911 Mapping courses in London delivered Online

PMI-ACP® Exam Prep: Virtual In-House Training This course builds on the candidates' practical experience of Agile in the workplace to equip them with the broad range of knowledge and skills required for the PMI® Agile Certification exam. It will follow the PMI® requirements and reference the suggested reading list, including the Agile Practice Guide, but will not be limited to those areas. Within the profession and discipline of project management, Agile continues to develop as a significant and important aspect of bringing change to an organization. Where the products of change must be delivered to the business 'on time,' Agile is often the chosen methodology. In addition to equipping candidates for the PMI® Agile Certification examination, this course will also support candidates in taking a more informed and effective role in Agile projects. It will also enable them to take a significant role in encouraging and enabling the organization to become or develop as an Agile environment. What you will Learn You will learn how to: Appreciate the wider aspects of Agile project management tools and techniques Integrate various disciplines within Agile Tailor / customize Agile to suit the needs of different projects Prepare yourself for the PMI® Agile Certification examination Getting Started Introductions Agenda Expectations Foundation Concepts Defining 'Traditional' Project Management Project management parameters The 'traditional' approach to the parameters Strengths and weaknesses of the traditional approach Defining 'Agile' Project Management Project management parameters revisited The 'agile' approach to the parameters Strengths and weaknesses of agile Managing projects with traditional and agile methods Can the two approaches co-exist? Leveraging the benefits of both methods Options for using both methods on a project Avoiding the elephant traps Key aspects of the PMI® Agile Certified Practitioner (PMI-ACP)® Handbook Overview Eligibility requirements Exam information Exam Blueprint Continuing certification requirements Key aspects of the PMI Agile Certification Examination Content Outline Introduction Agile exam content outline Tools and techniques Knowledge and skills Domains and tasks (not examined) An Introduction to Agile and Implementing Agile Definable work vs. high-uncertainty work Project factors that influence tailoring The Agile Manifesto and 12 Principles Agile mindset Agile domains and tasks Agile Tools and Techniques Related to PM 'Hard Skills' Planning, monitoring, and adapting The need for planning, monitoring, and adapting The Agile approach to planning and plans The Agile planning tools and techniques The Agile monitoring tools and techniques The Agile approach to adapting Product quality A definition of 'product quality' Setting the standard for product quality Agile tools and techniques for achieving product quality Risk management A definition of 'risk' What is 'at risk'? The acceptability of risks The Agile tools and techniques for managing risks Agile Tools and Techniques Related to PM 'Soft Skills' The difference between PM 'hard and soft' skills Communications The importance of communications Forms of agile communications Communications within the project Communications from the project Communications to the project Making communications the cultural norm Interpersonal Skills Defining and understanding management Defining and understanding leadership Defining and understanding servant leadership Delegating vs. empowering Playing to people's strengths Overcoming the roadblocks Core Agile Tools and Techniques The philosophy of core Agile tools and techniques Agile estimation Will traditional forms of estimating work for agile? The relationship between estimating and guessing The relationship between estimating and sizing The where, who, and how of agile estimating Agile analysis and design Product analysis and design from a user point of view Product analysis and design from a supplier point of view Product analysis and design from an agile project point of view Value-Based Agile Tools and Techniques The role of value-based tools and techniques in bridging traditional PM with Agile Value-based prioritization Value-based prioritization and agile projects Investment appraisal methods Regulatory driven Customer driven Ranking methods (MMF, MoSCoW) Metrics What should we measure / track? Methods of measuring / tracking Adding value with metrics Process Improvement Value-stream analysis Value-stream mapping Agile Knowledge and Skills Context of Agile Knowledge and Skills vis-à-vis Agile Tools and Techniques Agile Knowledge and Skills Process focused People focused Product focused Project focused Exam Preparation and Course Closure The application process - where are you now? The 'Exam-Focused Journal' - what you still have to do Further preparation - self-study schedule Exam topic review Practice exam Practice exam debrief Course closure

Course Overview Learn how to create a low poly tree for games in Maya and upload it to Unity for mobile game development, with this complete video-guide course. The Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D course is a complete walk through masterclass for beginners, starting with familiarising you with the basic tools. Through video training tutorials and instructor-led guidance, it will take you through the necessary steps to create a low poly tree from scratch in less than 10 minutes.  From mastering 3D mapping, to texturing techniques, you will gain the expertise required to create professional low poly trees for video games and apps. This course is ideal for 3D artists and game developers, and there are no specific entry requirements for enrolment. This best selling Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D has been developed by industry professionals and has already been completed by hundreds of satisfied students. This in-depth Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D is suitable for anyone who wants to build their professional skill set and improve their expert knowledge. The Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D is CPD-accredited, so you can be confident you're completing a quality training course will boost your CV and enhance your career potential. The Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D is made up of several information-packed modules which break down each topic into bite-sized chunks to ensure you understand and retain everything you learn. After successfully completing the Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D, you will be awarded a certificate of completion as proof of your new skills. If you are looking to pursue a new career and want to build your professional skills to excel in your chosen field, the certificate of completion from the Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D will help you stand out from the crowd. You can also validate your certification on our website. We know that you are busy and that time is precious, so we have designed the Modeling Lowpoly Tree for Mobile Games in Maya & Unity 3D to be completed at your own pace, whether that's part-time or full-time. Get full course access upon registration and access the course materials from anywhere in the world, at any time, from any internet-enabled device.  Our experienced tutors are here to support you through the entire learning process and answer any queries you may have via email.

What does this course cover? This is an online course for developing history leadership in primary teaching. This term, we will be piloting the course as an immersive programme covering the key elements of primary history subject leadership, enabling all involved in history leadership at primary to carry out their role effectively. How is this course structured and delivered? The course will take place in ten online sessions from January–May 2025. Sessions 1, 8 and 10 are compulsory to attend live. Participants will be required to complete a gap task after each session and contribute to an online reflection diary. The other sessions will be recorded for participants to work through at their convenience, though participants are encouraged to attend the recording sessions live in order to make the most of the programme. All recordings will be made available on the course Moodle page within two working days of the live recording session. Who is this course for? This programme is designed for anyone who is a subject coordinator or subject leader for history in their primary school. You may have just been appointed as a subject leader, or be more experienced but looking for formal training or fresh inspiration and direction. What are the outcome? This course will: equip you fully for the demands of history leadership in primary schools increase your confidence to develop an innovative, inclusive and effective history curriculum in your school develop your understanding of efficient action planning and how to make a wider impact help you to make the case for history with senior leaders enable you to enthuse others and lead staff meetings about history develop your understanding of current issues in primary history education The course will include a chance to share resources and assessment approaches, plus much more What will each session cover? Session 1: Introductory meeting (Live attendance) Wednesday 22 January 2025, 4pm–5.30pm Introduction and aims Reflection activity on the current state of history in your school Key responsibilities of the history subject leader Current Ofsted implications for the subject and what to expect in an inspection How the HA and latest Ofsted material can support you Session 2: What makes an effective history subject leader? (Live and recorded) Monday 27 January 2025, 4pm–5.30pm How to effectively support teachers and learners as a history leader How to create a vision, lead change, and manage time Effective action planning and improvement Auditing your history provision and building your evidence trail Developing an innovative, inclusive and effective history curriculum in your school Disciplinary knowledge: What is history? What do historians do? Suggested gap task: Conducting teacher and/or pupil voice questionnaires. Compulsory gap task: Add to your reflection diary for the programme. If relevant, reflect on how you will use the teacher questionnaire or pupil voice. Session 3: What makes effective teaching of history? (Live and recorded) Wednesday 19 February 2025, 4–5.30pm The role of the teacher Supporting SEND pupils Securing substantive knowledge and concepts across the curriculum How to support colleagues by identifying core knowledge How to involve the whole staff in mapping out and embedding the progression of concepts across the curriculum Suggested gap task: Consider SEND in your curriculum. Compulsory gap task: Add to your reflection diary for the programme reflecting on SEND. Session 4: Curriculum and practice at EYFS (Live and recorded) Tuesday 25 February 2025, 4–5.30pm Unpicking and supporting the requirements of the EYFS curriculum and Development Matters Developing historical and chronological understanding in EYFS as part of Understanding the world Progression and transition from EYFS to Key Stage 1 Ensuring coherence: how to start developing concepts Making use of the local history on your doorstep for EYFS and KS1 Accessing resources and support for EYFS Suggested gap task: Fact finding and liaison. Compulsory gap task: Add to your reflection diary for the programme reflecting on current EYFS practice. Session 5: Curriculum and practice at Key Stage 1 (Live and recorded) Monday 3 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS1 Progression: building upon transition from EYFS What do KS1 require before KS2? Ensuring coherence: further developing the school’s chosen substantive concepts How to develop disciplinary concepts Developing appropriate chronological understanding in KS1 Enhancing and engaging children’s knowledge and retention through enquiry The use of working walls in KS1 to support learning Accessing resources and support for KS1 Suggested gap task: Check your KS1 curriculum for coverage and progression, building upon what they have learnt in EYFS. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS1 practice in your setting. Session 6: Curriculum and practice at Key Stage 2 (Live and recorded) Tuesday 11 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS2 How to incorporate local history with progression in KS2 What do we want the children in Year 6 to leave with? Developing appropriate chronological understanding in KS2 Preparing for transition to Key Stage 3 Ensuring coherence: building upon the school’s chosen concepts for progression What the HA can do to support the teaching of KS2 units? Resources and support for KS2 Suggested gap task: Check your KS2 curriculum for coverage and progression, building upon what they have learnt in EYFS and KS1. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS2 practice in your setting. Session 7: Approaching sensitive issues in history (Live and recorded) Tuesday 18 March 2025, 4pm–5.30pm What do we mean by diversity in history and why is it important? How to ensure a wider diversity in your history teaching Barriers to making the curriculum more diverse and how to overcome them Approaches to sensitive issues in history lessons, including: - Refugees and migration history - War - Climate change Suggested gap task: Consider opportunities for increasing diverse voices and raising climate issues in your curriculum. Compulsory gap task: Add to your reflection diary for the programme considering how you might address the sensitive or current issues raised in this session. Session 8: Interim review meeting (Live attendance) Tuesday 25 March 2025, 4pm–5.30pm A review session allowing subject leaders to reflect upon their progress so far Opportunity to respond to suggestions, clarify information, or raise issues from the previous sessions Time to ask questions, share good practice or recommended resources with the rest of the cohort Suggested gap task: Time to follow up on anything raised in this session or to complete any previous tasks, following clarification and inspiration from this session. Compulsory gap task: Add to your reflection diary for the programme, reflecting on your priorities and actions using suggestions from the presenter or other delegates. Session 9: Assessment and evidence (Live and recorded) Wednesday 30 April 2025, 4pm–5.30pm Assessment and expectations A word about writing Triangulating the evidence What to look for in a work scrutiny Suggested gap task: Conduct a work scrutiny on one aspect to check across the school, in conjunction with a focused pupil voice on the same aspect. Compulsory gap task: Add to your reflection diary considering how you will conduct a work scrutiny and what you will focus on – or, if relevant, reflect on what you discovered and how you will address any issues. Session 10: Final meeting (Live attendance) Wednesday 14 May 2025, 4pm–5.30pm Following up any requests arising from the interim meeting (Session 8) Discussion or clarification of any issues arising from previous sessions Discussion of priorities, next steps and any issues Sharing ideas for enthusing others and leading staff meetings: “What worked for me?” Communicating with headteachers, governors, colleagues and parents Are you ready for the HA Quality Mark? Suggested gap task: Identifying your school’s next steps Compulsory gap task: Complete your final piece in your reflection diary.

Tableau is an intuitive and simple tool to learn. This Tableau training course is a jumpstart to getting report writers and analysts who are self-taught or have no previous knowledge to being productive. It covers everything from connecting to data, through to creating interactive dashboards with a range of visualisations in three days. Having a quick turnaround from starting to use Tableau, to getting real, actionable insights means that you get a swift return on your investment. At the end of this course, you will be able to communicate insights more effectively, enabling your organisation to make better decisions, quickly. This accelerated approach is key to getting engagement from within your organisation so everyone can immediately see and feel the impact of the data and insights you create. Our Tableau Desktop Fast Track course combines all of our Foundation (Fundamentals) and Analyst (Intermediate) content into a 3 day live online course with added access to online bonus content of 3 additional modules. Gathering Requirements, Bring Your Own Data and Engaging Users. What do you get? This course is delivered live virtually and has all material provided through our online portal, together with email support and live coaching sessions. The full program includes all of the following elements: 3 days of live and interactive instructor-led sessions delivered by an expert Tableau Trainer 6 weeks access to our live coaching program delivered by expert Tableau coaches 50+ practical exercises to practice what you learn 12 months access to video’s that walk you through the theory and exercise solutions Practical advice, tools and resources for using Tableau in the real world The three additional online modules provide:Clarity on the approach to gathering dashboard requirements in a way that can be translated into dashboard designs.An agile and iterative development process that delivers products that meet user needs more quickly and effectively.An understanding of how end users will interact with dashboards to ensure that designers deliver actionable results. THE SYLLABUS PHASE 1: DESIGN MODULE 1: UNDERSTAND TABLEAU What is possible How does Tableau deal with data Know your way around Review of Type Conversions How do we format charts Dashboard basics – My first Dashboard MODULE 2: TRANSFORM DATA Connecting to and setting up data in Tableau Modifying data attributes How Do I Structure my Data – Groups & Hierarchies, Visual Groups How Tableau Deals with Dates – Using Discrete and Continuous Dates, Custom Dates How do I create calculated fields and why? – Creating Calculated Fields, Types of calculated fields, Row Level v Aggregations, Aggregating dimensions in calculations, Changing the Level of Detail (LOD) of calculations – What, Why, How MODULE 3: GATHER REQUIREMENTS(ONLINE CONTENT ONLY) Brainstorm and assess possible priorities Pitfalls to avoid Gather requirements PHASE 2: DEVELOP MODULE 4: CREATE CHARTS Charts that Compare Multiple Measures – Measure Names and Measure Values, Shared Axis Charts, Dual Axis Charts, Scatter Plots Showing progress over time Creating Tables – Creating Tables, Highlight Tables, Heat Maps Showing Relational & Proportional Data – Pie Charts, Donut Charts, Tree Maps Making things dynamic with parameters MODULE 5: COMBINE DATA Relationships Joining Tables – Join Types, Joining tables within the same database, cross database joins, join calculations Blending – How to create a blend with common fields, Custom defined Field relationships and mismatched element names, Calculated fields in blended data sources Unions – Manual Unions and mismatched columns, Wildcard unions Data Extracts – Creating & Editing Data extracts MODULE 6: ANALYSE INFORMATION Table Calculations Sets, Reference Lines, Trends and Forecasting Answering spatial questions – Mapping, Creating a choropleth (filled) map, Using your own images for spatial analysis, Mapping with spatial files Advanced charts Bar in Bar charts Bullet graphs Creating Bins and Histograms Creating a Box & Whisker plot Viz in Tooltips PHASE 3: DESIGN MODULE 7: BUILD DASHBOARDS Using the Dashboard Interface Device layouts Dashboard Actions – Set actions, Parameter actions Viz in Tooltips for Dashboards Dashboard containers – Horizontal & Vertical containers, Hidden containers Navigate between dashboards Telling data driven stories MODULE 8: BRING YOUR OWN DATA Design Best Practices & Resources Wireframe templates Questions Process Start building and testing MODULE 9: EMPOWER STAKEHOLDERS What is Tableau Server Publishing & permissions How can your users engage with content The Tableau ecosystem Review your progress Your next steps HOW MUCH OF YOUR TIME WILL THIS TAKE? Delegates are also provided 6 weeks access to our Tableau Coaching. We run Live Q&A sessions from 4pm-5pm on a Monday (Connecting to Data and Calculated Fields), 2pm-3pm Friday (Creating Charts) & 4pm-5pm Friday (Dashboard Design). The coaching helps delegates to transition from the theory of using Tableau to its practical use. We’d be expecting them to apply the exercises you’ll be doing during the course, onto your own data after the course. In our experience, this is the best way to increase both understanding and long term memory retention. The live coaching also acts as a troubleshooting platform for any practical issues that delegates need to overcome in the real world. Delegates also have 12 months access to all of the training material covered in the course in the form of an online portal (this includes theory videos, exercise solution videos, exercise materials and even quizzes). We have a growing LinkedIn community that delegates are encouraged to join and participate in. We regularly post useful blog posts and additional training that will enhance the Tableau journey and understanding. We help teams using Tableau to transform in the following ways : From a disjointed understanding of Tableau – To being familiar with Tableau terminology and capability From ad-hoc data uploads and error prone calculations – To reusable data connections and robust metrics From disjointed stakeholder questions – To clear and concise requirements that lead to decision making From being unsure how difficult Tableau will be to learn – To being able to develop standard charts and tables in Tableau with dynamic reporting capabilities From manually combining data for each analytical task – To dynamically combining data from multiple tables for analysis From being unsure how to answer analytical questions and what options there are – To being equipped with multiple actionable, dynamic, analytical use cases From not knowing Why, When and How to create Dashboards or Story’s – To being able to combine analysis to answer complex questions and tell data driven stories From using demo data theory – To Delivering value [Answering questions] on their own data From spending lots of time answering colleagues ad-hoc (data) questions – To empowering stakeholders in answering ad-hoc queries and reducing the time to analyse and steer the business

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. What is Inclusion Facilitation Work? ‘We do whatever it takes!’ Usually a Person Centred Planning event would be carried out using the PATHor MAP process – majoring on dreams and goal setting leading to precise action planning.  An experienced psychologist alongside the inclusion facilitator would carry out a PATH. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. 12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist is there to support the facilitator at all times and will guide all work done by the inclusion facilitator.  Is this just Support work? No! This is proactive engagement – doing whatever is required. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.  We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that will challenge, entertain and reach for your emotions. Learning Objectives 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover:  Inclusion values underpinning this work The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up and running of IF work Lessons learned Stories of IF work

A series of six creative writing for wellbeing workshops offering ex-boarders and their partners/spouses inroads towards achieving a better understanding of the boarding school experience.

Duration 2 Days 12 CPD hours This course is intended for Professionals desiring to improve working relationships and maximize cooperation and productivity will benefit from this course. Overview After completing this workshop, students will be able to: Describe the importance of effective work relationships Identify the interdependencies between you and your colleagues Communicate effectively to create rapport and connect with others Identify and maintain your network of professional relationships Develop collaborative, trust-based relationships that achieve meaningful results In the interdependent workplace, we rely on each other to get things done. A professional network isn?t something we can take for granted ? mapping work relationships can be a complex task and understanding different behavioral styles takes effort - but it pays off! Good working relationships means more than just reducing conflict and misunderstandings. It also means building trust, increasing influence, and benefitting from the knowledge and advice of co-workers and senior managers. This workshop will help you develop relationship building skills so you can communicate who you are, what you need, and why you need it in a way that builds trust, respect, and a professional reputation. The Importance of Work Relationships Expectations of Work Relationships The Value of Relationships Effects of Work Relationships Mapping Your Work Relationships A Network of Relationships Mapping Work Relationships Languages of Appreciation Identifying Interdependencies Clarifying Purpose Systems Thinking Analyzing Independencies Bridging Work Styles Understanding Behavioral Styles Strengths and Trouble Spots Bridging Different Styles Building Your Network Relationships, Communication, and Results Networking Principles Reputation Management Collaborating For Success Understanding Personalities Aspects of Trust Recognizing Blind Spots Additional course details: Nexus Humans Building Successful Work Relationships (Second Edition) 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 Building Successful Work Relationships (Second Edition) 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.

Use Cases for Business Analysis: Virtual In-House Training The use case is a method for documenting the interactions between the user of a system and the system itself. Use cases have been in the software development lexicon for over twenty years, ever since it was introduced by Ivar Jacobson in the late 1980s. They were originally intended as aids to software design in object-oriented approaches. However, the method is now used throughout the Solution Development Life Cycle from elicitation through to specifying test cases, and is even applied to software development that is not object oriented. This course identifies how business analysts can apply use cases to the processes of defining the problem domain through elicitation, analyzing the problem, defining the solution, and confirming the validity and usability of the solution. What you will Learn You'll learn how to: Apply the use case method to define the problem domain and discover the conditions that need improvement in a business process Employ use cases in the analysis of requirements and information to create a solution to the business problem Translate use cases into requirements Getting Started Introductions Course structure Course goals and objectives Foundation Concepts Overview of use case modeling What is a use case model? The 'how and why' of use cases When to perform use case modeling Where use cases fit into the solution life cycle Use cases in the problem domain Use cases in the solution domain Use case strengths and weaknesses Use case variations Use case driven development Use case lexicon Use cases Actors and roles Associations Goals Boundaries Use cases though the life cycle Use cases in the life cycle Managing requirements with use cases The life cycle is use case driven Elicitation with Use Cases Overview of the basic mechanics and vocabulary of use cases Apply methods of use case elicitation to define the problem domain, or 'as is' process Use case diagrams Why diagram? Partitioning the domain Use case diagramming guidelines How to employ use case diagrams in elicitation Guidelines for use case elicitation sessions Eliciting the problem domain Use case descriptions Use case generic description template Alternative templates Elements Pre and post conditions Main Success Scenario The conversation Alternate paths Exception paths Writing good use case descriptions Eliciting the detailed workflow with use case descriptions Additional information about use cases Analyzing Requirements with Use Cases Use case analysis on existing requirements Confirming and validating requirements with use cases Confirming and validating information with use cases Defining the actors and use cases in a set of requirements Creating the scenarios Essential (requirements) use case Use case level of detail Use Case Analysis Techniques Generalization and Specialization When to use generalization or specialization Generalization and specialization of actors Generalization and specialization of use cases Examples Associating generalizations Subtleties and guidelines Use Case Extensions The <> association The <> association Applying the extensions Incorporating extension points into use case descriptions Why use these extensions? Extensions or separate use cases Guidelines for extensions Applying use case extensions Patterns and anomalies o Redundant actors Linking hierarchies Granularity issues Non-user interface use cases Quality considerations Use case modeling errors to avoid Evaluating use case descriptions Use case quality checklist Relationship between Use Cases and Business Requirements Creating a Requirements Specification from Use Cases Flowing the conversation into requirements Mapping to functional specifications Adding non-functional requirements Relating use cases to other artifacts Wire diagrams and user interface specifications Tying use cases to test cases and scenarios Project plans and project schedules Relationship between Use Cases and Functional Specifications System use cases Reviewing business use cases Balancing use cases Use case realizations Expanding and explaining complexity Activity diagrams State Machine diagrams Sequence diagrams Activity Diagrams Applying what we know Extension points Use case chaining Identifying decision points Use Case Good Practices The documentation trail for use cases Use case re-use Use case checklist Summary What did we learn, and how can we implement this in our work environment?

Duration 5 Days 30 CPD hours This course is intended for This intermediate course is designed for experienced Integration Specialists and Senior-Level Developers with experience in application development, messaging middleware applications, and transport protocols such as HTTP and FTP. Overview Describe the features and uses of the IBM Integration BusDevelop, deploy, and test message flow applicationsGenerate message flow applications from predefined patternsUse IBM Integration Bus problem determination aids to diagnose and solve development and runtime errorsDescribe the function and appropriate use of IBM Integration Bus processing nodesWrite basic Extended Structured Query Language and Java programs to transform dataUse the IBM Graphical Data Mapping editor to transform dataDefine, use, and test simple XML and Data Format Description Language (DFDL) data modelsDescribe supported transport protocols and how to call them in message flows This course teaches you how to use IBM Integration Bus to develop, deploy, and support message flow applications. Students will learn how to construct applications to transport and transform data. Course Outline Course introduction Introduction to IBM Integration Bus Application development fundamentals Exercise: Importing and testing a message flow Creating message flow applications Exercise: Creating a message flow application Connecting to IBM MQ Exercise: Connecting to IBM MQ Controlling the flow of messages Exercise: Adding flow control to a message flow application Modeling the data Exercise: Creating a DFDL model Processing file data Exercise: Processing file data Using problem determination tools and help resources Exercise: Using problem determination tools Exercise: Implementing explicit error handling Mapping messages with the Graphical Data Mapping editor Referencing a database in a message flow application Exercise: Referencing a database in a map Using Compute nodes to transform messages Exercise: Transforming data by using the Compute and JavaCompute nodes Processing JMS, HTTP, and web service messages Preparing for production Exercise: Creating a runtime-aware message flow Course summary Additional course details: Nexus Humans WM666 IBM Integration Bus V10 Application Development I 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 WM666 IBM Integration Bus V10 Application Development I 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.

Crime Analysis is yet another 'Teacher's Choice' course from Teachers Training for a complete understanding of the fundamental topics. You are also entitled to exclusive tutor support and a professional CPD-accredited certificate in addition to the special discounted price for a limited time. Just like all our courses, this Crime Analysis and its curriculum have also been designed by expert teachers so that teachers of tomorrow can learn from the best and equip themselves with all the necessary skills. Consisting of several modules, the course teaches you everything you need to succeed in this profession. The course can be studied part-time. You can become accredited within 10 hours studying at your own pace. Your qualification will be recognised and can be checked for validity on our dedicated website. Why Choose Teachers Training Some of our website features are: This is a dedicated website for teaching 24/7 tutor support Interactive Content Affordable price Courses accredited by the UK's top awarding bodies 100% online Flexible deadline Entry Requirements No formal entry requirements. You need to have: Passion for learning A good understanding of the English language Be motivated and hard-working Over the age of 16. Certification CPD Certification from The Teachers Training Successfully completing the MCQ exam of this course qualifies you for a CPD-accredited certificate from The Teachers Training. You will be eligible for both PDF copy and hard copy of the certificate to showcase your achievement however you wish. You can get your digital certificate (PDF) for £4.99 only Hard copy certificates are also available, and you can get one for only £10.99 You can get both PDF and Hard copy certificates for just £12.99! The certificate will add significant weight to your CV and will give you a competitive advantage when applying for jobs. Module 01: Introduction to Crime Analysis Introduction to Crime Analysis 00:33:00 Module 02: The Criminal Justice System in England and Wales The Criminal Justice System in England and Wales 00:20:00 Module 03: Classification of Crime Classification of Crime 00:39:00 Module 04: Crime Scene Crime Scene 00:28:00 Module 05: Crime Mapping Crime Mapping 00:30:00 Module 06: Tactical Crime Analysis Tactical Crime Analysis 00:46:00 Module 07: Strategic and Administrative Crime Analysis Strategic and Administrative Crime Analysis 00:34:00 Module 08: Criminal Behaviour and Psychology Criminal Behaviour and Psychology 00:42:00 Module 09: Financial and Environmental Criminology Financial and Environmental Criminology 00:44:00 Module 10: Criminal Justice Criminal Justice 00:38:00 Module 11: Criminal Profiling: Science, Logic and Metacognition Criminal Profiling: Science, Logic and Metacognition 00:27:00 Module 12: Phases of Profiling Phases of Profiling 00:32:00 Module 14: Technology in Criminal Intelligence Analysis Technology in Criminal Intelligence Analysis 00:22:00 Module 13: Criminal Intelligence Analysis Criminal Intelligence Analysis 00:23:00 Module 15: Research Method and Statistics in Crime Analysis Research Method and Statistics in Crime Analysis 00:30:00 Module 16: Policing and Cyber Security Policing and Cyber Security 00:47:00 Module 17: Forecasting Future Occurrences and Prediction Forecasting Future Occurrences and Prediction 00:37:00