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Culture
The Learning Path

the learning path

Birmingham

Preparing and selling hot food has risks. There are the usual shop risks; customers having accidents, theft, vandalism; but takeaway shops involve the use of hot overns and sometimes hot oil as well, greatly increasing the possibilities of fire and burns to staff and, occasionally, customers as well. Increasingly, though, we have a compensation culture around hot food, ranging from claims of being scalded by hot liquids such as drinks or soups, and there have been numerous cases of people with allergies falling ill through eating food containing possible allergens. Insurance has never been so important for food shops and you can get more information from this cheap shop insurance site. Hot food delivery insurance Risks don't end when the food leaves the premises if you have a delivery service; and this is why delivery staff need hot food delivery insurance. Unfortunately, people deliving hot food tend to have more accidents than the average. Whether they deliver by bike, car, scooter, van or motorbike they are statistically at a higher risk on the road than other road users. This is because hot food needs to be kept that way; and no matter how carefully the food items are packed some cooling is going to happen. Also; most delivery drivers have a certain number of deliveries to make in order to earn their keep. These facts mean that there is a tendency for drivers delivering takeaway food to go a bit faster than they really should, which increases the likelihood of accidents. In addition, the greatest demand for food to be delivered is when the weather is bad, and during the evening, and both these conditions make for more difficult driving conditions. Motor insurance companies insist that those delivering food are properly insured to do so and without this cover delivery drivers risk heavy fines and other penalties which could lead to losing a driving licence. So, when insuring you shop, don't forget to insure your delivery staff too! What kind of insurance does a hot fast food shop need? A business normally requires some, possibly all, of the following: Public liability Employers liability Professional indemnity Buildings and contents cover Bigger companies can also face more complex risks such as terrorism, cyber attacks, defamation, and much more. Every business is different and so every business requires protection against different risks. Smaller companies Smaller businesses can be at greater risk than larger ones because they do not have the financial backing to survive compensation claims or other disasters which adversely affect them. A simple slip or trip in the workplace can lead to a court case that can destroy a business; a fire can wipe out years of hard work. Managers need to not only concentrate on day-to-day essentials but also consider what happens if things go wrong – and they do so all too readily. Your business is unique and therefore it is highly likely that you need a unique insurance package. It is also easy to look for the cheapest insurance by visiting price comparison websites; but few managers have the time to go into all the small print on innumerable policies. Failing to do so however can result in a disaster if something goes wrong that should have been insured, but wasn't, because of an oversight. A professional insurance broker who specialises in business insurance should be able to advise managers on exactly what insurance they need, where to buy it, and how much they really need to pay for it. Majority of brokers will not charge the company they advise a fee, because they will receive commission from the underwriter that they pass the business on to. In the vast majority of cases working through a broker is the only way to buy a lot of insurance products anyway, since few underwriters will deal directly with businesses, except perhaps the very largest ones.

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UK Training & Development Limited

uk training & development limited

Hemel Hempstead

UKTD mission is to seize opportunities as they present themselves in our changing world and to offer Apprenticeships and private qualifications that are engaging, innovative and exciting. Through blended learning and technologies available to us and the impact of our delivery, we aim to retain our learners and employers and ensure the sectors we work with have the expertise and skills they need for the future. Company Vision & Core Values UKTD vision is to be a leading Training Provider in the UK, in particular for the Hairdressing industry. Our vision is to be synonymous with quality provision and expertise in our field, delivering innovative and high-quality learning experiences for the learners and businesses we work with. Through our core values and KPI’s we have aligned the company to achieve a high impact for learners and quality provision. Our vision is to also create the ethos of lifelong learning to ensure the industries we work with have the necessary skills for their business and the future. Core Values Integrity is fundamental to the culture of UKTD, it focuses us on what is important and on our main priorities, doing the best for all those we work with and for, this includes, our staff, employers, learners, and all stakeholders, that invest in us, including Board of Governors, ESFA and Ofsted. High Achievement- ensuring that through excellent data systems and reporting we are aware of areas for self-improvement to the benefit of all our stakeholders Transparency – To be an open and transparent organisation, keeping people informed via our website, marketing materials, and most importantly through the Information, Advice and Guidance (IAG) that we provide. Through open dialogue with our customers, we welcome feedback and recognise the value this has for our business in helping us to improve how we work and the services we offer. Quality – Quality and raising standards are paramount in everything that we do. Through our partnerships with employers, we aim to offer high quality programmes that both challenge and stretch our learners throughout their chosen apprenticeship. The quality of teaching and learning at our placements is a top priority and with robust quality checks and ongoing support, we are committed to achieving excellent provision for all our learners. Impact– To achieve max impact in terms of achievement and outcomes, through alignment of Policy and procedure to company KPI in all departments and job roles Innovation – Innovation is at the heart of everything we do, from designing and delivering training solutions that raise the profile of work-based apprenticeships, to incorporating new ways of making our programmes relevant in an ever-changing landscape. Value – We provide training solutions for employers and learners designed to meet their needs, offering excellent value both financially and materially. From the feedback we have received from learners and businesses, our training has had a considerable positive impact on companies and careers. We aim to continue this with the new standards, placing good value products and services at the core. Experience – Our managers and staff have extensive knowledge and experience and are kept up to date through their Continuing Professional Development (CPD), standardisation and regular training. We have 20 years’ experience of WBL and the industries we work with, and we understand the value of excellent relationships with employers to encourage and support the best possible training and delivery models. Competitiveness – as an organisation with ambitions for further expansion, UKTD is highly competitive, focusing on high levels of retention, achievement, and outcomes for all. We see quality and the understanding of our business partners’ needs as fundamental to achieving this goal. Recognition and Celebration – Celebration of our shared achievement is important and motivating for us all. Additionally, we actively encourage participation and involvement in pursuing both learner and employer excellence, through the achievement of national and local awards.

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Angel Of Education

angel of education

London

We create innovative web-based applications to help all levels of the education sector, from pupils, teachers and school leaders right through to local authorities and large academy chains. Our tools are used nationwide, as well as internationally. We Believe… Everyone deserves a quality education; Freedom & creativity breed innovation; Excellence should be noticed & rewarded; Life is better with some fun & personality; Greatness comes from always knowing that you can be better; Angel is not its employees, but our beliefs. Those will live forever. The Angel Circus At the beginning of 2012, we converted our offices into a Circus so that our surroundings could reflect the personality and innovation that takes place within the company. Why a circus? Because the circus is a place where talented performers train hard and work to entertain and thrill their audience. In the same way, we want to wow people with our software, customer service and support. We love seeing visitors’ faces when they come to meet Team Angel at our circus. There’s a Big Top and gypsy caravan for creative meetings, a grandstand (complete with ball pool) for presentations, a full-wall blackboard for ideas and inspiration, plus fairground mirrors, a popcorn machine and plenty of other circus curiosities for fun. Most of our staff have even learnt to juggle! And really, it’s our staff who reflect the Angel Solutions DNA more than any props ever could. How We Encourage Creativity… Beyond the circus, creativity and innovation is central to how we work. We give staff plenty of opportunities to promote and showcase their talents, whether work-related or not, and place a high value on ongoing learning. Most importantly, we always strive to celebrate effort and creative thinking in our team, just as much as we celebrate their successes. For example, our staff might… Introduce a new work process to try to save time Trial a new technology inside one of our products Teach a skill or share an idea at a lunchtime smorgasbord session Work with a totally different team on an innovation day Run a staff training session to share their knowledge Do an online course to learn something new No matter how busy we are, it’s important to us to carve out precious time like this. We hold Innovation Days every month and encourage as many people as possible to pause what they’re working on to take part. During that time, teams can mix up and people have an opportunity to work on whatever they want! At the show and tell sessions at the end of these days, presentations are always met with the sound of applause and cheering, whether or not they worked out! Our Performers More than anything else, our company culture is genuinely reflected in the wonderful people who make up our staff team. Lots of our staff have been with us a long time now — some since graduating from university — and their hard work, dedication, expertise and creativity is rewarded. Take a look at our jobs page for more on the benefits we give our team, or see our Flickr photo gallery for a flavour of what it’s like to work at Angel. Want to Visit the Circus? We love it when schools, authorities and other current or potential stakeholders come to visit us here, and are always welcoming to the office groups of students or people from other sectors who want to come and meet our team. Only here at our circus can you get a true feel for who we are and what makes our products and services so special. Simply get in touch if you’d like to pay us a visit. We are hiring! Join Team Angel If you think you’d fit in well in our team and have skills to offer, head over to our jobs page to find out more! WORK WITH US About us Our Team The Board Our Charity Work Awards Recruitment How to find us

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IOA Central Branch

ioa central branch

Coventry

The Institute of Acoustics is the UK's professional body for those working in acoustics, noise and vibration. It was formed in 1974 from the amalgamation of the Acoustics Group of the Institute of Physics and the British Acoustical Society (a daughter society of the Institution of Mechanical Engineers). The Institute of Acoustics is a nominated body of the Engineering Council, offering registration at Chartered and Incorporated Engineer levels. The Institute has some 3000 members from a rich diversity of backgrounds, with engineers, scientists, educators, lawyers, occupational hygienists, architects and environmental health officers among their number. This multidisciplinary culture provides a productive environment for cross-fertilisation of ideas and initiatives. The range of interests of members within the world of acoustics is equally wide, embracing such aspects as aerodynamics, architectural acoustics, building acoustics, electroacoustics, engineering dynamics, noise and vibration, hearing, speech, underwater acoustics, together with a variety of environmental aspects. The lively nature of the Institute is demonstrated by the breadth of its learned society programmes. There are three corporate grades of membership, namely Honorary Fellow, Fellow, and Member, and four non-corporate grades of Associate Member, Technician Member, Affiliate, and Student. The Institute is well supported by organisations which have become Sponsor Members and by its Key Sponsors. A recent employment survey shows that of our 3000 members, some 900 are employed in industry, commerce and consultancies, 400 in education and research, and nearly 500 in public authorities. Among the more specialist areas in which acousticians are employed are the audio and hi-fi industry, auditorium and concert hall design, broadcasting, telecommunications, quiet vehicle and product design, sonar system design, human-computer interaction, environmental noise control and health and safety management. The Institute works closely with other professional bodies in related fields, including CIEH, REHIS and IOSH and the Association of Noise Consultants. As one of the smaller professional institutions, the Institute of Acoustics has particular strengths in its learned society programmes and its cohesive role for the subject. There is a club atmosphere in its activities and it is possible for members to maintain personal contacts with colleagues engaged in other related areas of acoustics. There is a high participation rate by members in the conference, subject specialist meetings and regional branch activities of the Institute. The Institute offers members a Continuous Professional Development support scheme, a feature which is becoming increasingly recognised as an essential element in ensuring that professionals can keep up-to-date with rapidly changing technological and regulatory issues. Specialist interests are catered for through specialist groups, and regional activities are promoted by a number of regional branches. The work of the Institute relies heavily, of course, on the voluntary efforts of many members of Council, of its Standing Committees and of the Group and Branch Committees. The Institute publishes a bi-monthly Acoustics Bulletin, containing articles of professional, academic and technical interest and the Institute's Proceedings record the two hundred or more papers presented at our formal meetings each year. An education programme, comprising a Diploma in Acoustics and Noise Control and several Certificate of Competence courses is offered at a number of Centres throughout the UK. The Diploma is also available by tutored distance learning. Through specialist Institute of Acoustics working groups, support is given to the development of legislation in these areas, and there is considerable activity by Institute members in UK, European and International Standards development. The Institute is a founding member of the European Acoustics Association (EAA), a member society of the International Institute of Noise Control Engineering (I-INCE) and a member of the International Commission for Acoustics (ICA)

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Wombourne High School

wombourne high school

Wolverhampton

I am delighted to welcome you to the Wombourne High School website, which offers a wealth of information about our school, our vision for the future, the flourishing developments taking shape at our school and the many successes and achievements of our students. We are an ambitious and supportive school, committed to providing all our students with the best possible education. We are proud of our team of dedicated staff who provide an inspiring, structured and supportive learning environment, in which every student is challenged to realise their full potential and encouraged to be ambitious for their futures. We believe that everyone has potential: our commitment is to help each young person to make the most of their abilities and to achieve their goals. We believe in high academic aspirations for every student, and we achieve these aspirations through our core values of hard work, positivity and kindness. At Wombourne High School our students work hard. They are courageous and determined in the pursuit of their goals, and resilient to setbacks. We help our students to understand that effort now will help ensure their success in the future. Our students know that every step they take forms part of their journey to success, and we help them to understand that long term goals are achieved by taking small steps every day. Through our positive environment, we always promote the highest possible aspirations for our students and encourage a ‘can-do’ attitude. At Wombourne High School we believe that anything is possible, and our students are challenged to do their best, to never give up and to do whatever it takes for as long as it takes. We encourage students to demonstrate positivity by involving themselves in all aspects of school life and are committed to providing unique opportunities and experiences that lead to happy, healthy, and successful futures. Finally, and most importantly, we expect all our students and our staff to show kindness: to treat others as they wish to be treated, to be respectful, fair, and compassionate. Our students are polite and courteous, and always happy to help others. We are privileged to help our students develop their sense of responsibility and respect for themselves and the world around them and celebrate diversity through our inclusive culture. At Wombourne High School we recognise the importance of good examination results for our students’ future success, but we know that these alone are not enough. To secure places at the best universities and on the most prestigious apprenticeships, our students also need to develop their wider skills and attributes so they can take their place as positive and independent members of society, ready for success in any pathway they choose. Learning at Wombourne reaches far beyond the classroom; we offer an enriched, enjoyable curriculum and encourage all students to get involved in the wider life of the school, offering extra-curricular activities in a range of areas such as sport and the arts and an extensive variety of educational visits and opportunities. Wombourne High School looks forward to an exciting future, with fantastic exam results, extensive opportunities for students, and a successful Sixth Form, with work starting shortly on our new state-of-the-art building which will provide outstanding learning facilities for all students. Our vision is to develop students who are confident, independent and resilient citizens with unlimited aspirations, who leave our school equipped to be successful in any pathway they choose. If this matches the ambition you have for your child, I hope that you will visit Wombourne High School to see the exceptional opportunities we offer. We look forward to welcoming you to our school.

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West Coventry Academy

west coventry academy

Coventry

In practice, this means that we expect students, staff, parents and governors to model these core values. Student Expectations Respectful Students show respect for themselves, their peers, staff and the community. Communicate with others in a calm and respectful manner Listen and respect other people’s views Have respect for the school site and learning environment Have a healthy, active and proactive lifestyle, with self-respect and self-discipline Recognition that respect for effort brings reward Responsible Students are responsible for their own behaviour and their consequences. Students are responsible for their own learning Students are responsible for wearing the correct uniform, bringing the correct books and equipment to school. Students are responsible to complete their work (including homework) Students are responsible to attend/complete any sanctions issued due to inappropriate behaviour or missed work. Students are responsible to report any inappropriate behaviour to an appropriate adult Resilient Students become more resilient when they realise that it is important to make mistakes and learn from them When finding work difficult, students should not just give up Re-read the work, look at previous work, have another go! Only ask for help when the above has been done Have high expectations of yourself Learn from experiences, in order to become stronger and better at tackling the next challenge Ready to Learn Students attend school in correct uniform, on time and with the correct equipment books Be punctual for all lessons, enter rooms calmly, take out equipment and start the Do Now in silence Make sure all home and prior learning tasks have been completed Have the right attitude to learn and actively engage in lessons Staff Expectations Respectful Staff model respectful behaviour to promote a culture of mutual respect Communicate with others in a calm and respectful manner Feedback on work respectfully, showing students that their work and effort has been valued. Show respect through being fair and consistent when dealing with students Promote that respect for effort brings reward Responsible Staff are responsible for creating a positive and calm learning environment Teachers are responsible for delivering well planned and meaningful learning experiences Teachers understand the responsibility of their role as a tutor Staff understand the responsibility of working in a school Staff are responsible for modelling expectations Staff are responsible for challenging poor behaviour and uphold school policies consistently. Resilient Support the whole school community to build resilience Identify vulnerable students that may have barriers to learning, support them in reducing barriers and equip them with the skills to build their resilience Praise student’s efforts Teach students that we learn from make mistakes Be open and flexible to new initiatives Develop a Growth Mindset Ready to Learn Ensure lessons are well planned and have impact for all students Ensure you are punctual to lessons and greet the students in a positive way Ensure school rules are applied consistently and fairly Listen to student concerns and help students overcome barriers to learning Empower students to become independent learners Parent Expectations Respectful Promote respectful behaviour within their families Communicate with the school in a calm and respectful manner Respect that all school decisions they are made with best interests of the students Respect the school rules and explain to their child the importance of them Respect the importance of education and teach their child the value of it Promote that respect for effort brings reward Responsible Parents are responsible for their child’s attendance and behaviour Parents are responsible to ensure their child is kept safe and well. Parents are responsible to ensure their child has the correct uniform and equipment. Parents are responsible for communicating with the school to flag any issues that may affect their child’s learning. Parents are responsible challenge poor behaviour and celebrate success Resilient Build up their child’s resilience through supporting them emotionally and helping them to show determination in the face of adversity Promote the importance of “Learning from mistakes” Demonstrate a positive attitude about education and their child Praise their child’s efforts and not just their academic achievements Ready to Learn Ensure their child attends school on time, in the correct uniform and with the right books/equipment Support their child with their learning Develop a partnership with the school Keep track of their child’s homework and behaviour by accessing classcharts regularly Encourage their child to read and to become an independent learner

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The Druid Order, An Druidh Uileach Braithreachas

the druid order, an druidh uileach braithreachas

London

Winter solstice is between the past and the future. It is a place of freedom from the past and free from the future. The only place to make a choice. The dying Sun enters the present to be reborn or regenerated. The present tense is a womb that gives birth to all things, a dot surrounded by a circle is a symbol for a womb and provides the plan for the life to be grown. These seeds contain within them the three functions that govern all life forms, future, present and past. The present is that which breathes in and out or future and past. In Ancient Egypt the name of a Mummy is a Karist or the Call to be I Am. Making a mummy is making a seed to plant in the earth, and this seed is a storehouse of memories of its past experiences as a basis of how it relates to its promised future. Memories of events that rely on external circumstances for their life are left behind and memories that contribute towards the character of the being are built in to the seeds of future causes. What belongs to us is not the memories of the events themselves, but the pain or joy of our responses to those events. How we respond is what is important, What we respond too is not important. When we die, we do not take our house, money, clothes or material obligations with us, we take our painful or joyful responses to what happened to us. We cannot change the event but we can change our response. Out of these seeds of causes we create a new year. Jesus is a Sun God, incorporated in a set of stories about an initiatory journey to become Karistified. It is not a past tense story, It is a story about the birth and death of all life forms and as such should not have to endure the restrictions of time, space or gender. The same stories have existed for thousands of years based on the relationship between light and matter. The source material comes from a much deeper past than most organ-isations are prepared to admit. Jesus is the product of the four elements or that which provides all life forms with not only the material ingredients of their body, land, food etc. but also of the abstract events that life brings to us. These elements are provided through the present tense, and they are everywhere and nowhere for eternity. Jesus becomes invested with a fifth element enabling a process of karistification, all life forms die into the present and are reborn. (going to sleep and waking up.) The goddesses are said to be immortal and the Gods are mortal. Relative to gender a man and a womb-man, are both mortal. What exists is immortal and mortal with an active and passive functionality or mortal with a future and a past. The real cause of all births is unproven by science and religion. The cause of any birth is the I AM of the child from out the darkness and the materials for that birth are provided through the womb of the mother. All births are virgin births in the sense that it is the spirit of the child that controls the time, place and circumstances of the birth. This consciousness transits from apparently nowhere into a womb that is somewhere and appears on Earth. All women are unconsciously in contact with the other world. It is the same with the upper womb of the mind where a thought can drop into your head from nowhere and can appear as uttered speech through your mouth. The words uttered and uterus in Ancient culture are often attributed to a priest who uttered the words that come though the present tense. Winter Solstice is an acknowledgement of the creative potential contained within the seeds of all life forms with a promised return or a restoration of circular continuity. Arthur and Guinevere with her round table will one day return.

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Sophro By Nature

sophro by nature

I'm a mum of two, and a certified Relaxation & Sophrology Therapist based in Kings Heath and Stirchley in Birmingham, UK -consulting online and in-person, in French and English, for stress & anxiety management, pregnancy and birth preparation, children, sleep issues, mindset coaching and self-development, and life transitions and challenges. ‍ My Approach ‍ Sophro by Nature was born from my passion for People and Nature, and my desire to promote a healthier and deeper connection between our body and mind, and the world around us. Sophro comes from the Greek "Sos" and "Phren" meaning awareness/balance of the Body-mind connection, and "by Nature" refers to the fact that this connection/awareness is natural - but with life's busyness we tend to forget about it. It also refers to my passion for bringing therapy to the outdoors. ‍ I use relaxation therapy along a holistic therapeutic method - called sophrology - that combines classic relaxation techniques with mindset coaching, and which blends the best of Western science (hypnotherapy, positive & behavioural psychology, relaxation techniques, guided imagery, counselling skills) and Eastern traditions (mindfulness, yoga, breathing, visualisation, meditation) to balance the body-mind connection and provide a more serene approach to life challenges. (see FAQ for more info on Sophrology). ‍ All the techniques I use are advocated for by the NHS on their website and have been shown to be effective by research studies - my own background is grounded in science with a (honour) MSc in Environmental Studies and Ecotourism from Edinburgh Napier University. I've also spent over 400 hours in training and supervised therapy for two years in a state-accredited school in France to become a Relaxation and Sophrology Therapist :) ‍ About Me After I became a mum for the first time in the US, I was looking for a new way of being a working mother. When we moved to Luxembourg, I set up a project coming from my heart: working with children and families. This led me to create my own Professional Training Center in Language Development and Nature Education in Luxembourg. Thanks to this experience, I've worked with people of all ages, walks of life, cultures and nationalities - parents and babies, young children with special needs, mums and dads to be, grandparents, language therapists, and early-years educators. ‍ Working with parents and children also naturally led me to understand the importance of a healthy lifestyle, general well-being, and stress management. This is what started my life-long mission, and prompted me to train as a Relaxation and Sophrology Therapist: to provide support and ways to alleviate stress-related issues that I witnessed - much too often - in people's daily lives. My own experience living and working in various countries with different cultures expanded my cultural and diversity sensitivity - this is why I chose to specialise in children, families, and especially expatriates/immigrants and Third Culture Kids. What I love most about my work is the flexible and therapeutic nature of the methods I use; one day I can prepare a pregnant mum for birth and dealing with pain and fear, the day after I can help a child deal with stress and anxiety, the next day I can help a client improve sleep issues, and the following day I can provide emotional and pain relief to someone going through chemotherapy... It is never boring and always feels so rewarding! As a holistic practitioner, I enjoy taking into account all aspect of your life(style), so that I can provide tools and techniques to empower but also lead to another way of being yourself - a happier and healthier self :) I've always be a Nature lover (I was a Climbing Instructor and trained in Primitive Skills and Nature Education too), and I combine this important value of mine with relaxation and sophrology when I design sessions for my clients, as I firmly believe that the natural world - our world - is a great source of appeasement. In my spare time, I enjoy running, gardening, spending time in Nature, photography, reading, crafting with my kids, and experimenting with fermented food.

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International Academy Of Chinese Culinary Arts

international academy of chinese culinary arts

London

Founded in 2019, The International Academy of Chinese Culinary Arts provides expertise and insight on good practice, education, and development issues within the Chinese food related industry in the UK. Its International Chefs Academy offers International Programmes, Professional Programmes, and Continuing Professional Development Programmes aiming to nurture intellectual and professional competencies of our learners to meet the industry's demand for a new generation of chefs with multi-culinary and management skills, as well as professional mindset and work attitude. IACCA also provides bespoke professional consultancy services to businesses and educational resources to training providers, who are wishing to deliver professional chefs’ or hospitality management programmes within Chinese Culinary Arts IACCA CULTURE Vision: To be the Global Leader of Chinese Culinary Arts education and development. Mission: We set and maintain professional standards for Chinese culinary practitioners and driving positive change in Chinese food related industry Core Values Creating experiences driven by quality and authenticity is at the centre of all we do Committed to our people by developing their competences and capacity We grow our business sustainably and profitably We continue to improve through innovation and technology We contribute back to our communities IACCA TIMELINE 2016 A group of 5 experienced practitioners in the UK’s vocational related education sector founded PAM Education Consultancy Services Ltd. As an independent education solution provider with the main objective of bridging the gap between vocational education and industry development and employability skills. Pam Education ensures that learners are not only vocationally competent but employment ready. PAM Education officially established its strategic partnership with Tianjin Economics and Trade School (then the Tianjin No. 2 School of Commerce & Tianjin School of Cuisine) to bring authentic Chinese culinary arts training and education onto the global stage. 2017 The partnership has successfully obtained funding from Tianjin Municipal Education Commission under the Lu Ban Workshop Project to establish education and training centre in the UK for Chinese Culinary Arts, to develop fully regulated qualifications and the associated learning resources in English. In May, the first Lu Ban Workshop in Europe was opened at Chichester College (CC). Officials from the Tianjin Education Commission, Senior management from PAM, TES, and CC were participated in the opening ceremony. 2018 In April, the first and only UK fully regulated Level 3 Diploma in Chinese Culinary was approved by PAM Education’s awarding Body - Qualifi and appeared on the Regulated Qualification Framework. In October, PAM Education offered 10 scholarships to prototype the L3 Diploma course with Chichester College Group. Most learners reported to have benefited from the course professionally. 2019 In Early January, PAM-TES collaboration continued to flourish. Witnessed by the senior management team of the Tianjin Food Group, PAM Education and TES signed a MoU to develop a restaurant and international training centre at the iconic building of Cains Brewery in the heart of Liverpool’s vibrant Baltic Triangle. On 31st January, PAM sponsored Chinese Culinary Arts students were given the opportunity of a lifetime when they cooked for Number 10 Downing Street and the Rt Hon Theresa May at the 2019 Chinese New Year Reception. With 150 people attending the event, the students excelled in cooking a variety of canapés alongside four prestigious Chinese master chefs, flown in to help prepare for the event. In February, built on the success, PAM created IACCA, aspired to be the global leader of high quality and authentic Chinese Culinary Arts education and development. In July, the Level 2 Certificate in Chinese Culinary Art was approved In October, the Level 4 Diploma in Chinese Culinary Management was approved In November, Lu Ban Restaurant and Training Centre Liverpool was launched, which have not only brought premium Chinese cuisine and dining experience to Liverpool but also provide the state of art learning venue and work placement opportunities to Chinese culinary lovers. BBC North West and the BBC the One Show have reported on the ground-breaking Chinese cuisine experience that the Lu Ban academy and the IACCA training centre offers. 2020 In January, IACCA was named finalists in the Education Link Awards at the Department for International Trade, North West England Greater China Awards Ceremony. In July, IACCA initiated the Master Chef Programme together with TES. In August, IACCA launched its first two programmes of study to the International market.

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Smr Training

smr training

Wales

SMR International specializes in the management of knowledge services and the relationship of knowledge services to knowledge strategy development. The company is known for excellence in delivering consulting, publishing, and strategic learning services to its clients, and the company’s reputation in its field is unsurpassed, thanks to the expertise and commitment of the finest team of KM/knowledge services specialists working in the knowledge domain today. Guy St. Clair Guy St. Clair is President, Consulting Specialist for Knowledge Strategy, and Knowledge Services Evangelist for SMR International. In his professional work, Guy is recognized as an expert adviser in knowledge services and in building the organizational knowledge culture, with a special emphasis on knowledge strategy development. Guy is a prolific author and a frequent speaker on management and leadership issues relating to KM and knowledge services. In a filmed interview (available for view on Guy’s Profile on LinkedIn) with Knowledge Value Chain® expert Timothy W. Powell, Guy talks about knowledge services and knowledge strategy. In another filmed interview (also available for view on Guy’s Profile on LinkedIn), Tony Saadat of Soutron Global, SMT International’s long-time strategic affiliate, interviews Guy about his book — Knowledge Services: A Strategic Framework for the 21st Century Organization — published in 2016 by De Gruyter. Guy’s other books are listed in his Wikipedia site and on his Amazon Author Page. In June, 2017 Guy’s article “Knowledge Services: Your Foundation for Building the Twentieth-First Century Knowledge Organization” was published in Issue 85 of Leader to Leader, the award-winning journal of the Frances Hesselbein Leadership Institute (formerly the Peter F. Drucker Foundation). In the article, Guy provides direction for senior executives and organizational leaders seeking to initiate and implement knowledge services in the workplace. Many of Guy’s presentations, articles, special reports, briefings for clients and colleagues, white papers, and other professional writings can be accessed through SMRShare. Additionally, SMR International blog posts can be accessed by subject using the search engine for the site (to the right) or accessed by date (see chronological listing, also to the right). With Dale Stanley, Deb Hunt, and other members of the SMR International team, the company provides consulting services and strategic learning activities for a wide range of companies and organizations, including non-profit and not-for-profit organizations. In addition to his work with SMR International, Guy teaches at Columbia University in the City of New York. In 2010 Guy came to Columbia to work with the university’s School of Professional Studies in developing the M.S. in Information and Knowledge Strategy program, and he was for four years a Lecturer and Subject Matter Expert for Knowledge Services in that program. Guy currently serves as Lecturer in Knowledge Services for the school’s Postbaccalaureate Studies Program, teaching Managing Information and Knowledge: Applied Knowledge Services. Guy is also the Series Editor for Knowledge Services, the new series from Verlag Walter de Gruyter GmbH, Berlin, the scholarly publishing house specializing in academic literature. Guy and Barrie Levy, his Associate Lecturer at Columbia University, are the authors of the first title in the series, The Knowledge Services Handbook: A Guide for the Knowledge Strategist, published by De Gruyter in 2019. Two other titles in the series were published in 2020: Powell, Timothy W.: The Value of Knowledge: The Economics of Enterprise Knowledge and Intelligence. Garfield, Stan. Handbook of Community Management: A Guide to Leading Communities of Practice. Two new titles are currently scheduled for publication and will be announced when available for purchase: Stepanek, Marcia: Knowledge Services and Knowledge Strategy: Closing the New Digital Divide (2021). Edler, Beatrice: Knowledge Services and Privacy-by-Design: The Nature of Doing Business in Modern Innovation (2022) The new series presents and discusses new and innovative approaches to knowledge sharing used in all fields of work, with authors chosen to provide critical analysis of issues and present solutions to selected knowledge leadership challenges. Since knowledge services is industry and workplace agnostic, the series strives to present practical solutions that can be applied in all institutions worldwide. It thereby contributes significantly to improvements in knowledge management, knowledge services, knowledge strategy development, and knowledge sharing within the organization.

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