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Definitive Nagios training course description Nagios is an open source application designed to provide system and network monitoring. This hands on course gives a comprehensive coverage of using Nagios to provide monitoring of Linux, Windows and network devices. The course is based on Nagios core but contact us if you would like Nagios XI. What will you learn Install Nagios. Configure Nagios. Monitor Windows, Linux and Cisco (and other network equipment) using Nagios. Configure notifications Definitive Nagios training course details Who will benefit: Technical staff working with Nagios. Prerequisites: None. Duration 2 days Definitive Nagios for engineers Nagios architecture Downloading Nagios, Installing Nagios, Nagios core, plugins, frontends, addons. Nagios XI. Nagios Fusion. Hands on Installing Nagios. Getting started with Nagios Nagios files, nagios.cfg, minimal.cfg. Starting and stopping Nagios. Hands on Controlling Nagios. Using Nagios Nagios web interface. Maps, Hosts, host groups, services, service groups, problems. Reports. Configuration. Hands on Using the web interface. Monitoring Linux systems SSH, NRPE. Hands on Monitoring Linux system health. Monitoring Windows systems Installing NSClient++, Configuring NSClient++, check_nt plugin, monitoring uptime, CPU, memory, disks, services, processes. Hands on Monitoring Windows system health. Monitoring network devices SNMP architecture, MIBs. Polling. Hands on Configuring Nagios for SNMP. Agents Configuring Cisco devices for SNMP support, communities, traps, syslog. Hands on Monitoring network devices. Nagios alerts and notifications SNMP traps. Email notifications, SMS alerts other messaging

This is our latest lead workshop/training day and is an extremely innovative, participative and practical guide to successfully creating a truly inclusive classroom in mainstream school settings for children and young people of all ages. This engaging day will equip participants with ways of thinking and planning for the inclusion of all pupils within the curriculum. Course Category Teaching and Learning Inclusion Description This is our latest lead workshop/training day and is an extremely innovative, participative and practical guide to successfully creating a truly inclusive classroom in mainstream school settings for children and young people of all ages. This engaging day will equip participants with ways of thinking and planning for the inclusion of all pupils within the curriculum. There’s no better way to get set up, get trained, and get going on your inclusive classroom. The most knowledgeable trainers will teach you all the basics in face-to-face training sessions, and guide you through more advanced concepts and ideas. So whether you’re brand-new to inclusion, a seasoned pro, or somewhere in between, we will help take your skills to the next level. Testimonials ‘Yet again inspiring and opening more doors than I can go through’ ‘This opened a lot of avenues for thought and reflection. It will help me to help colleagues to see where they can improve practice to create a more inclusive environment within the whole school.’ ‘Some great ideas and restored my self belief! Fantastic’ Learning Objectives Increased skills in diversifying/differentiating the curriculum Reflection on attitudes to individual learning and the curriculum Linking learning style research to real classroom inclusion of high profile/need pupils Improved teaching skills for those with severe and complex needs and behaviour Challenge to attitudes and mindsets Who Is It For ? School based Practitioners Heads and Deputies SENCOs Learning Support Advanced Skills Teachers Primary and secondary teachers Parents Local Authority Support Services Course Content The course answers the questions: How do I begin differentiating? How do I include a pupil with very complex learning needs? How do we go about practically including high profile children or young people? Best delivered over the course of 2 days, ‘Inclusive Classroom’ introduces participants to 6 guiding Ideas that increase effective inclusion in mainstream settings. Setting the tone for learning Resourcing schools and classrooms effectively The essential 4 questions! What is the essential learning in this lesson? How do the students learn best? What needs modifying? How will students demonstrate their learning? Building on strengths and talents Beyond the IEP The curriculum content of inclusive classrooms If you liked this course you may well like: CREATING AN INCLUSIVE SPACE WHERE EVERYONE LEARNS

This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional teams. Parents and carers can also participate in this training. One day introduction to underlying values and practicalities of approach in schools – 100 people 2 Day skill training for 30 participants to learn PATH planning skills 1 day follow up after 3 months to problem solve issues and celebrate what achieved. Person Centred Planning (PCP) is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool with children is a PATH – and it shows these values in action. Why now? The Children and Families Act 2014 sets out clear principles for supporting and involving children and young people in all aspects of the support and planning of their special educational need. The Special Educational Needs and Disability Code of Practice: 0 – 25 years provides the statutory guidance relating to part 3 of the Children and Families Act 2014. Embedded in its principles is the need for a stronger focus on the participation of children, young people and their parents/carers in decision making at both individual and strategic levels. The use of Person Centred Approaches provides the opportunity to fulfil those principles. Working in this way ensures the CYP and their parents/carers are at the centre of all decision making and future planning. It provides an opportunity to engage directly with children and young people to discuss their needs, and plan how they can achieve the best possible outcomes. This should be integral to all planning for children and young people with Special Educational Need and Disability (SEND) throughout their lives. Education Health Care Planning processes are required to be truly person centred at every stage, including annual reviews, so understanding this way of working has never been more essential. Is this different to what we do already? This person-centred way of working offers a radical new approach to visualising planning, empowering and directly involving children and those that care about them throughout planning meetings and allowing for inclusive, creative methodology which builds on and challenges existing practice in schools. Core principles The focus of inclusive, person-centred working is first and foremost on ordinary needs and not solely on special needs. – Being somebody – Contributing by sharing gifts and capacities – Knowing people and having relationships – Having choice and control – Sharing ordinary places – being present in local spaces and having a valued role there The training is delivered by Inclusive Solutions who are Educational Psychologists with a national reputation for training and person centred planning with schools over the last 16 years. In this training, you will learn how to facilitate with a child, family, team or an organisation to think together around their preferred future or about a challenge or issue. Here is an opportunity to experience first-hand the person centred, futures planning tool – PATH (Pearpoint, Forest et. al. 1989). This course will provide participants with a practical introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance. Participants will gain: 1 Knowledge of person centred planning and approaches 2 An understanding of how person centred approaches can be used in schools 3 A basic knowledge of the person centred review process and where to find out more information 4 The skills to gather information about what is important to and for the children and young people they support 5 An understanding of PATH and situations in which this process could be used in school The course answers these questions: • What are person centred approaches? • How can we use person centred approaches in our school? • What is person centred thinking and how can it be used in schools? • How can we learn about what is important to and for the child or young person and share this information? • How can we make sure that the child is at the centre of their annual/transition review?

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

New Covid 19 inspired course to deepen participants understanding of stress, trauma and anxiety. We will work with them to strengthen them and build resilience. This work is particularly relevant to school and other teams returning to school post Covid-19 lock down experiences or similar. The training can be delivered virtually on Teams or Zoom or face to face safely. Course Category Team Building Leadership Emotional needs Description In this course we deepen participants understanding of stress, trauma and anxiety and will work with them to strengthen them and build resilience. This work is particularly relevant to school and other teams returning to school post Covid-19 lock down experiences or similar. The training can be delivered virtually on Teams or Zoom or face to face safely.  Learning Objectives Participants will: Deepen their understanding of stress, trauma and anxiety Develop creative resources for self-care Experience a reflective space in which they feel heard and validated Share narratives and strategies and develop solidarity Create a shared vision for achieving resilience within teams Who Is It For? Any team that is returning to workplace following Covid-19 lockdown or other traumatic events Any team that wants to build strength and resilience Course Content Overview of session, goals and ground rules Confidential listening: story so far… experiences shared – opportunity for mutual support. All shared in strictest confidence unless serious or dangerous. What we know about staying strong and resilient – taught input with short activities covering: Understanding anxiety and stress and how to manage/process both – what’s there already/what’s needed – building a resilience toolkit. What to do about eating, sleeping and worrying? The nature of change and chaos Building trust in each other – with activity The impact of trauma Empowering cooperative teamwork Importance of nurture and inclusion The long view – the power of individual people in our lives who really care and the impact we each make on young people Share collective ideas and resources for building strength Shared vision for a strong, resilient staff – teams that are abiding, constant, durable, established, fast, firm, lasting, firm but flexible, reliable, secure, sound, steadfast, strong, sturdy, sure and well-founded.

In this practical and engaging workshop there is input on team building, problem solving as a team, improving communication and handling conflict. This is participatory day of paper, pens, graphics, music and activity. There are no PowerPoint slides or even a projector and screen! Course Category Team Building and Leadership Early Years Inclusion Description Want a really creative, effective, inclusive team? In this practical and engaging workshop there is input on team building, problem solving as a team, improving communication and handling conflict. This is participatory day of paper, pens, graphics, music and activity. There are no PowerPoint slides or even a projector and screen! We keep the focus on interpersonal processes for getting the best out of the team. Making teams both creative and inclusive is fully explored and processes for maximising this examined. Effective leadership and management, which can transform teamwork through collaboration and consensus-building processes is covered. We refocus the team on its capacities and gifts as well as give insights into what to do when individuals are off track. The Native American medicine wheel guides us through four quadrants of leadership, vision, community and management.Harrison Owen in his work on ‘Open Space Technology’ depicts the ancient Medicine Wheel (Owen, 2003). This is derived from centuries of tradition among First Nation Americans and has informed many cultures in different ways. We have found this an extremely powerful metaphor for understanding the process of team and organisational change and renewal. The wheel of change begins in the north with a leading idea, for us – there is a better way of creating a team for inclusion. Travelling clockwise to the east we develop a shared vision of what this could look like in our setting, school or community. Then moving south we ask who needs to come with us on the journey. We wish to take as many community members along with us as we can. In an Early Years setting , this would mean enrolling the support of manager, the wider staff group, parents and ultimately children. Finally, at the west, we manage and implement the idea. We take action and turn the inclusive team into reality. The cycle of this medicine wheel is an excellent way to view change processes for any team, organisation or community. When we contemplate change, the risk is always that we will jump prematurely from the big ideas (leadership) to practice (management) and ignore the other two important phases of creating vision and engaging the wider community. When the going gets tough and the inclusion of a child or young person is beginning to seem extremely difficult if not impossible many will conclude that the child should no longer be present. We would like to challenge this. Why do we move so quickly to assuming the child is in the wrong place? Surely the real question should not be ‘do they belong here?’ – but rather – ‘what team support is needed here for this to work?’ Or even more fundamental, ‘who needs a team around them at this time?’ Who needs the team? Who is struggling with the inclusion most? Is it the young person, their practitioner or teacher, their headteacher, setting manager, their parent or even a member of the local support services? Whatever the answer a team may need to be built, rallied or reformed. The nature of and number of that team will depend upon the situation. Diversity of membership will most surely be important to strengthen the quality of the support and of the ideas generated. Use radical rethinking when creating a new team or when revitalising an existing one. Creating effective teams for inclusion requires a courageous capacity for understanding and nurturing change both within the team and with those who the team work with. Testimonials ‘What a fun, enjoyable day its been. Motivating and made me laugh not fall asleep!’?? ‘This was everything a team building day was supposed to be. I have learned a lot about the people I work with and my role within the organisation’ ‘I had reservations about attending yet another team building day but this was executed by two great facilitators and they worked with us so we truly understood what we were thinking and feeling.’ ‘Innovative and refreshing’ Learning Objectives Empowerment of team players Deepened insights into team processes Practical strategies for team building learned Processes for enhancing creativity of team members explored Celebration and recognition of existing strengths and talents   Who Is It For ? Any team Course Content This course answers the following questions: How can we re-energise our team? How can we make our team more inclusive? What tools can we use to work creatively in our team? We work around the ancient medicine wheel as it guides us through the four processes of leadership, vision, community and management. We place leading ideas in front of your team including ‘no kvetching’ and shared promises. We create a shared vision of how your team would love to be. We explore who the team is. When are they at their best? What happens when someone is off track? What do they really need? How do we take the community with us at a time of change? Finally we look at the management role of the team. Getting things done together. We use problem solving together as our focus for this. Finally your team will be asked to reflect. What has the training meant to them? If you liked this you may like: SUPPORT AND SUPERVISION FOR LEADERS

EXPERT – MASTERCLASS 8 CPD POINTS 1 DAY INTENSIVE COURSE  ONLINE or IN-CLINIC NOTE! After booking we will contact you for scheduling the exact course date! Courses dates are subject to change due to mentors availability. We will inform you via email if a date becomes available! DERMAGRAFT AND ENRICHED NANO-MICROFAT TRANSFER FOR FACE, NECK & HANDS – VOLUMIZATION & REJUVINATION WHAT IS MICROFAT AND NANOFAT GRAFTING FOR FACE AND NECK LIFT? Microfat and enriched nanofat graft transfer (also known as autologous fat transfer or lipoinjection), to the face and the neck is a minimally invasive, short-lasting procedure with rapid recovery, and can be done under local anaesthesia. Following completion of the procedure, the patient can return to the normal daily life activities. But firstly, we need to clearly explain what the terms microfat and nanofat grafts mean…. Microfat is defined a small-diameter fat particle and is used to improve the appearance of wrinkles, grooves and the lack of volume and sagginess of the skin of the face and neck, in response to the aging process. Similarly, nanofat, is referred to as the smallest diameter fat particle. The main advantage of the nanofat is that it contains cells that have the ability to differentiate in any type of body cell. Stem cells – as they are called- play a very important role in the process of rejuvenation, as they can differentiate into cells called fibroblasts which in turn produce collagen thus making the skin firmer and more youthful in appearance. The Course can be divided into two stages: 1. In the first stage, fat cells will be obtained from one or more parts of the body and are then purified and injected into the face and the neck. The doctor will identify an area in your body where the fat will be obtained from. This area is usually the flanks, but fat can also be obtained from other areas such as the abdomen, and the outer and inner thighs. You will be given enough local anaesthesia to numb the area where the fat will be harvested from. Then, a small-diameter cannula called microcannula connected to a special vacuum syringe will be gently introduced under the skin to obtain the fat. During this process, you should not feel any pain, the local anaesthetic will have made you numb. After the fat is harvested, it will contain a mixture of fat cells, blood, water, and local anaesthetic. Therefore, this fat will not be pure. This mixture of fat, blood, water and local anaesthetic will then become filtered into a special filtering and processing device whereby all the blood, water and local anaesthetic are being washed out, so that pure fat remains. This fat is then further processed by passing it through special filters whereby it becomes a smaller-sized fat particle known as microfat and nanofat graft. 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. Additional information ATTENDANCE ONLINE (theory), IN-CLINIC (Practice) COURSE LEVEL EXPERT | Masterclass Course

RF fundamentals training course description Radio Frequency engineering is an important yet often overlooked area in today's wireless world. This course provides a grounding in RF theory and practice for wireless, cellular and microwave systems. What will you learn Explain the basics of RF. Describe RF propagation and antenna principles. Calculate propagation losses and link budgets. Test RF systems. RF fundamentals training course details Who will benefit: Those working with wireless, cellular and microwave systems. Prerequisites: None. Duration 2 days RF fundamentals training course contents What is RF? Definition of RF, RF wave characteristics: Frequency, wavelength, power, phase, impedance, RF history, radio signals, frequency bands, safety issues, legal issues. RF systems Microwaves, cellular/mobile RF, WLANs, other fixed wireless networks, basic RF components. Hands on Building a basic WLAN network. RF system components Transmitters: Antennas: Isotropic, Dipole, how antennas achieve gain. Modulation Schemes, bandwidth, AM, FM, FSK, PSK, QAM, QPSK, interference, performance. Hands on Interference and performance. Multiple access schemes FDMA, CDMA, TDMA, CSMA/CA. Wireless systems Cellular (GSM, UMTS), Wifi, WiMax, others: GPS, DBS, RFID, radar, Bluetooth. Hands on cellular. Spread Spectrum technologies Spread spectrum benefits and disadvantages, how it works, Direct Sequence, Frequency Hopping, hybrids. RF propagation Models, link budget, Smith chart, RF matching with the Smith chart. cell capacity, tradeoffs: power vs. bandwidth, free space, reflection, diffraction, multipath cancellation, propagation prediction and measurement tools. Hands on Smith charts. RF testing Why power rather than voltage/current, units of power, dB and dBm power conversions. Test equipment: signal generators, power meters, network analysers, spectrum analysers. RF test setups: return loss, insertion loss. Hands on RF testing.