Site Representative for Santos in Australia before joining Petro-Canada as Completions Superintendent in Syria, then moved to Australia as Completions Operations Superintendent for Santos, before returning to Shell as Field Supervisor Completions and Well Interventions in Iraq where he carried out the first ever formal abandonment of a well in the Majnoon Field. While working on rotation, he regularly taught Completion Practices, Well Intervention, Well Integrity and Reporting & Planning courses all over the world. In 2014, he started to focus 100% on training and became the Technical Director for PetroEDGE. Since commencing delivering training courses in 2008, he has taught over 300 courses in 31 cities in 16 countries to in excess of 3,500 participants. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

Getting Started The MSc Project Management programme is designed to show people from any discipline or degree how to manage projects. This program aims to identify, develop and perform essential skills and techniques needed for expertise in Project Management. The programme focuses on enhancing graduate and practicing engineers' knowledge and skills in relevant management skills, principles, and procedures. This course equips students with the skills and knowledge necessary to contribute to project management research significantly. The programme comprises two phases; the first is the Qualifi Level 7 Diploma in Business Strategy, awarded by Qualifi and delivered by the School of Business and Technology London. The second phase is the MSc Project Management Top-Up, awarded and delivered 100% online by Anglia Ruskin University. At Anglia Ruskin University, you will study through Canvas, a world-class online Learning Management System (LMS), accessed from your phone, pc or tablet at home or on the move. Canvas provides instant access to study materials, forums, and support from tutors and classmates, as well as enabling easy submission of your assignments. After successfully completing your studies, you'll be invited to attend a graduation ceremony on campus at Anglia Ruskin University. If attending the ceremony in person is not possible, we'll arrange to send your certificate to you. School of Business and Technology London partners with Chestnut Education Group to promote this programme. About Awarding Body Anglia Ruskin University began in 1858 as the Cambridge School of Art founded by William Beaumont. It was then merged with the Cambridge shire College of Arts and Technology and the Essex Institute of Higher Education and was renamed Anglia Polytechnic. It was then given university status in 1992 and renamed Anglia Ruskin University in 2005. The university has campuses in the UK (Cambridge, Chelmsford, London and Peterborough), as well as they are partnered with institutions around the world including Berlin, Budapest, Trinidad, Singapore and Kuala Lumpur. Assessment Assignments and Project No examinations Entry Requirements A bachelor's degree Applicant without a bachelor's degree but holding significant managerial experience will be considered for entry on a case-by-case basis. Further, candidates are also required to demonstrate their English language proficiency. Learners must request before enrolment to interchange unit(s) other than the preselected units shown in the SBTL website because we need to make sure the availability of learning materials for the requested unit(s). SBTL will reject an application if the learning materials for the requested interchange unit(s) are unavailable. Learners are not allowed to make any request to interchange unit(s) once enrolment is complete. Structure Phase 1 - Qualifi Level 7 Diploma in Business Strategy Programme Structure Mandatory Units Unit 703: Strategic Marketing Unit code: M/506/9074 TQT :150 Credit :15 This unit will explore the fundamental models, techniques, and theories that form the marketing foundation and can contribute to achieving strategic objectives. Additionally, it will impart learners with a critical comprehension of the marketing function within intricate organizations. Unit 704: Finance for Managers Unit code: D/506/9071 TQT :150 Credit :15 The focus of this unit is to assist learners in comprehending and effectively utilizing financial information and data. This unit holds significance for learners as it underpins informed decision-making. Unit 705: Strategic Direction Unit code: D/506/9068 TQT :150 Credit :15 This unit will delve into an organization's strategic aims and objectives, emphasizing their importance in establishing direction and gauging success and progress. Furthermore, the unit will examine how various strategic options may prompt the organization to alter its course. Unit 706: Strategic Planning Unit code: Y/506/9070 TQT :150 Credit :15 This unit focuses on the importance of the strategic planning process in crafting suitable strategies and creating a plan that garners support from stakeholders and other organizational leaders. Additionally, the unit addresses the critical evaluation of the program and its subsequent success. Unit 707: Creative and Innovative Management Unit code: H/618/0795 TQT :150 Credit :15 This unit equips the learner with the knowledge to acknowledge the significance of creative and innovative management concepts for organizations, as well as the skills to put this understanding into practice effectively. Unit 708: Managing Corporate Responsibility in the Wider Business Environment Unit code: K/618/0796 TQT :100 Credit :10 This unit offers the learner insight into how legislation and global integration impact the decisions, policies, processes, and activities carried out by organizations. Specialism Units GENERAL MANAGEMENT SPECIALISM Unit 701: Research Method Unit code: Y/506/9133 TQT :200 Credit :20 The objective of this unit is to enhance the learner's knowledge and comprehension of academic practices and research methodologies. It employs a problem-based learning approach to cultivate practical proficiency in areas relevant to educational practice and research within business and management. Unit 702: Development as a Strategic Manager Unit code: J/506/9064 TQT :150 Credit :15 This unit seeks to foster organizational and self-awareness in learners. It establishes the groundwork for a self-critical and reflective approach to personal development, which is crucial for learners operating at a strategic level. Additionally, it considers broader organizational and environmental factors, recognizing their role as contributors to the overall strategic success of both the individual and the organization.   HUMAN RESOURCES MANAGEMENT SPECIALISM Unit 709: Contemporary Human Resource Management Unit code: Y/615/3304 TQT :100 Credit :10 The objective of this unit is to empower learners with the capacity to comprehend and assess the influence of internal and external environmental factors on organizational strategy and people management. Additionally, it aims to enable the learner to analyze various organizational contexts and devise strategies to address these ecological forces while recognizing the role of HR professionals in contributing to this process. Unit 710: Resourcing, Talent Management and Development Unit code: K/615/3307 TQT :150 Credit :15 This unit aims to cultivate proficiency in comprehending and analyzing employment markets and demographic trends to devise and execute effective, ethical, and fitting strategies for resourcing, retention, talent management, and development. Additionally, it will explore the potential and constraints of learning and talent development policies and procedures in shaping and attaining objectives at the national, organizational, group, and individual levels. Learners will evaluate the pivotal role of HRM professionals in formulating, implementing, and assessing strategic planning pertinent to employee resourcing, talent management, and development. Unit 711: Performance Management Unit code: M/615/3308 TQT :100 Credit :10 The objective of this unit is to empower learners with the knowledge to grasp the key factors that impact employee performance across all levels within an organisation and how these factors can be effectively managed. Additionally, it aims to equip learners with the understanding to create and execute suitable HR practices and strategies aligned with Performance Management.   FINANCE SPECIALISM Unit 712: Business Finance Unit code: R/618/8634 TQT :100 Credit :10 This unit seeks to enhance students' knowledge and comprehension of management accounting techniques tailored for small businesses. It also introduces students to applying management accounting information in effectively managing small companies through planning, organizing, executing, and controlling activities. Unit 713: International Financial Management Unit code: Y/618/8635 TQT :150 Credit :15 This module fosters students' comprehension and expertise in investments beyond national boundaries. It delves into matters that transcend domestic economies, encompassing the handling of foreign currencies and addressing international economic and cultural disparities. As a result, this module provides students with the skills needed to navigate the intricate realm of international finance. Unit 709: Contemporary Human Resource Management Unit code: Y/615/3304 TQT :100 Credit :10 The objective of this unit is to empower learners with the capacity to comprehend and assess the influence of internal and external environmental factors on organizational strategy and people management. Additionally, it aims to enable the learner to analyze various organizational contexts and devise strategies to address these ecological forces while recognizing the role of HR professionals in contributing to this process.   MARKETING SPECIALISM Unit 714: Customer Growth Marketing Unit code: D/618/8636 TQT :100 Credit :10 The primary objective of this module is to conduct a critical examination of the tools and methods employed to achieve successful customer growth across various contexts. Through this, students will cultivate an essential grasp of the factors that shape consumer behaviour and assess relevant literature and theories elucidating consumer motivation and customer relationships. Additionally, students will be able to scrutinize an organization's marketing strategy and showcase the implementation of crucial concepts, elements, and tools within the business environment. Unit 715: Advanced Strategic Marketing Unit code: H/618/8637 TQT :150 Credit :15 The Marketing Strategy module builds upon the pre-existing knowledge that students and practitioners have regarding marketing principles. It aims to empower candidates to suggest strategic approaches to emerging market trends. It encourages them to contemplate the repercussions of marketing and its interplay with other facets of the organization. Unit 709: Contemporary Human Resource Management Unit code: Y/615/3304 TQT :100 Credit :10 The objective of this unit is to empower learners with the capacity to comprehend and assess the influence of internal and external environmental factors on organizational strategy and people management. Additionally, it aims to enable the learner to analyze various organizational contexts and devise strategies to address these ecological forces while recognizing the role of HR professionals in contributing to this process.   PROJECT MANAGEMENT SPECIALISM Unit 716: Planning, Controlling and Leading a Project Unit code: K/618/8638 TQT :150 Credit :15 This unit is designed to acquaint learners with the practical aspects of initiating and overseeing a project. Additionally, it will familiarize them with the unique challenges of project management in the global business landscape. The unit encourages critical thinking about project management, viewing it as a complex, process-driven cultural system that is continually evolving through the collaborative efforts of high-performing teams. With an increasing number of firms engaging in project development and management activities, acquiring a sound understanding of efficient project management becomes crucial. Learners will delve into the roles and responsibilities of project team members and examine various levels of management skills, placing special emphasis on success factors, monitoring, and control. Unit 717: Procurement Risk and Contract Management Unit code: M/618/8639 TQT :100 Credit :10 The objective of this unit is to empower students with a comprehensive understanding of the fundamental principles of procurement. It emphasizes the significance of recognizing and mitigating risks associated with procurement and contract management. Additionally, learners will cultivate a critical appreciation for the various legislative frameworks that play a crucial role in procurement and explore frameworks for assessing risks within the procurement context. Unit 718: Advanced Project and Logistics Management Unit code: H/618/8640 TQT :100 Credit :10 The goal of this unit is to enable the learner to grasp the concepts of portfolio management and its related characteristics. It will also delve into the significance of having a Project Management Office, exploring the stages of establishing an effective PMO. Additionally, learners will assess the supply chain ecosystem and evaluate IT frameworks suitable for managing the complexities of logistics and the supply chain.   Phase 2 - MSc Project Management Top-Up Programme Structure Project Management Systems Project Management Techniques Dissertation (Major Project)   Delivery Methods The programme comprises two phases; the first is the Qualifi Level 7 Diploma in Business Strategy, awarded by Qualifi and delivered by the School of Business and Technology London. The School of Business and Technology London offers flexible learning methods, including online and blended learning, allowing students to choose the mode of study that suits their preferences and schedules. The program is self-paced and facilitated through an advanced Learning Management System. Students can easily interact with tutors through the SBTL Support Desk Portal System for course material discussions, guidance, assistance, and assessment feedback on assignments. School of Business and Technology London provides exceptional support and infrastructure for online and blended learning. Students benefit from dedicated tutors who guide and support them throughout their learning journey, ensuring a high level of assistance. The second phase is the MSc Project Management Top-Up, awarded and delivered 100% online by Anglia Ruskin University. At Anglia Ruskin University, you will study through Canvas, a world-class online Learning Management System (LMS), accessed from your phone, pc or tablet at home or on the move. Canvas provides instant access to study materials, forums, and support from tutors and classmates, as well as enabling easy submission of your assignments. After successfully completing your studies, you'll be invited to attend a graduation ceremony on campus at Anglia Ruskin University. If attending the ceremony in person is not possible, we'll arrange to send your certificate to you. School of Business and Technology London partners with Chestnut Education Group to promote this programme. Resources and Support School of Business & Technology London is dedicated to offering excellent support on every step of your learning journey. School of Business & Technology London occupies a centralised tutor support desk portal. Our support team liaises with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receives a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and streamline all the support processes efficiently. Quality learning materials made by industry experts is a significant competitive edge of the School of Business & Technology London. Quality learning materials comprised of structured lecture notes, study guides, practical applications which includes real-world examples, and case studies that will enable you to apply your knowledge. Learning materials are provided in one of the three formats, such as PDF, PowerPoint, or Interactive Text Content on the learning portal. How does the Online Learning work at SBTL? We at SBTL follow a unique approach which differentiates us from other institutions. Indeed, we have taken distance education to a new phase where the support level is incredibly high.Now a days, convenience, flexibility and user-friendliness outweigh demands. Today, the transition from traditional classroom-based learning to online platforms is a significant result of these specifications. In this context, a crucial role played by online learning by leveraging the opportunities for convenience and easier access. It benefits the people who want to enhance their career, life and education in parallel streams. SBTL's simplified online learning facilitates an individual to progress towards the accomplishment of higher career growth without stress and dilemmas. How will you study online? With the School of Business & Technology London, you can study wherever you are. You finish your program with the utmost flexibility. You will be provided with comprehensive tutor support online through SBTL Support Desk portal. How will I get tutor support online? School of Business & Technology London occupies a centralised tutor support desk portal, through which our support team liaise with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receive a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and to streamline all the support process efficiently. Learners should expect to receive a response on queries like guidance and assistance within 1 - 2 working days. However, if the support request is for assessment feedback, learners will receive the reply with feedback as per the time frame outlined in the Assessment Feedback Policy.

CLINICAL PRP  • Sports medicine • Traumatology • Ophthalmic • Burn trauma • Wound healing – diabetic foot • Skin grafting • Dentistry-sinus lift • Tooth implants. Group Discount | We do not charge VAT! PRP theory & equipment: Training Online Theory will enable you to understand: Anatomy Vascular Supply, Contraindications Patient consultation Complications Management Post treatment advice Dealing with equipment | Suppliers A certification of training will be provided upon completion of the course. Aesthetic PRP • Skin rejuvenation • Hair restoration • Fat grafting in combination PRP • Post laser •Acne & Rosacea •Acne scar •Tissue Volumisation alternative of HA fillers •Aesthetic gynaecology /urology.   Platelet Rich Plasma We will cover pertinent information including mechanism of action, safety and efficacy issues, management and treatment of complications, dilution guidelines, and more. Hands on practical session – skin rejuvenation and hair loss Extraction, Preparation and Dosage Management Injection techniques – face, neck and head (hair loss); also the use of cannula Upon successful completion of the course, you will receive a certificate and title of PRP Certified Practitioner. MASTER CLASS PRP & PRF During the course we are providing . Taking blood and how to use a Centrifuge . PRP injecting techniques in face neck and décolletage hands. PRP Microneedling using a DERMAPEN. Combination treatment PRP with Mesotherapy. MECHANISM OF ACTION Platelets + Leucocytes form 3D mesh release of GF Chemo attraction and migration of macrophages and stem cells Stem cells proliferates by mitosis Stem cells undergo differentiation process BENEFIT FROM PRP TREATMENT & THERAPYExperience the advantages of PRP treatment and therapy, utilizing autologous blood with natural growth factors for disease-free and hypoallergenic benefits. Boost wound healing by regulating mitosis, proliferation, and differentiation, enhancing tissue with collagen, elastin, and hyaluronic acid. Benefit from improved tissue oxygenation, nutrition flow, and support for procedures like hair transplants, fat transfers, and skin grafts.PRP works effectively in skin rejuvenation, facial resurfacing, microneedling, and combines well with HA, PDO threads, skin boosters, peeling, or CO2 lasers. It also proves beneficial for hair restoration, showing positive results in various protocols for Androgenic alopecia and age-related hair loss.PRP where works .Skin rejuvenation-facial resurfacing application-injection alone. Microneedling Combination with HA, Combination with PDO threads, Skin boosters , peeling or CO2 lasers Hair restoration, Multiple protocols with positive results Evidence for improvement of: Androgenic alopecia-male and females, “spot hair lost” Improvement of age related hair loss. You need to be medically qualified as a doctor, dentist, nurse, pharmacist or paramedic with full governing body registration and have completed a Foundation Filler Course and to have administered a number of cases. MASTERCLASS 8 CPD POINTS 1 DAY INTENSIVE COURSE  ONLINE VIDEO TRAINING

The prevalence of ill health is real. Become an expert practitioner in treating individuals using a truly holistic approach. A MESSAGE FROM THE AUTHOR The great need for practitioners is emphasised today, not only by the prevalence of well-established diseases, but also by the appearance of quite new conditions which are not necessarily regarded as being nutritional illnesses. In fact many students come to Nutritional Therapy after experiencing and their own health problems and seek to help others with similar difficulties. We know that nutrition lies at the very heart of these problems and it is our absolute intention to share that knowledge with you. Every person's nutritional needs differ and our courses teach students to recognise this at the outset - there is no haphazard approach. We are absolutely certain that you will find this a fascinating course as you train to become a practitioner of the highest degree. DR. LAWRENCE PLASKETT Course Duration 3 years Study Hours 3,000 hours Course Content 14 folders Course Fee £1,995 Course Overview The Plaskett Professional Diploma in Nutritional Therapy is the most scientific and advanced practitioner level course that we offer. Nutritional Therapy is a form of therapy that uses food, supplementary nutrients and cleansing procedures to alleviate or prevent chronic health problems and this course will train you to practise as a Nutritional Therapist of the highest degree. You will: Receive a training which is truly holistic in nature Be presented with the unique teachings of Dr. Lawrence Plaskett whose long experience working in the borderlands between nutrition and medicine enables him to offer a synthesis between many fields that are not often brought together: nutrition, pathology, biochemistry, toxicology, pharmacology, cell biology, naturopathy and homoeopathy Develop the professional skills and specific diagnostic insight to be able to apply nutrition to health effectively, a training for successful practice that should be applicable anywhere in the world Be trained to offer help with a wide range of conditions, the majority of which are not necessarily regarded in conventional medicine as being nutritional illnesses. These encompass an extremely wide range of chronic conditions, including most diseases and a vast array of symptoms - physical, emotional, mental - which can frequently be experienced outside the range of conventional medical diagnostic 'labels'. Develop the necessary expertise in nutrition which is often lacking in other fields of complementary or alternative medicine. Any programme of nutritional supplements and diet needs to be matched exactly to individual needs by a well-trained practitioner BREAKDOWN OF THE COURSE SECTIONS The Nutritional Therapy Diploma includes the following 14 folders: FOLDER 1 THE HOLISTIC MODEL OF HEALTH CARE This Folder starts with a suggested programme of study and some simple hints on how to make best use of your study time. It then teaches an understanding of basic principles that underpin your entire grasp of nutrition as a biological process. The naturopathic emphasis is upon freeing the body tissues of toxins and the damaged cell components that drag them down to the chronic level.  The Folder looks closely at the nature of toxins and their sources. It looks at their behaviour and effects when they enter the body, the character and mechanisms of the damage they do and, above all, the mechanisms by which they can be removed and the damage repaired.  These are no flights of fancy, as orthodoxy would often have us believe. Rather they are strongly supported by medical science, as the course material will demonstrate. In order to develop a grasp of these processes they have to be visualized as they really happen, on the cellular level.  A Side Book is included covering the structure and life of the cell. Areas Covered Study skills Looking after the body The Life Force Stopping the rot and starting to recover Movements of toxins within and around the body Our relationship to medical orthodoxy The nature of natural and unnatural chemical toxins The concept of toxin-free food Organic growing and water purification Free radicals and anti-oxidants Routes of toxin entry and elimination Damage caused by toxins lying in the tissues Detoxification The relationship between toxic burden and toxic damage The energy reserve role of fat The lipoproteins of the blood FOLDER 2 MINERALS AT WORK IN NUTRITION - PART 1 The minerals come forward as the strongest contenders for pride of place among the nutrient classes because they are so critically vulnerable to deficiency and imbalance in today’s western world.  “Get the minerals right before anything else” is a penetrating summary of their necessary priority. You will learn how the bulk minerals (those we need in greatest amount) depend upon each other and how the micro minerals cannot fulfil their function correctly without a correct balance of the bulk ones.  This Folder takes “first things first” by laying the soundest possible foundation for the study and management of the bulk metals – sodium, potassium, calcium, with magnesium to follow in Folder 5.  We believe that few course providers deal as thoroughly with this absolute cornerstone of nutrition as we do. The effects of these mineral balances permeate the entire subject of nutrition. You will look at many aspects of the subject that affect health. Areas Covered Composition of the human body Overview of macro minerals Sources of nutritional minerals Biological concentration of minerals Micro minerals as catalysts Toxic minerals Digestion, absorption and storage Mineral/mineral antagonisms Sodium and potassium balance Symptoms of sodium and potassium excess or deficiency The sodium pump Sodium and potassium in foods Potassium administration in therapy Calcium in the human skeleton and teeth Calcium in body fluids Hormonal control of calcium Osteoporosis and disputes over calcium requirements Calcium in foods Calcium “mishandling” Calcium in supplement Side Book: The Chemistry of Nutrition Whilst it is possible to teach nutrition to some degree without studying the chemical nature of the nutrients, it is much better that you have at least a superficial understanding. Folder Two therefore includes a side book on Chemistry for those who are new to the subject. However, no one expects you to become highly informed on chemical structures. Access to the facts and to an explanation is what is important. This side-book will free you, as a future practitioner, from the need to manipulate the nutrients without understanding them as many others try to do. Elements, compounds and molecules Valency Ions, acids and salts Combining proportions and moles Carbon compounds and functional groups Oxidation and reduction Calculating the vitamin or mineral content of supplements FOLDER 3 THE BULK NUTRIENTS – PROTEIN, CARBOHYDRATE, LIPIDS AND ENERGY These nutrients provide both the fuel and the building materials for the body. Orthodox nutrition teaches these topics very thoroughly. As to the structures of the compounds, we teach the same things they do.  However, all three main classes of bulk nutrients have their distinctive “wrinkles” when examined from an alternative viewpoint.  With the proteins this has to do with avoiding excesses and, to some degree eschewing animal sources for naturopathic and other reasons.  With the carbohydrates it involves recognizing at a sensitive level the long-term harm that can be done by free sugars and the crucial importance of blood sugar maintenance and control. Orthodox treatments may claim to do these things but there is a vast difference of emphasis and effect.  Among the lipids the “wrinkles” have to do with intricate management of the balance among the essential fatty acids and the importance of the phospholipids in the diet.  You will also learn about the propensity of fats to form toxins and the need to moderate fat intake. All of these so-called alternative “wrinkles” have weighty scientific support, which you will have explained for you.  The chemical nature of these bulk nutrients is fully presented for those who wish it, with a “faster track” through for those who do not. Areas covered Different kinds of proteins The amino acids in proteins The structure of proteins Proteins in foods The essential amino acids and protein quality Nitrogen balance and protein metabolism Proteins in therapeutic policy The simple sugars and sugar derivatives Di, tri and polysaccharides Transformations of carbohydrate Sugars and starch in diets Blood sugar control Metabolic energy The make-up of fats Different kinds of fatty acids Essentiality of omega 6 and omega 3 Lipids and coronary thrombosis Cholesterol, Inc. blood cholesterol levels Fats in western diets Toxins from fats by chemical damage Lecithin and other phospholipids Quantifying energy – units of measurement Energy content of foods and fuels Human expenditures of energy Basal metabolic rate FOLDER 4 FOODS AND FOOD CLASSES Properties, Composition and Naturopathic Effects The merits and disadvantages of wheat, milk and meat are carefully analysed and exposed from the standpoint of both scientific and also naturopathic considerations.  There will be much here to ponder, whilst the scientific evidence leaves little to doubt. You will look rather exhaustively at the merits, nature and composition of vegetables and fruits, not only as groups but also as sub-groups and down to the individual plants.  You will find yourself in a position, when it comes to prescribing, to be directive when necessary about which individual fruits and vegetables it will be best to use.  The groups of pulses, nuts, seeds, fish, shellfish and other seafood’s, as well as beverages, will be closely examined for their composition and suitability for prescription in treatment diets.  Acidity and alkalinity in foods is carefully examined. This Folder is “all about food” but it is also food for thought from beginning to end. Areas covered The wheat grain and its milled fractions Types of bread Nutritional problems of wheat and wheat allergy Sprouted wheat and wheat grass Barley, oats and rye The composition of milks Milk as infant feed The variety of dairy products Nutritional and health problems associated with milk Milk allergy and intolerance Hidden milk in foods Vegetable mineral content and vitality Eliminatory effect of vegetables Composition of 49 different vegetables Potential hazards of plant foods Composition and nature of pulses, nuts and seeds The composition of different meats Naturopathic negatives associated with meat The composition of different fish types Fish as an omega 3 source Shell fish and crustacea Nutritional problems of tea and coffee The composition of fruits Strongly eliminative properties in fruits Acid and alkali-forming foods Using the food composition tables FOLDER 5 MINERALS AT WORK IN NUTRITION - PART 2 Each and every member of the micro minerals group will prove a fascinating area of study and will face you at times almost with disbelief that such minute amounts of substance can exert such extraordinarily powerful effects upon the way the body works and therefore upon health.  Each micro mineral displays its own particular pattern of effects arising from either deficiency or excess. This is almost like a personal signature of the mineral. These will be learnt now but employed later in diagnosis to help determine the likely patterns of micro mineral imbalances in your patients. The role of all-important magnesium is examined together with the principles of using magnesium in therapy. This element plays a key macro mineral role and exerts decisive control over naturopathic elimination.  Areas covered Iron, zinc, copper, manganese, selenium, chromium, molybdenum, iodine, silicon, fluorine, vanadium For each of the microminerals where appropriate: Body content; physiology functions; effects of deficiency or excess; toxicity; factors promoting retention or loss; occurrence in foods; different chemical forms; associated diseases; the use of the appropriate supplements Roles of magnesium in the body Magnesium in foods Effects, diseases and symptoms of magnesium deficiency Naturopathic expectations from magnesium therapy FOLDER 6 THE VITAMINS AT WORK IN NUTRITION The vitamins are mostly micro catalysts just as the micro minerals are. Sixteen of them are the subjects of this Folder.  We first explain their known effects in the body and then go on to set out the ways that they may be used, either for direct therapeutic effect, or in support of other components of nutritional therapy.  As in the cases of all the other nutrients, there will be both scientific and naturopathic evidence presented. Good reference material will be provided. Areas covered For each of the vitamins and vitamin-like substances where appropriate: Body content; precursors; physiology functions; effects of deficiency or excess; toxicity; factors promoting retention or loss; occurrence in foods; different chemical forms; associated diseases; the use of the appropriate supplements. Vitamin A; beta-carotene; Vitamins B: thiamine, riboflavin, niacin, pyridoxine, B12, folic acid, choline, inositol; Vitamin C, Vitamins D1 and D2; tocopherols (Vitamin E); Vitamin K. FOLDER 7 BOWEL FLORA AND THE MAINTENANCE OF HEALTH It is possible to manage and manipulate the bowel flora – the bacteria that inhabit the intestines – so as to produce optimal benefits to health.  Antibiotics and certain dietary errors appear to work in the opposite direction and encourage a flora that will generate more toxins. This Folder deals with both scientific and naturopathic facts and technique and explains how to harness the potential that resides here for bringing better health or maintaining health. It is a crucially important area of nutritional management. Every case you will treat will need the possible prescription of bowel flora products to be reviewed. The other part of this Folder is about the maintenance of health. We provide a general round-up of this pre-clinical part of the course with an overview of nutritional requirements and wise practice in the design of those diets that may be intended to be “healthy” but not necessarily therapeutic.  It includes examination of the special needs of vulnerable groups. You can expect, of course, to meet patients of all ages and conditions and, often enough, you will be asked merely to provide guidance upon what type of diet will best maintain their health.  It also reviews the production of toxin-free food and the hazards posed by the industrialization of food. Finally, there is an approach to the use of supplements for health maintenance and a discussion of strategies for on-going cleansing and toxin avoidance so as to assist in maintaining good health. Areas covered The naturopathic view of the benefits of bowel flora Effect of diet on the bowel flora The putrefactive bacteria Balancing lactose fermenters with other types Toxic amines Benefits of the acid producing species Negatives associated with antibiotics Breast feeding and the bowel bacteria Bowel flora products Overview of the British diet Nutrient requirements for the population Higher requirements for the health conscious Special needs of children and the elderly Special needs of vegetarians and vegans The requirements of pregnancy and lactation Organic growing Industrial food processing and food additives Maintenance supplements Maintenance cleansing FOLDER 8 DIAGNOSIS This Folder is divided into two parts. The first gives a detailed understanding of the basis of diagnosis, while the second gives direct instruction in performing diagnoses.  These two parts, taken together, comprise a major step in your induction as a naturopathic nutritionist. The induction into technique and approach is an essential step, but even more than that, the moulding of your thought process is so very important.  You have to move into the particular “observer” position, mentally, from which the diagnosis is best carried out. The first part of the Folder both provides the “nuts and bolts” of nutritional diagnosis but it also provides the mental positioning to enable you to carry it out with confidence and expertise.  The diagnosis requires understanding of the “constitution”, defined both naturopathically and genetically. An optional side book covers both the miasms and the Chinese 5 elements in respect of their bearing upon diagnosis within nutritional therapy. Fundamental to the practical aspect is the technique for taking case histories and then interpreting them along combined naturopathic and scientific lines.  This logically leads onto the next stage – treatment – in a rational sequence. This Folder contains five “demonstration” case histories. FOLDER 9 TREATMENT This is in many ways the crux of the whole course.  However, being released into nutritional treatments – with their full power – without having made the most thorough preparation, would be most unwise.  Absolutely every topic that has been covered before is required in one way or another at this point. It is here that the interpretation of the case history becomes translated into a prescription of diet and supplements that is honed in a sensitive way to the patient as an individual.  We outline a number of “levels” of the diagnosis that feed into the treatment decisions. There is a “whole person” level, a “weak organ” level, a “metabolic imbalances” level, a “nutritional deficiencies” level and, finally, the lowest in the hierarchy, a “named diseases” level. We also introduce here the profound concepts of intensity, direction and level as they apply to the very basis of Nutritional Therapy prescriptions. All these contributions must converge to provide the best overall treatment.  The focus at this point is on defining the dietary guidelines and the careful orchestration of the essential minerals and vitamins that are to be used.  However, this is also the point at which various named treatments are considered, including bowel cleansing procedures, bowel flora treatment and some of the contributions towards Candida treatment.  These options are set out here and then developed more in the later Folders of Part Two. Special approaches such as the liver cleanse are also considered here along with amino acid therapy, antioxidant therapy and the anti-inflammatory prescription.  We also provide guidelines on how detailed analysis of the composition of diets, and the design of special diets based on such analysis, can contribute to treatment. This Folder provides the “core” of all this, with various modulations and variations being available from the subsequent Folders for “fine tuning”. FOLDER 10 STUDY OF CASE HISTORIES There is nothing quite like practice where case histories are concerned. To be able to study them with great facility and insight and then discern the routes by which they lead towards exact treatment – that is to be your aim here. The Folder provides the challenge of “interpreting” a number of case histories, with help and with feedback. This is an approach that can lead you towards confidence and competence in this task, which is at the centre of practitioners’ daily work. Approaches and solutions are presented. This Folder gives 11 abridged case histories and 20 fully detailed case histories for analysis by the student, 31 case histories in all. These are selected to provide a variety of different types of treatment situation including some that are special or unusual. FOLDER 11 ADDED OR SPECIAL NUTRIENTS AND HERBS In covering the prescribing of supplement programmes in Folder 9, you will have been focused primarily upon those that rank in orthodox nutrition as “essential nutrients”, particularly minerals and vitamins.  However, Nutritional Therapy is enormously enriched by a wide range of other biochemicals that cannot be classified as “essential”. Life does not stop without them, yet they can be extremely helpful, especially to individuals with compromised health.  These are more often metabolic intermediates than recognised nutrients, but they can be extraordinarily valuable for organ-directed therapy. Many of these involve up-to-the minute discoveries.  We teach about phytonutrients in foods (eg carotenoids, flavonoids, proanthocyanidins, isothiocyanates, organic sulphides and curcuminoids) and about the possibilities, when necessary, to provide them in supplement form. Herbs are covered too in their special role of support-therapy to Nutritional Therapy, usually in an organ-directed or system-directed role. Echinacea, silymarin, aloe, ginkgo, bromelain and St John’s Wort are just examples of these herbs.  We also teach the use of herbal combinations for specific purposes. This wide choice of “extra” items is the subject of specific instruction in this Folder. FOLDER 12 TREATING NAMED MEDICAL CONDITIONS - PART 1 Folder 9 makes it plain that, because this is a holistic discipline, the named medical condition is generally low on the hierarchy of treatment criteria.  Although that is generally the case, the extent to which it holds good may depend upon how advanced is the particular disease condition. At all events, the practitioner does need a degree of disease-related training, which is provided in this Folder and the next.  Some 180 different medical conditions or classes of conditions, mostly chronic, are addressed. Special space is provided to cover fully selected topics that are of key importance in an alternative medicine practice, such as obesity, alcoholism, allergies and the menopause.  We also provide you with specific treatment guidance with the proviso that whole-person treatments and organ-system related treatments either take priority or are provided alongside.  Where appropriate some insights are given into the prior allopathic treatments and environmental and social conditions that may cause or exacerbate the listed conditions.  This provides for the patient’s circumstances and lifestyle to be adjusted in rather specifically apt directions. The main categories in this Folder are: circulatory, rheumatic and digestive diseases, along with obesity, alcoholism and immunity states including autoimmunity and allergies.  All the disease conditions addressed are closely studied from the standpoint of orthodox pathology as well as their Nutritional Therapy treatment.  Hence Folders 12 and 13 in their own right amount to a course in the medical science of pathology and this represents a substantial expansion over earlier versions of the course.  These Folders will constitute invaluable reference material for use when you have set up in practice. FOLDER 13 TREATING NAMED MEDICAL CONDITIONS - PART 2 This Folder continues the work started in Folder 12.  Here included are diseases of the nervous system and brain, skin, reproductive system, urinary system, endocrine system, liver/gallbladder, respiratory system, eye, ear, mouth, nose and bone. Also included are psychological and systemic diseases (including ME), infectious diseases and some directly nutritional diseases. The detailed attention to pathology is maintained throughout. During the course of Folders 10-14 inclusive, students undertake no less than 12 cases on their own, covering full data-collection, analysis and interpretation, with prescription of diet and supplements.  Together with the 36 case histories studied in earlier Folders this gives 48 case histories studied FOLDER 14 MONITORING TREATMENT, THE THERAPEUTIC RELATIONSHIP AND PRACTICE MANAGEMENT Having got the treatment going, there is a need for specific instruction in the on-going task of monitoring the patient’s condition and reacting accordingly with adjustments to the therapy.  Patient and practitioner alike have to be aware that the first prescription is likely to be just the start of a process. Reading the signs of change looms large in this instruction and familiarization. Responding to them is the second part. Here there is a need to understand the terms “intensity” and “direction” in therapy. “Intensity” refers to the degree of healing and naturopathic pressure being applied and “direction” refers to the aims of the particular choice of treatment being applied.  You will learn to distinguish between situations that call only for a change of “level” and those that call upon you to rethink and change “direction” when the patient’s progress levels off as this may then initiate a new burst of healing changes.  Another way to break out from the “plateau” situation is to assess the exact nutrient composition of the whole diet – an action that is too detailed and time-consuming to do with every patient and usually not needed.  A part of the Folder is about drugs, when and when not to encourage their use, and how to manage the drug-dependent patient. You need to acquire at least a passing familiarity with the main classes of prescription drugs, which are explained in this Folder. This Folder also provides information on Laboratory testing procedures that may be recommended to patients. Finally we offer subjects of crucial importance to working practitioners, namely a study of “The Therapeutic Relationship” and “Practice Management – Running The Practice as a Business”. TESTIMONIALS Here's what students have to say about the course Grace Kingswell, Nutritional Therapist UK "I was recommended Plaskett by my own functional medicine practitioner. I knew that if she was recommending it, it would be worthwhile. I wanted a full body overview and not a “match the supplement to the symptom” approach, and that is certainly what the Plaskett Dip;oma in Nutritional Medicine course delivered. I wanted to be qualified to run my own business as a practitioner afterwards, and it is the most complete and highest level course that the Plaskett College offer. My knowledge of naturopathy and nutritional medicine was pretty solid before I started due to personal experience, but I’ve really built on this now and feel confident that I know how to help others. I’ve also learnt a lot more of the biochemistry behind the science too. The study experience was really good, but it’s a lot of self-motivation, and if you don’t have that then it might be touch to finish it, as it’s completely self-driven". Ben C Alberts, Director South African Institute of Behavioural Nutrition South Africa The Plaskett Nutritional Therapy Diploma was one of the most rewarding programmes of my life. Apart from the media hype around healthy living it is only after the completion of a proper programme that one truly start to understand the intricacy of the human body and what healthy living really is. Within the Plaskett programme the combination of nutrition, pure science and a naturopathic view provided me with a completely new perspective on health management. Against a fairly orthodox background it took me some time within the programme to understand the true principles, and once realized fundamentally changed the way I view personal health management. Throughout the programme the support from my tutor was phenomenal with concise and very valued feedback, and certainly at exceptional detail. The course content was of a high standard and must not be underestimated in both volume and complexity. For me personally, the programme delivered immense value and I will recommend it to any of my peers and clients. Diane Brough, Nutritional Therapist Canada When I first started thinking about taking a course in nutrition, I was living in Botswana, in Africa. I was looking for a college that would offer me the support and guidance that is so important for long distance learning. I’m probably one of the college’s longest registered students because my family moved to five different countries during my studies! I am very thankful for the college’s patience and continued support. Plaskett College impressed me with their personal approach to the course and the fact that all modules were composed by Dr. Lawrence Plaskett, a medical research biochemist and the college’s Founder and Principal. I studied the Diploma in Nutritional Medicine because my plan was to have my own practice. I practised at a herbal clinic as a Nutritional Therapist and Iridologist after I completed my diploma, but then decided to study massage therapy, so put my practice aside while at school. I recently established Revitalife Therapeutics and offer massage therapy, manual lymphatic drainage, nutritional therapy and iridology. Vittoria Viglietti, Nutritional Therapist & Founder of Nutriwild Namibia I chose Plaskett College because I really wanted to make a difference where natural medicine was concerned. After losing my father to Cancer, and experiencing malpractice with all the orthodox medicine we followed, this pushed me even more to pursue an in-depth education in nutritional medicine. I chose Plaskett College’s, Nutritional Medicine Course, because I found this to be very informative for anyone interested in perusing a future in the field of Natural medicine and Nutritional Therapy. My studies have been such a memorable journey for me. I started studying just over 2 months, after losing my father. A very difficult time in my life. The course I chose to do with Plaskett would take me 4 years to complete. I am in my 5th year (nearly my 6th year), doing this particular course and I have only experienced encouragement, understanding of my situation and support from the college to continue to complete the course in my time. I could not show more gratitude towards them for this. I did not expect that after losing my father my life would hit lots unforeseen hurdles, causing my study time to suffer greatly. Yet, through all this, Plaskett College only showed me more support and encouragement to persist with my studies.