17051 Other courses in Cowes delivered Online

BOHS P904 - Management and control in leisure, display, therapy and other non-industrial systems is there to provide background and an overview of the risk of Legionella infection and how it can be controlled in leisure, display, therapy and other non-industrial water systems. It is a requirement of this course that candidates have successfully completed P901- Legionella- Management and Control of Building Hot and Cold Water Services [Syllabus GM.1]. Where both P901 and P904 courses are run on subsequent days or as a combined course then this pre-requirement is waived.

About this Training Course Reservoir engineering methods, data and models are used in the E&P business to describe and optimise hydrocarbon recovery. This 5 full-day course addresses reservoir engineering concepts and methods to enable cross-disciplinary team work and the smooth exchange of ideas and experience. In this course, participants will gain an in-depth understanding of the fundamentals of reservoir engineering and a broad range of modern reservoir engineering principles and practices for reservoir development and production, including the estimation of oil and gas reserves. The topics covered in this course will be illustrated with practical and actual field cases. Some self-study or reading will be required from participants. Training Objectives By the end of this course, participants will be able to: Describe use of permeability and fluid saturation in reservoir engineering. Explain the assessment of hydrocarbon resources and recoverable reserves estimation. Understand analysis and modelling of fluid behaviour. Explain oil and gas reservoir performance. Describe material balance methods in oil and gas reservoirs. Understand design and analysis of well tests. Understand analysis and production of producing wells and forecasting methods. Describe fluid displacement at the pore and reservoir scale. Explain reservoir simulation approaches. Describe tools for handling the uncertainty in reservoir analysis. Describe various recovery methods from primary to enhanced recovery. Target Audience This course is intended for professionals with prior technical or engineering exposure to exploration and production activities. Targeted participants include geoscientists, production engineers, petrophysicists and petroleum engineers involved with exploration and development of oil & gas reservoirs. The course will also benefit petroleum engineering team leaders as well as IT staff and support staff who work with reservoir engineering, development and production departments. Course Level Basic or Foundation Trainer Your expert course leader is an independent Reservoir Engineering Consultant, providing project consultancy and reservoir engineering training for global customers. He retired from Shell in 2012 and during the last years of his Shell career, he held the Senior Reserves Consultant for the Middle East and Reservoir Engineering Discipline Lead positions. He is a seasoned Petroleum Engineering professional, with global experience in Shell companies and joint ventures (NAM, SSB, SCL, PDO, SKDBV). His technical expertise is in reserves and resource management, reservoir engineering quality assurance, and staff development as well as carbonate reservoirs, modelling and reservoir simulation.  PROFESSIONAL EXPERIENCE 2012 to date Independent Reservoir Engineering Consultant Petroleum and reservoir engineering advice, training and services. Reservoir engineering training for major oil companies, engineering firms and other global customers. Assurance of SPE and SEC reserves compliance. Participation in SPE reserves and resources estimation Advanced Technology Workshops both as an organising committee member and as session speaker.   2008 - 2012 Shell International E&P, the Hague, the Netherlands Senior Reserves Consultant for Shell business units and joint ventures in the Middle East Region Assurance of SEC and SPE compliance of reserves and resources. Industry publications and conference contributions a.o. SPE guidelines on probabilistic reserves estimation.   2006 - 2008 Shell E&P Technology Solutions, Rijswijk, the Netherlands Reservoir Engineering Discipline Lead Responsible for Reservoir Engineering in global projects and for staff planning and development (over 60 international Reservoir Engineers).   2001 - 2005 Centre for Carbonate Studies, SQU, Oman / Shell International E&P Applications and Research / Shell Representative Office Oman   Petroleum Engineering Manager PE Manager in the Carbonate Research Centre, a joint venture between Sultan Qaboos University in Oman and Shell International. Industrial research projects and teaching on recovery aspects of carbonate reservoir development.   1997 - 2000 Shell International E&P, Rijswijk, the Netherlands Principal Reservoir Engineer Coordination of the NOV subsurface team in Shell Kazakhstan Development BV in 2000. Leading role in Shell Gamechanger project on natural gas hydrates. Acting Shell Group Reserves Co-ordinator in 1997-1998. Facilitation of workshops with government shareholders, including discussions on sensitive reserves issues (BSP Petroleum Unit Brunei, PDO Oman, SPDC government Nigeria).   1992 - 1996 Shell Training Centre, Noordwijkerhout, the Netherlands Reservoir Engineering Programme Training Director Advanced PE training events, QA/QC, design and delivery of courses to Shell staff.   1985 - 1992 Shell International, SIPM, the Hague, The Netherlands Senior Reservoir Engineer Reservoir simulation, integrated reservoir modelling and gas field development and major contributor to the Shell internal Gas Field Planning Tool development. Full field reservoir simulation projects supporting Field Development Plans, operational strategies and unitisation negotiations for Shell Group Operating Companies in the United Kingdom, New Zealand and Egypt.   1984 - 1985 Geological Survey of the Netherlands, Ministry of Economic Affairs Reservoir Engineering Section Head Responsible for Petroleum Engineering advice on oil and gas licences to the Ministry of Economic Affairs. First-hand experience with a government view on resource management.   1976 - 1984 NAM, Assen, The Netherlands and SSB/SSPC, Miri, Malaysia Wellsite Operations Engineer / Operational Reservoir Engineer 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

Many leaders and managers working on the front line of inclusion lack emotional support from Local Authority staff or anyone else despite the challenging nature of their work. There is a massive need for active listening, containment and opportunities to problem solve and reflect confidentially with someone trusted. Course Category Peer Support Meeting emotional needs Strategic Work Early Years Description We can tailor make and deliver personalised 1:1 or group support and supervision sessions with a particular focus on emotional support. Many leaders and managers working on the front line of inclusion lack emotional support from Local Authority staff or anyone else despite the challenging nature of their work. There is a massive need for active listening, containment and opportunities to problem solve and reflect confidentially with someone trusted. Some leaders may prefer a group setting for mutual support. We can provide this numbers permitting. Book a set of 3/10/20 sessions or why not set up monthly meetings with a psychologist, head teacher or other suitable practitioner to meet your needs. Testimonials Be the first… Learning Objectives Emotional support in a confidential space To listen and offer practical support Joint problem solving around hard issues To build a trusting relationship Who Is It For ? Headteachers Children Centre Managers Heads of Service Directors Early Years Mangers Course Content Active and supportive listening and exploration of named issues Supportive and safe problem solving Consultation processes In groups to use processes such as Circle of Adults If you liked this you may like: STORY TELLING: STRENGTHENING SKILLS AND KNOWLEDGE OF COMMUNITIES

BOHS P903 - Management and control of evaporative cooling and other high risk industrial systems is there to provide background and an overview of the risk of Legionella infection and how it can be controlled in Evaporative Cooling and other high risk Industrial type systems. It is a requirement of this course that candidates have successfully completed P901 - Legionella- Management and Control of Building Hot and Cold Water Services. Where both P901 and P903 courses are run on subsequent days or as a combined course then this prerequisite is waived.

Virtual Safeguarding Training (Module 4 of Youth Leader Training as a standalone) 6.45pm – 9.30pm This course is recognised by the Church of Scotland as an alternative to their Introductory course (as long as no other regulated work is undertaken within your local Church) Training will be held via Zoom. Link will be sent to those who sign up the week before the training. Open to any BBUK registered leader. Participants should complete the Safeguarding and Managing Risk e-learning modules prior to registering for the training.

If you want to achieve a Level-5 Ofqual UK-Government Regulated TESOL certification in the most effective, time-saving and enjoyable way, embark on a thrilling learning adventure in TEFL Wonderland. Unlike the click-and-read TEFL courses, this play-and-practice expedition will engage all your senses and keep you motivated to achieve your learning mission.

This training gives an opportunity to focus on how to embed effective approaches to meeting emotional needs in schools. We explore a range of ways into meeting emotional needs of pupils across a school. We focus on including pupils with extreme emotional needs. Course Category Meeting emotional needs Description This training gives an opportunity to focus on how to embed relevant ideas and materials in schools. We explore how to make these materials really come to life as we explore a range of ways into meeting emotional needs of pupils across a school. We focus on including pupils with extreme emotional needs. There are lots of opportunities for personal and professional reflection on engagement with challenging pupils as we provide processes to support reflection, visioning and problem solving. Testimonials ‘Thank you so much for the work you did with us yesterday – I have since been in 2 schools today and have spoken to an number of other colleagues who were present – all were totally overwhelmed by the session – they loved it.”NOTTINGHAM SEAL COORDINATOR “I was totally blown away, when I realised how passionate people were about SEAL” “So nice to reflect and realise what a long way we have come” “That was so powerful and motivational”.’ Learning Objectives Shared vision of a school that is truly meeting all social and emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of how to embed positive Mental Health approaches in a school Opportunity to reflect on professional attitudes and behaviour towards children with emotional challenge Who Is It For? All practitioners who are leading on Mental Health work in schools or on behalf of a Local Authority Full range of agencies committed to meeting social and emotional needs in schools Course Content The training explores the questions: What would a school look like when Mental Health was truly part of everything that was happening, a shared vision? How can we truly embed Mental Health approaches and materials in our school? What can we do to meet complex and challenging emotional needs in schools? Can we learn a process to understand at a deeper level highly complex social and emotional needs? This training will cover: Bringing positive Mental Health approaches to life in schools: creating a shared vision and a set of grounded goals together Circle of Adults process for self-reflection and understanding emotional needs of high profile pupils. We will model and teach how this process links in and strengthens PSHE work in schools. If you liked this try: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS or: RESTORATIVE INTERVENTIONS

If you want to achieve a Level-3 Ofqual UK-Government Regulated TESOL certification in the most effective, time-saving and enjoyable way, embark on a thrilling learning adventure in TEFL Wonderland. Unlike the click-and-read TEFL courses, this play-and-practice expedition will engage all your senses and keep you motivated to achieve your learning mission.

Polarization, or the “polarized mind,” is a fixation on one view, causing widespread destructiveness. It needs presence and love to address. We aim to explore the lived experiences on irregular perceptions of reality with an open mind. Each Saturday includes: a live dialogue between Prof. Ernesto Spinelli and an International Existential Therapist; a moment to share your thoughts and feelings with the teachers; and a final integration facilitated by Bárbara Godoy. This series of ten dialogues set out to explore the multifaceted dimentions and complexities associated with Existential Therapies. It attempts to engage with various interpretations of insanity through the lens of patients often painful, confounding, and deeply unsettling life experiences. Polarisation - between Prof. Ernesto Spinelli and Prof. Kirk Schneider “I view polarization or that which I call the “polarized mind” as the fixation on a single point of view to the utter exclusion of competing points of view, and I see it as a core dimension of human destructiveness both individually and collectively. Arguably, polarization or the polarized mind is responsible for more devaluation and abuse than any other general psychological dimension, and it crosses cultures, parties, disciplines and so-called diagnosed and undiagnosed populations. In fact it is the undiagnosed populations—polarized cultural, political, and religious leaders and their followers–who have arguably caused the most human destructiveness by far, over those whom we conventionally termed the diagnosed The polarized mind may be partly dispositional but appears to be largely fear-driven and requires abiding presence and love to address it. We are in a race against time to avail people to these “nutrients.” Prof. Kirk Schneider. Prof. Kirk J. Schneider, Ph.D. is a leading spokesperson for contemporary existential-humanistic and existential-integrative psychology. Dr Schneider was a 2022 Candidate for President of the American Psychological Association (APA), a co-founder and current president of the Existential-Humanistic Institute (an award-winning psychotherapy training center), and a two-term Member of the Council of Representatives of the APA. He is also past president (2015-2016) of the Society for Humanistic Psychology (Division 32) of the APA, recent past editor of the Journal of Humanistic Psychology (2005-2012), a founder and frequent presenter/facilitator of the bridge-building dialogue approach the Experiential Democracy Dialogue and a trained moderator for the conflict mediation group Braver Angels. Dr Schneider is also an adjunct faculty member at Saybrook University and Teachers College, Columbia University and an Honorary Member of the Society for Existential Analysis of the UK and the East European Association for Existential Therapy. He received the Rollo May Award for “outstanding and independent contributions” to the field of humanistic psychology from the Society for Humanistic Psychology, APA and is a Fellow of seven Divisions of the APA (5, 9, 32, 42, 12, 29, and 24). His work on existential-integrative psychotherapy has been featured in a special issue of the Journal of Psychotherapy Integration (March 2016), as well as The Wiley World Handbook of Existential Therapy and the APA’s forthcoming Handbook of Psychotherapy. Dr Schneider has published over 200 articles, interviews and chapters and has authored or edited 14 books including The Paradoxical Self, Horror and the Holy, Rediscovery of Awe, Awakening to Awe, The Spirituality of Awe, The Polarized Mind, The Handbook of Humanistic Psychology, Existential-Humanistic therapy, Existential-Integrative Psychotherapy, The Wiley World Handbook of Existential Therapy, The Depolarizing of America: A Guidebook for Social Healing and his latest volume (February, 2023) Life-Enhancing Anxiety: Key to a Sane World. Dr. Schneider’s work has been featured in Scientific American, the New York Times, USA Today, The Guardian, Vanity Fair, Forbes Health, Psychology Today, BBC World News and many other health and psychology outlets. Prof. Ernesto Spinelli was Chair of the Society for Existential Analysis between 1993 and 1999 and is a Life Member of the Society. His writings, lectures and seminars focus on the application of existential phenomenology to the arenas of therapy, supervision, psychology, and executive coaching. He is a Fellow of the British Psychological Society (BPS) as well as an APECS accredited executive coach and coaching supervisor. In 2000, he was the Recipient of BPS Division of Counselling Psychology Award for Outstanding Contribution to the Profession. And in 2019, Ernesto received the BPS Award for Distinguished Contribution to Practice. His most recent book, Practising Existential Therapy: The Relational World 2nd edition (Sage, 2015) has been widely praised as a major contribution to the advancement of existential theory and practice. Living up to the existential dictum that life is absurd, Ernesto is also the author of an on-going series of Private Eye novels. Date and Time: Saturday 12 April from 2 pm to 3 pm – (UK time) Individual Dialogue Fee: £70 Venue: Online Zoom FULL PROGRAMME 2025: 25 January “Knots” with Prof. Ernesto Spinelli and Bárbara Godoy 22 February “Healing” with Dr. Michael Guy Thompson and Prof. Ernesto Spinelli 22 March “Difference” with Prof. Tod DuBose and Prof. Ernesto Spinelli 12 April “Polarisation” with Prof. Kirk Schneider and Prof. Ernesto Spinelli 3 May “Character” with Prof. Robert Romanyshyn and Prof. Ernesto Spinelli 21 June “Opening” with Dr. Yaqui Martinez and Prof. Ernesto Spinelli 19 July “Meaning” with Dr. Jan Resnick and Prof. Ernesto Spinelli 25 October “Invention” with Dr. Betty Cannon and Prof. Ernesto Spinelli 15 November “Hallucination” with Prof. Simon du Plock and Prof. Ernesto Spinelli 13 December “Hysteria” with Bárbara Godoy and Prof. Ernesto Spinelli Read the full programme here > Course Organised by:

CPD accredited Advanced (Level 4) HACCP & Food Safety training course. Delivered online (Zoom) by a live tutor. Exam and Certificate fee included in the price.