Learn How People Think, Interact, Respond, Grow and Develop through this online Higher Advanced Diploma:

•     Help People
•     Manage People
•     Teach People

The Psychology profession is much more than just Counselling; and a successful career requires much more than just a qualification.

•     Build your capacity to work right across the spectrum of this profession.
•     Some graduates do set up in business as a counsellor, but; operating either their own clinic or working to provide support services with another medical or complimentary medicine professional
•     Many others use this as a starting point for a career in industries such as management, marketing, education, welfare industries, employment services, industrial relations, health and media.

In today’s rapidly changing world, it is always going to be impossible to say any particular course will get you into any particular job. The world is simply changing too fast, and jobs that exist today simply might not even exist by the time you complete your studies. One thing is for sure though -people who have a better understanding of how people think, will always be valued -in virtually any workplace.

The diploma is formally accredited by the international Accreditation and Recognition Council.
The school has been assessed as having expertise in teaching Psychology, by the Complementary Medicine Association (UK).

Graduates are encouraged to apply for membership of the CMA.

ABOUT THE COURSE

Six Core Modules: The course is sequenced so that foundation knowledge and skills are established through completion of the core unit modules.  Students will be expected to complete these modules before undertaking any of the other course components.

Six Elective Modules: Elective studies will broaden foundation knowledge and skills into other areas which are of value to persons working in one or several sectors of counselling.  They give the student the opportunity to study areas that are of interest to them.

Research Projects: Successive ‘research projects’ will build on and reinforce the core learning.  Each research project is 100 hours duration and contains 2 parts: the first part assists the student in developing research skills, whilst the second part involves carrying out a relevant research project.

        Research Project I: This develops the student’s ability to plan and conduct research, and involves a minor statistical research project and report.

        Research Project II: This further develops the student’s ability to monitor and evaluate a common process (or processes) relevant to their studies.

        Workshops: Workshops and assessment of student practical skills must be completed after the student has passed the core modules of this course. Alternatively, the student may undertake this after completing all study modules.

Workshops should make up 100 hours of relevant industry experience which may be undertaken anywhere in the world. It is the student’s responsibility to arrange attendance at workshops and to meet any costs incurred, whether at the school or elsewhere. However, the school will seek to assist students who are having difficulty finding suitable experience. Students may choose to set up their own workshops with an assessor or they may prefer to attend workshops which have already been established by counselling organisations or individuals in their own country.

You may choose to complete the workshop experience in a variety of ways.

•     One to one tuition.
•     Approved work placement.
•     Small group seminars with approved trainer.

Whilst the academy strongly advocates attendance at workshops to fulfil the supervised training aspect of the course, this may not always be possible. In that case, it may acceptable to complete the practical component by undergoing supervised training with an established counselling organisation.

RECOGNITION

This course is accredited by the International Accreditation and Recognition Council (IARC).

ADL is registered in this area of training with the Complementary Medicine Association in the UK.

Modules
Core Modules:    These modules provide foundation knowledge for the Diploma In Counselling & Psychology.

1.      Counselling Skills I BPS109
2.      Counselling Skills II BPS110
3.      Introduction To Psychology BPS101
4.      Psychology & Counselling BPS102
5.      Counselling Techniques BPS206
6.      Professional Practice in Counselling BPS207

 Elective Modules:    In addition to the core modules, students study any 6 of the following 17 modules.

1.      Aromatherapy VHT104
2.      Biopsychology I BPS108
3.      Child Psychology BPS104
4.      Health & Fitness I BRE101
5.      Human Nutrition 1 BRE102
6.      Industrial Psychology BPS103
7.      Marketing Psychology BPS107
8.      Sports Psychology BPS106
9.      Stress Management VPS100
10.      Adolescent Psychology BPS211
11.      Aged Care and Counselling BPS212
12.      Conflict Management BPS201
13.      Family Counselling BPS213
14.      Grief Counselling BPS209
15.      Relationships & Communication Counselling BPS208
16.      Crisis Counselling BPS304
17.      Life Coaching BPS305

Note:  each module in the Diploma In Counselling & Psychology is a short course in its own right, and may be studied separately.

Stream Modules:

• Research Project I
• Research Project II
  and one of the following:
• Workshop I or
• Industry Meetings or Approved Work Experience (Workplace Projects)

Scope of Counselling

Counselling means different things to different people. It is not a ‘get well quick’ option, offering quick answers, but is asking the person to engage in a process and an exploration. There are many definitions of counselling. A simple version is that counselling is a working relationship where the client is helped to manage what is happening in their life and to explore their life. It is a form of psychological or talking therapy that offers people the ability to change how they live and feel. The aim of counselling is to provide the client with a more satisfying experience of life. Everyone has different needs, so counselling can be concerned with many different aspects of a person’s life.

Counsellors may work in any of the following situations:

•     Churches & Welfare organisations employ counsellors on all levels -from minimally trained volunteers to highly trained professionals
•     Careers Advisors in Employment Agencies, with Resume Writing Services, Employment Support offices (government, universities, etc)
•     Life Coaches, Food/Weight Consultants, etc
•     Youth Workers, Social Workers, Family Support Services, Health Support Services
•     Funeral Services
•     Industrial relations negotiators, union representatives
•     Teachers, Lecturers, School & College support staff
•     Support staff for medical practitioners -chiropractors, doctors, physiotherapists etc, are increasingly using counsellors to provide a supplementary service through their clinic
•     The scope and nature of counselling keeps changing, and job opportunities keep changing -It is a certainty that some of the best opportunities you will find after graduating, have probably not
      even been conceived at the time you commence    your study. This is the nature of today’s world!

Enjoy an Online Higher Advanced Diploma in Counselling and Psychology VPS007 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Higher Advanced Diploma in Counselling and Psychology VPS007 Course

Want to Understand What People think and Why?

•     This can help is so many areas of your day to day life; work, home and play
•     It can also lay a foundation for any career where you deal with people on a day to day basis.
•     Training for counsellors, teachers, managers and those working in the fields of health and community services

Why do people study this certificate:

    A foundation for working in counselling, management, welfare, education etc.
    To improve skills and prospects for advancement in an existing job
    To supplement existing qualifications (degree, diploma or certificate) by broadening their scope of expertise and general people skills
 
Modules
Core Modules:   These modules provide foundation knowledge for the Diploma In Psychology.

1.      Introduction To Psychology BPS101
2.      Psychology & Counselling BPS102

 Elective Modules:     In addition to the core modules, students study any 4 modules from the list below:

1.      Biopsychology I BPS108
2.      Counselling Skills I BPS109
3.      Educational Psychology BPS105
4.      Industrial Psychology BPS103
5.      Marketing Psychology BPS107
6.      Sports Psychology BPS106
7.      Conflict Management BPS201
8.      Counselling Techniques BPS206
9.      Family Counselling BPS213
10.      Professional Practice in Counselling BPS207
11.      Relationships & Communication Counselling BPS208
12.      Criminal Psychology BPS309
13.      Psychological Assessment BPS308
14.      Psychopharmacology (Drugs & Psychology) BPS302

 
Note: each module in the Certificate In Psychology is a short course in its own right, and may be studied separately.

CORE MODULE OUTLINES

Introduction to Psychology

This course covers basic principles of human psychology. There are 7 lessons:

1.     The nature & scope of Psychology
2.     Neurological basis of behaviour
3.     Environmental effects on behaviour
4.     Consciousness and perception
5.     Personality
6.     Psychological development
7.     Needs, drives and motivation

Psychology and Counselling

Successful completion of this module will develop the learner’s ability to analyse psychological processes and apply that knowledge in counselling or advisory situations. There are seven lessons in this module, as follows:

1.     Stress
2.     Abnormal Behaviour
3.     Individual Behaviour
4.     Group Behaviour
5.     Methods of Dealing with Abnormalities
6.     Conflict Resolution
7.     Interpersonal Communication Skills

ELECTIVE MODULES:  Below are some samples of  selected outlines:
 

Child Psychology

This module is designed to provide the student with an understanding of the cognitive, behavioural and emotional development of children. There are 12 lessons in this module, as follows:

1.     Introduction to Child Psychology
2.     The Newborn Infant
3.     States & Senses of the Infant
4.     Learning
5.     Emotions and Socialisation
6.     Cognitive Development
7.     Language Development
8.     Intelligence
9.     Socialisation – Part A
10.     Morality
11.     Sexuality
12.     Socialisation – Part B

Industrial Psychology

This module will develop your understanding of how the psychological state of employees in the workplace affects both their work and their overall well being. There are ten lessons in this course, as follows:

1.     Introduction
2.     Understanding the Employees Thinking
3.     Personality & Temperament
4.     Psychological Testing
5.     Management & Managers
6.     The Work Environment
7.     Motivation and Incentives
8.     Recruitment
9.     Social Considerations
10.     Abnormalities and Disorders

Sports Psychology

Successful completion of this module will develop your skills and understanding of the psychological dimensions of sports performance and coaching. There are ten lessons in this module as follows:

1.     Introduction
2.     Psychological Traits of Successful Athletes
3.     Anxiety & Arousal
4.     Motivation
5.     Aggression
6.     Leadership & Coaching
7.     Team Dynamics
8.     Special Groups.

Educational Psychology

Successful completion of this module will develop an understanding of the psychological processes that influence learning. There are eight lessons in this module as follows:

1.     Introduction –Development & Learning Theory
2.     Behavioural Learning
3.     Information Processing
4.     Memory Retention & Loss
5.     Individual Needs
6.     Constructivist Learning
7.     Motivation

Conflict Management

This course gives the student insight into conflict and into different techniques for managing conflict to product positive outcomes. There are eight lessons in this course, as follows:

1.     Conflict Management and Anger
2.     Listening
3.     Negotiation
4.     Mediation
5.     Facilitation
6.     Balance of Power
7.     Discussion and Group Work
8.     Crisis Analysis and Responses

Biopsychology

Successful completion of this module will develop your understanding of physiological influences on human behaviour and the influence of thoughts, feelings, perception and other psychological processes on the physiology of the body. There are seven lessons in this module as follows:

1.     Introduction
2.     The Senses
3.     The Nervous System
4.     The Endocrine System
5.     Stress
6.     Emotions
7.     Consciousness

Marketing Psychology

Successful completion of this module will develop your understanding of the psychological influences on consumers, and your ability to apply psychology to marketing. There are eight lessons in this module as follows:

1.     People as Consumers
2.     Market Segmentation
3.     Internal Influences –Perception & Personality
4.     Internal Influences –Motivation and Awareness
5.     Social Influences –Small groups and family; social class, culture etc
6.     Consumerism
7.     Communication and Persuasion
8.     Deciding to Buy

In this Diploma, you will gain useful insights into human behaviour in different situations. An understanding of psychology is especially beneficial to . It is also relevant to sports and child care. This course allows you to choose modules that best meet your particular career or study needs. It is useful as a first step to further study, for increasing your employabilty in various areas such a social or community services or human resources, and as a complement to your existing qualifications qualifications. This course is internationally accredited through I.A.R.C.
 

Enjoy an Online Diploma In Psychology VPS002 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Diploma In Psychology VPS002 Course

Gain the basics in counselling. A diploma, aimed at people working or looking to work in care or health care services. Consists of 6 modules (600 hours)containing in-depth lessons.

In the discipline of psychology, the term stress is defined as the state of psycho physiological arousal. It is virtually impossible to discuss psychological stress without describing the psychological state that accompanies it. The dynamics of stress demonstrate the close interaction between mind and the body in human behaviour. Thus, before we discuss stress, let us first briefly take to task the mind body problem. During our everyday conversation, we tend to use the term body for all that is concrete and tangible about ourselves -the shape of our limbs, colour of hair etc.

The term mind on the other hand refers to the intangible part of our experience -the private storehouse of our emotions and thoughts. Thus, in our every day life, we tend to use these two terms as though they refer to entirely separate entities, which exist independent of each other. This is not the case though…they are interrelated & highly inseparable!

Course Structure:  Diploma In Counselling (Care Professionals) VPS005

Core Modules:

1.     Introduction to Psychology BPS101
2.     Psychology & Counselling BPS102
3.     Counselling Skills I BPS109
4.     Life Coaching BPS305

Elective Modules: Choose and  2 modules from the list below:

1.     Biopsychology I BPS108
2.     Counselling Skills II BPS110
3.     Stress Management VPS100
4.     Aged Care and Counselling BPS212
5.     Counselling Techniques BPS206
6.     Grief Counselling BPS209
7.     Crisis Counselling BPS304

 Note:  each module in this Diploma is a certificate in its own right, and may be studied separately.

Enjoy an Online Diploma In Counselling (Care Professionals) VPS005 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Diploma In Counselling (Care Professionals) VPS005 Course

If you love advising people in choosing the right career then become a Careers Counsellor. This indepth course on careers counselling offers you an insight into the work of a careers counsellor. It will provide you with a good grounding in the field of careers counselling, life coaching, counselling and psychology, providing you with the skills to work in careers counselling. Pre-requisite – Some previous knowledge of psychology. If you have not studied psychology before, we recommend you take the Introduction to Psychology course as one of your electives.

Careers Counselling – This is a mainly verbal process, where the counsellor and client are in a collaborative and dynamic relationship, focussing on identifying and acting on the goals of the client.  The counsellor uses their repertoire of techniques and processes, to help the client come to an understanding of the options available.

Among other things, Careers Counselling may involve helping people:

•     Identify the best job for their skills and interests
•     Find any job to meet their personal and financial needs
•     Find a better or more appropriate job for their situation
•     Achieve job satisfaction through appropriate choices
•     Plan and cope with career changes
•     Better adapt to the workplace
•     Improve their potential for advancement in the workplace
•     Identify new career possibilities when circumstances change.
•     To be able to assist a client in each or any of these processes, a Careers Counsellor must be aware of:
•     The diverse nature of employment opportunities
•     The requirements for success in different types of jobs
•     Reasons that people hire and fire employees
•     Workplace conditions including contract law, industrial relations systems, health and safety issues, ethics – useful contacts among employers, government departments, funding bodies, professional associations, industry experts, etc
•     Factors that hinder or promote a person’s job-seeking effectiveness
•     Trends in the local job market.

Course Structure:   Diploma in Career Counselling VPS018

Core Modules:    These 3 modules form the foundation of this Diploma

1.     Counselling Skills I BPS109
2.     Careers Counselling BPS202
3.     Life Coaching BPS305

Elective Modules:   Choose any 3 modules from the list below:

1.     Business Studies BBS101
2.     Counselling Skills II BPS110
3.     Introduction To Psychology BPS101
4.     Counselling Techniques BPS206
5.     Professional Practice In Counselling BPS207
6.     Professional Supervision BPS301
7.     Industry Project BIP000
8.     Educational Psychology BPS105
9.     Psychology in the Workplace BPS103 (Industrial Psychology)
10.     Motivation VBS111
11.     Stress Management VPS100
12.     Adolescent Psychology BPS211
13.     Developmental Psychology BPS210
14.     Entrepreneurship BBS204
15.     Psychopharmacology (Drugs & Psychology) BPS302

Note:  each module in this Diploma is a certificate in its own right, and may be studied separately.

Enjoy an Online Diploma in Careers Counselling VPS018 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Diploma in Careers Counselling VPS018 Course

Learn about child and adolescent development. This Diploma is designed for people working with children or teenagers; or interested in a pursuing a career of working with youth. It is designed to provide a foundation for understanding the mind of a child and the way it changes and develops as they grow toward adolescence and eventually adulthood.

What is Developmental Psychology?

The study of human development focuses on behavioural and psychological development from conception through later life. Emphasis is on the processes and mechanisms underlying developmental change and stability and the contexts in which development takes place. Psychology is the scientific study of behaviour and mental processes. For example, psychology studies the brain, sensation and perception, motivation, intelligence, emotions, memory, psychological disorders, and much more. Developmental Psychology is a subfield of psychology. It’s focus is on studying the changes that take place across our life span. Development is defined as changes in our physical structure, thought, and behaviour due to genetics or the environment. Development is life long and also can be a very personal thing.

Development incorporates change over time. We all change as we mature. Some of those changes are due to experience and others to our physiology. Developmental psychology is concerned with the patterns and processes of change throughout our lifetimes. A significant question in developmental psychology is the relation between innateness and environmental influence in regard to any particular aspect of development – put in more easy terms nature vs. nurture.

Coure Structure:   Diploma In Applied Developmental Psychology VPS003

Core Modules:

1.     Child Psychology BPS104
2.     Educational Psychology BPS105
3.     Introduction To Psychology BPS101
4.     Careers Counselling BPS202
5.     Developmental Psychology BPS210

Elective Modules: Choose any 1 module from the list below:

1.     Play Leadership VRE101
2.     Adolescent Psychology BPS211
3.     Family Counselling BPS213
4.     Relationships & Communication Counselling BPS208

 Note:   each module in this Diploma is a certificate in its own right, and may be studied separately.
 

Enjoy an Online Diploma In Applied Developmental Psychology VPS003 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Diploma In Applied Developmental Psychology VPS003 Course

The academic career includes research positions such as Assistant Professor, Research Assistant, Professor etc. If an individual has a flair for research and can patiently spend 4-5 years of his life on studying one particular topic of research, can manage to pursue PhD successfully. This degree requires lot of hard work and dedication. The same qualities are required to be a Professor. When you choose an academic career, it becomes your responsibility to impart the latest and quality oriented knowledge to the students which will help them in becoming a successful professional in their life.

After completing PhD, many people go for academic positions. Many Universities and Educational Institutions all over the world required experts on the various subjects and hence, PhD holders have a great scope in this field. Academic career fulfills their dream of research as when you become a Professor or take up any other important position in the field, your research never stops.

Jaro Education and distance PhD

Many enthusiasts wish to pursue PhD along with the job, and this give importance to the distance learning PhD programs. Jaro Education offers distance PhD for such professionals, in association with, a UGC-DEC recognized University from India. Also, Jaro Education does complete handholding of the degree for the benefit of the candidate. The handholding process is inclusive of assistance in the synopsis preparation, publishing the research articles in journals, thesis preparation and viva proceedings.

These days academicians can publish their research work in the journals as well as on the internet. They can also become authors and write books on their subject of interest and also their contribution is marked as original input in the field of study. In short, the pathway to a successful academic career goes through PhD program.

Brighton Beach (Photo credit: dogfrog)

I never turn down a learning opportunity. I have no idea how much training and education I’ve had in the two and a half decades or so of my career, but I know it’s a lot. BP allowed me to attend college one day a week for six years and I went through every training course in the book. Temenos allowed me to take Open University courses for a further three years.

Among all of them, there are two courses that stand out; courses that changed my life. The first of these was the first course I ever attended. The title of the course was Putting People First. The whole company had to attend the course and when it came to my turn, it was held in Brighton. Everyone from senior executives down to tanker drivers and clerks attended the course.

The course was all about the importance of everyone’s job and how your actions affect those around you. Misery and happiness are both contagious and I know which I’d rather catch. The trainer used anecdotes such as a man asking two builders what they did for a living. The first said that he stuck bricks together. The second described the magnificent cathedral he worked on. I know which builder I’d rather be.

The course changed my outlook on life. The first thing it taught me is that I didn’t want to do the job I currently had. I wanted to do something with more significance. I didn’t know what at the time, but I knew if I studied hard, I was bound to progress. The day I returned to the office, I spoke to my boss about going to college.

The second course that changed my life was 2 decades later. It was a leadership course. It taught me the nuances of communication. It’s not just what you say, but how you say it is very important. Your choice of words, the medium, tone of voice, tempo and posture all have an impact on how your message gets received.

It also taught me about what motivates people. Why people do (or don’t do) what you ask of them. The course also asked a question which, for me, had no obvious answer. What makes you happy? I know when I am happy and when I am not, but the question of what makes me happy had me stumped for a long time.

Try answering it yourself. It might just change your life.

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• I managed to get my last assignment of this year handed in early. Just an exam on 8th and my research proposal to be in by 10th May. Thinking of benchmarking project management practices across UK higher education for my research. Why? I strongly believe sound project management, whether agile or prescriptive, can help organisations thrive. If we know where we stand we can begin to move forward.
• We had a quarterly team planning meeting which went very well. Managed to do some planning for a strategic visioning workshop I’m running with @MumManJac and @whaa.
• I’ve been working a lot with @elliogem on our communications strategy. In particular we’ve been working on a new template to help with the launch/dissemination of new/updated resources. Read more about that on Jisc infoNet’s team blog.
• There’s an appetite across UK further and higher education for more support around Enterprise Architecture (EA). I attended a meeting on Thursday looking at how UCISA can take this forward. @daveberry33 provides a nice summary of the day on his blog – Distributed Thinking – and you can follow progress via twitter using #ucisa_ea. Watch this space…

Lessons learned

• It’s the little things that count. A colleague sent me an email thanking me for my help in pulling together a meeting agenda. It wasn’t a big deal but their kind words went a long way!

Of interest

• @SysThinkReview reminded me of our inability to deduct the cost of doing something from the savings we monitor e.g. the cost of sharing back office services.
• Once my exam and research proposal is out the way I want to learn how to take pictures like this.
• I’ve been looking into the way we can demonstrate impact and benefits quite a bit of late. @carlgomb’s tweet gave me a lot of food for thought…

Is an obsession with measurement, and even with ‘evidence’, a sign of a culture which has lost confidence in its values?

Classes like upper level mathematics or philosophy just don’t translate well to elearning environments.

I can name on one hand the number of online courses that I’ve had that I enjoyed and really felt like I was part of the class. While a few have been decent, my experience with them on the whole has been less that admirable. In the right hands, and with the right professors, online courses can be good learning tools, but they invariably felt distant (not just physically) and left me wondering whether I really understood the material.

When I was given a choice of colleges I made sure that I focused on brick-and-mortar schools that I could get the bulk, if not all, of my education by showing up to an actual classroom with actual classes. But with any education nowadays, you’re going to run into classes that are unavoidably online only. For the most part, that’s fine. Not every class needs the one-on-one focus of an actual classroom and I can understand that.

I stated all the above as sort of a disclaimer about my position on the subject of distance learning. Put quite simply, I think that all-distance learning degrees (ones that are online from 100-level to completion) are junk.* Now, there’s a new trend of of MOOCs (Massive Online Open Courses) which are classes that can be taken, for free or very little cost, by anyone, even those who are not necessarily students of an educational system.

If a college or university devalues the degrees for the current students, it affects all past and future students, too.

And to me this seems fine and interesting. There was an MOOC Stanford class a few months back on artificial intelligence that I thought was interesting. I might have taken it myself if I weren’t knee-deep in my own college classes at the time. However, now it is being considered that these courses should be college credit-worthy. Color me sceptical.

Color a whole bunch of professors sceptical as well. Whole departments of colleges and universities have flat-out told the administration that they will not participate. In the article below, they argue that the material cannot be presented properly and the class size is too big to be effective.

The AI class from Stanford that I talked about before drew 160,000 students. Did they all get a college credit’s worth of education? Call me a cynic, but I seriously doubt it. America should have a free or low-cost education system, as our current one is too costly to be useful or fair, but this is not the way to go about it. I fear we may devalue our higher education system and drive smaller schools into the dirt. MOOCs seem like a great idea in moderation, but we can’t see them as a substitute for “real” classes.

From GIGAOM:

San Jose State University, one of the biggest academic supporters of the growing MOOC (massive open online course) movement, apparently has some vocal dissenters in its ranks.

In the past year, the university has welcomed MOOC providers like edX and Udacity with open arms — in addition to launching a first-of-its kind program with Udacity to award college credit for courses taken on its platform. The school has a growing partnership with edX and plans to create a dedicated resource center for California State University faculty statewide who are interested in online content.

But discord seems to brewing among some faculty.  This week, professors in the Philosophy department said they refuse to teach an edX course on “justice” developed by a Harvard University professor, arguing that MOOCs come at “great peril” to their university.

Read More…

-CJ Julius

*Again, I want to point out that I recently took a few online classes. In the hands of the right professor, class size and with the right subject, individual classes might be able to be done properly. This is the exception rather than the rule.

    Study the relationship between the physical body and psychology at home with this online course
    What we feel can very much be affected by antomy and physiology
    Learn how medical disorders, fitness, drugs and environment can affect how a person feels and behaves

This Advanced Certificate is designed for people who either want to gain knowledge of biopsychology for further studies or those who already have knowledge of psychology, but are limited in their knowledge of biopsychology. They may be a graduate of another course at certificate, diploma or even degree level.

Accreditation: This course is internationally accredited through I.A.R.C

Core Modules:   These modules provide foundation knowledge for the Certificate In Biopsychology.

1.      Biochemistry I (Animal and Human) BSC103
2.      Biopsychology I BPS108
3.      Human Anatomy & Physiology (Human Biology 1A) BSC101
4.      Biopsychology II BPS204
5.      Neuropsychology BPS306
6.      Psychopharmacology (Drugs & Psychology) BPS302

 Note:  each module in the Certificate In Biopsychology is a short course in its own right, and may be studied separately.
 
What is in the 6 Core Modules?

1.   Human Biology IA
There are 6 lessons:

1. Cells & Tissues
2. The Skeleton
3. The Muscular System
4. The Nervous System
5. Digestion & Excretion
6. Physiological Systems
 
2.   Biopsychology I
There are 7 lessons:

1. Introduction
2. The Senses
3. The Nervous System
4. The Endocrine System
5. Stress
6. Emotions
7. Consciousness

3.   Biopsychology II
There are 7 lessons in this module as follows:

1. Evolution, genetics and experience
2. Research methods in biopsychology
3. Brain damage
4. Recovery from brain damage
5. Drug dependence and the brain
6. Memory
7. Language

4.   Biochemistry I
There are 10 lessons as follows:

1. Introduction To Biochemistry
2. Lipids and Proteins
3. Enzymes and Hormones
4. Nucleic Acids
5. Thermo-regulation
6. Carbohydrate Metabolism
7. Absorption
8. Acidity and Alkalinity
9. Chemical Analysis
10. Biochemical Applications

5.   Neuropsychology
There are 10 lessons:

1. Foundations of Neuropsychology
2. Neurophysiology
3. Neuroanatomy
4. Laterality and Callosal Syndromes
5. Cognition, Personality and Emotion
6. Perception Disorders
7. Motor Disorders
8. Language
9. Dementia
10. Neurodevelopment

6.   Psychopharmacology
There are 11 lessons::

1. Introduction: A history of the use and misuse of drugs in society
2. Effects of drugs on the individual and society
3. Legally restricted drugs: Stimulants and narcotics
4. Legally restricted drugs: Hallucinogens and marijuana
5. Legally restricted drugs: Steroids
6. Legal drugs: Alcohol
7. Legal drugs: Tobacco, caffeine and solvents
8. Prescription and over-the-counter drugs
9. Sedatives and anti-anxiety drugs
10. Prescription drugs for schizophrenia and affective disorders
11. Treatment and preventative education

Enjoy an Online Advanced Certificate In Biopsychology VPS004 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Advanced Certificate In Biopsychology VPS004 Course

A Visit to the Gallery

It was my first visit to the National Art gallery, I didn’t even know where it was which was a bit embarrassing as I used to cycle past it everyday to the last school I used to work at. With it being my first visit to the National Art gallery I didn’t know what to expect, I actually thought it would be a bit disorganized.

A Painting by King Bhumipol, a self portait maybe?

The price for the ticket for the gallery was 250 baht for foreigners but only 30 baht if you speak Thai, the kids were free so it only cost us 30 baht to enter. On entering my first impression was that it was all a bit too royalist and I with photos of the Royal family from different generations, traditional Thai drawings, which I am quite fond of and even an abstract painting by the king (which I think is a self portrait).

Muslim Girl unknown

As I made my way round into the temporary gallery section I decided that my money was well spent and was amazed at some of the work on display, so much so that I forgot to get the name of the artist who created this piece which I believe is of a Muslim girl, knowing what is going on in the south of Thailand.

Close up of Muslim Girl by Thai Artist

At a first glance of the painting it looked to be made up of Thai alphabetical characters but I think most probably just squiggles influenced by both Thai and Islamic characters.

It wasn’t long before I came across the next exhibition, Crossing over by Chile born artist Marco Evaristti. Crossing over displays several drawings and paintings of dismembered suicide bombers and victims, although they were very beautifully drawn my kids were terrified so I only managed to stick around long enough to get some photos and managed to get the details on line from the Bangkok post.

http://www.bangkokpost.com/print/334495/

It was a shame that I had to rush through crossing over I did go down for a second visit a few weeks later but the artists in the temporary gallery had changed.

Crossing Over by Marco Evaristti remainders of suicide bombers

drawing of suicide bomber and victims

Crossing Over by Marco Evaristti – skulls

Crossing Over by Marco Evaristti

Terrorialista Dismembered Terrorist

Cityscape 2013 part of the Crossing Over exhibition

Course Structure: Vertebrate Zoology BEN104

There are 10 lessons:

1. Vertebrate Taxonomy and Diversity Taxonomic classifications (Kingdom, Phylum, Division, Class, Order, Family, Genus, Species).
   • Morphology and Evolution
   • Environmental and Genetic Influences
   • Speciation
   • DiversificationConvergence
   • Diet
   • Habits
   • Distribution
   • Terminology
      
2. Fishes Fish Diversity (major groups):
   • Class Agnatha (jawless fishes)
   • Class Chondrichthyes (cartilaginous fishes) and
   • Class Osteichthyes (bony fishes).
      
3. Ectotherms – Amphibians and Reptiles:
   • Definitions, Endothermy, Ectotermic, Tetrapods
   • Class Amphibia
   • Order Anura (Salientia) Frogs and Toads, Salamanders and Newts
   • Order Apoda (Gymnophiona) Caecilians
   • Class Reptilia: Reptiles (turtles, lizards, snakes, crocodiles and the extinct Dinosauria)
   • Order Rhynchocephalia – Tuatara
   • Order Chelonia (Testudines) – Turtles, tortoises
   • Order Crocodilia – Crocodilians
   • Order Squamata – Lizards and Snakes
      
4. Birds -Physiology (Structure) and Anatomy, Feathers, Colour, Legs, Skeletal structure, Muscles, Senses, Behaviour (Flight, Diving, etc), Egg formation, Hatching.
   • Bird Taxonomy
   • Ratitae (flightless) birds
   • Carinatea (flying birds)
   • Water Birds (eg. Grebes, divers, Ducks, geese and swans, Storks, flamingoes and herons, pelicans, gannets and cormorants,)
   • Owls, Eagles, falcons and hawks
   • Chickens, turkeys, game birds and mount birds
   • Rails, coots and cranes,
   • Pigeons and sand grouse,
   • Gulls, auks and plovers,
   • Parrots, parakeets, Hummingbirds, swifts, Woodpeckers, toucans, Kingfishers, bee-eaters and hornbills, Trogonos, quetzals, plumed birds
   • Perching birds such as sparrows, starlings, swallows (Passeriformes),
   • Diving birds, loons, Cuckoos, coucals Nighthawks, whippoorwills, Mousebirds, etc.
      
5. Mammals (Mammalia)
   • Overview – Taxonomy
   • Sub class Prototheria (egg laying animals) – echidna and platypus
   • Sub class Metatheria (Marsupials) eg. koala, kangaroo and opossum
   • Sub class Eutheria (Placental masmmals -these include such diverse forms as whales, elephants, shrews, and armadillos, dogs, cats, sheep, cattle and horses. Humans, of course, are also placental mammals).
      
6. Marsupials -Subclass Theria
   • kangaroos
   • koalas
   • wombats
   • bandicoots
   • opossums
   • phalangers, etc
   • Marsupials Physiology and locomotion, Reproduction
      
7. Grandorders Glires and Insectivora
   • Rodents
   • Rabbits
   • Pikas
   • Hedgehogs
   • Moles
   • Shrews and Tenrecs
   • Taxonomy, structure, Adaptations
      
8. Carnivores
   • dogs
   • wolves
   • bears
   • racoons
   • cats
   • weasels
   • hyenas
   • seals, sea lions and walruses
   • Taxonomy, Physiology, Adaptations
   •  
9. Hoofed Mammals (Ungulata: Includes seven orders)
   • Order Artiodactyla. This includes: Hippopotami, Deer, Giraffe, Sheep, Cattle, Antelope, Camelids
   • Order Cetacea. This includes: Dolphins, Porpoises, Whales
   • Order Perissodactyla. This includes: Horses, Rhinoceroses, Tapirs
   • Order Tubulidentata. This includes: Ardvarks
   • Order Hyracoidea. This includes: Hyraxes (or Conies)
   • Order Proboscidea. This includes: Elephants
   • Order Sirenia. This includes: Manatees and Dugongs
      
10. Primates and other Archonta. This grandorder is sub divided into four sub orders:
    • Scandentia e.g. Tree Shrews
    • Dermoptera e.g. Flying Lemurs, Colugos
    • Chiroptera. This order comprises the bats.
    • Primates (Or Order Primates and sub order Strepsirhini) e.g. humans, monkeys, apes and lemurs

Aims: Vertebrate Zoology BEN104

• Distinguish between major groups of vertebrates through a demonstrated understanding of their taxonomic classification and diversity.
• Describe the distinguishing characteristics of all major groups of fishes.
• To describe the distinguishing characteristics of all major groups of Ectotherms, Amphibians and Reptiles.
• Describe the distinguishing characteristics of major groups of birds
• Describe the distinguishing characteristics of all major groups of Mammals.
• Describe the distinguishing characteristics of animals in the order Marsupialia and compare mammalian specialisations with those of other vertebrates.
• Describe the distinguishing characteristics of animals within the grandorders Glires and Insectivora.
• Explain Ectothermy in a variety of different animals.
• Describe the distinguishing characteristics of animals within the order Carnivora.
• Describe the distinguishing characteristics of animals within the grand order Ungulata.
• Describe the distinguishing characteristics of animals within the grandorder Archonta.

What you will be doing during this Course

• During this course, the student will carry out the following activities. Where a student’s mobility is limited or there is a lack of facilities in the student’s home locality, an equivalent activity can be offered
• Visit a Zoo, Wildlife Park or even a Pet Shop. Observe the range of animals present and report on them.
• Visit an aquarium supply shop, marine park, fish retailer, or other facility where you can observe fish. If your mobility is restricted or you are unable to locate such a facility, look at the web site of an aquarium, and see what diversity of animals is to be seen on that web site. Identify animals from different orders and report on them.
• Research the anatomical characteristics of one species of fish
• Investigate the biological characteristics of one species of amphibian
• Investigate the biological characteristics of one species of reptile
• Research the biological characteristics of one species of bird
• Observe the behaviour of a bird or birds for 1 hour (in the wild, or captivity). Take notes
• Investigate the biological characteristics of one species of mammal.
• Research a particular family or genus of marsupial.
• Visit either a pet shop or zoo and observe any animals from the Glires or Insectivora that you find there.
• Observe a dog closely. Take note of its external features in the light of the things you have learned in this lesson. Notice the shape of the head, body and legs, the characteristics of the feet, etc. Make notes on your observations. Compile a scientific description of the anatomy of the dog you observed. Where possible, use technical terminology that you have learned during your course.
• Visit a farm, pet shop or zoo and observe any animals belonging to the Grandorder Ungulata that you find there. Make a list of these animals.
• Research an order, family, genus or species of hooved Mammal (Ungulata).
• Try to find out about the characteristics of your chosen group
• Try to observe some monkeys and/or apes. You might do this by visiting a zoo, watching a video or looking on the Internet. Make notes of any similarities and dissimilarities you observe between these animals and humans. Research their physical and behavioural characteristics with a view to comparing these with human characteristics.
• SPECIAL PROJECT: Prepare a report on the relationship between environmental change and mammalian evolution.

Enjoy an Online Vertebrate Zoology BEN104 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Vertebrate Zoology BEN104 Course

SAN FRANCISCO – To keep up with the breakneck pace of developments in online education, higher education researchers must be nimble and sometimes make do with “dirty” and quickly gathered data. Otherwise weighty discussions about student learning might get lost in all the hype around massive open online courses and other digital innovations. by Paul Fain

Read more: http://www.insidehighered.com/news/2013/05/01/education-research-and-pace-innovation#ixzz2S8CoyDDH
Inside Higher Ed

Make substantial savings with this combination RHS home study package. An excellent choice of modules for those seeking horticulture as a career. Courses may be studied online or distance learning or through home study.

Make a saving of £520 by studying this Combination Package! This RHS package is an excellent way to improve your knowledge in horticulture, utilize this course for your own personal gain or use it to develop and expand your career options.  This course gives you valuable course material needed in addition to a qualification accredited by the globally recognized Royal Horticultural Society.

Course Structure:   RHS Combination package VHT043

Combine all four (4) of the following RHS certificates and make substantial savings: These packages are offered to help you start your career in Horticulture.

Core Modules:

    RHS Certificate II – Principles of Garden Planning, Establishment & Maintenance VHT039
         Principles of Garden Planning, Establishment & Maintenance. This course is an excellent starting point
         to employment in professional horticulture by assessing knowledge of the scientific  principles
         underpinning horticultural practices. The course also supports career development for those already
         working in the profession. It also provides a foundation for further learning or  training in the field of horticulture.
         There are no prerequisites required for entry into this course.

    RHS Certificate II – Principles of Plant Growth, Propagation & Development VHT040
         Principles of Plant Growth, Propagation & Development. This is one of a new generation
        of certificates being launched by the RHS to replace older qualifications. This course covers 4 units.

    RHS Certificate III – Principles of Plant Growth, Health & Applied Propagation VHT041
         Principles of Plant Growth, Propagation & Development. This is one of a new generation of
         certificates being launched by the RHS to replace older qualifications.

    RHS Certificate III – Garden Planning, Construction & Planting VHT042
         Garden Planning, Construction and Planting. Learn about garden planning, construction
         and planting. Develop your ability to describe the principles of using landscaping and other
         specialist garden elements in the garden, landscape construction,  garden design,
         survey techniques, specialist garden and urban planting.  Find a job,
         start a business, work in landscaping, 150,000 words of unique course notes developed
         by our staff, 200 hour self paced course. Support from an international team of highly qualified
         horticulturists and landscape professionals based both in the UK and Australia.

Make a saving of £520 by studying this Combination Package!

Note:  each module above is a certificate in its own right, and may be studied separately.

Exams are offered twice annually in February and June.

RHS Examination dates for 2013 please click here
RHS Examination dates for 2014 please click here

RHS Examaination fees please click here

For a complete list of all RHS UK examination centres please click here.

Your Tutors:

Susan Stephenson
BSc in Applied Plant Biology (Botany) Univ. London,
City and guilds: Garden Centre Management,  Management and Interior décor,
Diploma in Horticulture  level 2 (RHS General) Distinction. RHS examiner.

Susan Stephenson is a passionate and experienced horticulturist and garden designer. She has authored three books, lectures at 2 Further and Higher Education Colleges, teaching people of all ages and backgrounds about the wonders of plants and garden design, and tutors many students by correspondence from all over the world.

Susan studied botany at Royal Holloway College (Univ of London). Susan is a mentor for garden designers and she also writes, delivers and assesses courses for colleges.  Susan is a Professional Associate and exam moderator for the RHS and holds the RHS General with Distinction.

David Whyte
Higher National Diploma in Arboriculture, (BTEC), Higher National Certificate in Horticulture (SCOTVEC), National diploma in Horticulture, (SCOTVEC), National Certificate  in Horticulture SCOTVEC. Current: – process of becoming LANTRA instructor.

David’s  23 years experience and continuous participation in the Horticultural environment has allowed him to win many awards. These include: Outstanding Performance on Teaher Training course, International exposition to Kunming City, China, International Presentation on Forests and Culture to Estonia, Community Awareness on Native Woodland Conservation and International Scholarship to Scandinavia.

For most of his working career David has taught in the field of Horticulture and Arboriculture.  In addition to his formal qualifications he holds many technical qualifications including, PA1 & PA6 Pesticide Application Cert, Chainsaw Maintenance Cert, Manual Handling Techniques Cert.

David’s expertise in horticulture has lead him to hold many positions as a lecturer and trainer. These include, Newcastle College,  East Durham and Houghall Community College, Sunderland City Council, Royal Botanical Garden Edinburgh (Benmore), Tern Television Productions, Scottish Natural Heritage, Royal Horticultural Society (Wisley) and Angus District Council.  He is currently a Technical site Based Trainer (Scotland & North England) for the ISS Facility Services – Landscaping.  He is currently in the final stages of  of becoming an approved LANTRA instructor.

Katie Freeth
BSc. (Hons) Horticulture, (University of Bath); RHS General Examination; FI Hort; MIfpra

An experienced and professional horticulturist with extensive management skills gained internationally; experienced in landscape management,  horticultural knowledge and application.
Katie is also an RHS examiner.

Katie brings 20 years experience as a professional Horticulturist and is an accomplished lecturer, horticulture consultant and freelance writer. Katie is a judge for the International Awards for Liveable Communities in the Whole City Category.

Katie also worked for the Commonwealth War Graves Commission in France for approx 5 years – first as a Sector Manager and then as an Area Manager; management of the cemeteries, peripatetic teams of gardeners (UK & French nationality) for the constructed cemeteries and memorials and static French nationality gardeners for small town/village plots.

She also supervised the Area Arboriculture Team and was Exhumations Officer – in charge of collecting discovered remains and arranging identification (if poss) and interment of same.

Enjoy an Online RHS Combination Package VHT043 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online RHS Combination Package VHT043 Course

Many practitioners have expressed similar concerns regarding the Program. This is partly because we have not provided you with clear, accessible information about how Continuing Education will affect our registered members. The program is designed to ensure our practitioners are as competent as they can possibly be, and many learning opportunities are yet to be released.

As we approach the release of ConEd Professionalism module, complete engagement with our practitioners is vital to a College that serves every Albertan. We realize we need to find new ways to reach every practitioner with our messages.

We hope the answers below will help to clarify the issues surrounding this very important program.

Practitioner Concern: 

“We weren’t consulted in this process!”

College Response:

Earlier this year, the College spent two months visiting 13 locations across Alberta discussing Standards of Practice and Continuing Competence with practitioners. We received some tremendous feedback in this time. In fact, the Continuing Education program was developed because of what we’ve heard from practitioners over the past five years.

Two-way communication is vital to the College, and everything our practitioners say is considered in the decisions we make here. Check the website regularly, follow us on Twitter and Facebook, or simply give us a call. We’re always listening.

Practitioner Concern:

 “The Continuing Education program comes with a tremendous financial cost. We already struggle to strike a work-life balance. It also puts too much weight on attending the upcoming AGM to earn credit.”

College Response:

In a perfect world, every practitioner would be able to attend the AGM. Unfortunately, it’s not possible to expect 9000+ practitioners across the province to abandon their posts for two days. However, over the past five years, AGM attendance levels have averaged only 3.5% of the total practitioner population. Plain and simple, this isn’t good enough and an incentive was needed to coax more people to attend.

We’ll keep making an effort to rotate the AGM location. Since 2000, it’s been held in Calgary twice, Red Deer six times, and in Edmonton six times (including 2013).

30 Credits Available – Completely Free

If you can’t be at the AGM, practitioners can easily earn the 30 credits needed for 2013. The College will release a free online professionalism course on May 31. The remaining 90 credits can be earned through a variety of learning activities we have yet to announce. Many will be earned at no cost through existing employer training. 

Practitioner Concern:

 “Why is there such a difference between how learning opportunities are weighted? 30 Credits for an online professionalism course versus 10 credits for a Pediatric Advanced Life Support course makes no sense to me.”

College Response:

The Continuing Education committee decides how many credits to allot for learning opportunities. This committee is made up of practitioners like yourself. With your feedback, they will certainly review the weighting system.

Professionalism is the theme for 2013. Because of this emphasis, the Committee decided to put more weight into the professionalism courses.

Practitioner Concern:

 “I understand that the Continuing Competence program didn’t hold me accountable to learning activities, but the new Continuing Education Program isn’t what I expected at all.”

College Response:

Accountability starts with each practitioner. Legislation under the Health Disciplines Act requires the College to ensure our registered members complete ongoing education. The Continuing Education program is part of our transition to the Health Professions Act. Under this legislation, practitioners in Alberta will be considered professionals on the same playing field as other medical practitioners. Doctors, nurses, respiratory therapists and veterinarians, among others, are all required to complete similar educational requirements.

Practitioner Concern:

 “I can’t be at the AGM and Continuing Education will cost me thousands”

College Response:

The College will soon supply free online educational modules for practitioners to complete for credit. The development of these modules is budgeted within existing practitioner fees, which won’t rise in 2014.

We are working closely with ground, air and industry employers to provide on-the-job training as credit opportunities. Many other learning activities will be announced soon.

Practitioner Concern:

 “The changes in the Continuing Education Program could cause many practitioners to lose their job. This would be seriously damaging to EMS in Alberta!”

College Response:

In the past few years, practitioners have told us they want to be considered professionals on the same playing field as other medical practitioners. To be recognized legitimately by other professions, we need members who are fully committed to becoming the most competent practitioner possible. Continuing Education and professional development is a requirement of the Health Disciplines Act, and integral to transition under the Health Professions Act. It will ensure every practitioner earns their professional status in Alberta.

Improvements Ahead

Many learning and credit opportunities will soon be announced. We’re working directly with ground, air and industry employers to include on-the-job credit opportunity. Soon, credit will be available through completion of higher education. In 2014, more free online modules will be developed and released by the College.

–

The AGM and Conference is on may 14 & 15 at the Fantasyland Hotel in Edmonton. If you’re unhappy with the direction of the College, there’s no better way to show professional engagement by attending, voicing your opinion and voting for Council members you think would best represent your views.

You can reserve your spot here.

We look forward to your continual feedback.

Sincerely,
The Alberta College of Paramedics

Silpakorn Bhirasri on the cover of my new Sketch Book

Here’s a short biography of his life:

Corrado Feroci was born in Florence Italy in 1892 and was a sculptor who worked mainly in Thailand after being invited to the kingdom in 1923 to teach western sculptor at the Fine Arts Department of the Ministry of Palace Affairs. Corrado later founded the Silpakorn University (the University of Fine Arts) in 1943.

After Italy surrendered to the allies in 1944, he changed his name to to Silpa Bhirasiri and became a Thai national to avoid being arrested by the occupying Imperial Japanese Army. While in Thailand he married his second wife, one of his Thai students.

The Rama I Statue at Memorial Bridge

If you have ever been to Thailand and travelled around the Bangkok streets you will see several of Silpa Bhirasiri’s works including the Democracy Monumenty, the Victory Monument and the Statue of King Rama I at the Memorial Bridge at Saphan Phut.

Democracy Monument by Silpa Bhirasri Bangkok

His photograph on the front helped me choose the notebook, I’d previously bought colour pencils and watercolor pencils by the Thai brand Masterart which weren’t so great,  but I had not so long ago read about Silpha Bhirasiri and knew he was the founder of Silpakorn University so knowing that the university had endorsed the brand for this product I had faith in what I was purchasing.

To be honest my sketchbook hasn’t been that organised so far but I made a promise to myself on purchasing this new book to get things in order for my first assignment.

Develop your career in the photography industry! This course is designed to train people for supervisory or managerial positions in the photographic industry. A workplace project on the photography industry is required.

Course Structure:    Diploma In Applied Management (Photography) VPH001

Core Modules:

    Office Practices VBS102:
        Develops basic office skills covering use of equipment, communication systems (telephone, fax, etc) and office procedures such as filing, security, workplace organisations, etc.

    Business Operations BHT326
        Develops knowledge of basic business operations and procedures (eg. types of businesses, financial management, business analysis, staffing, productivity, etc) and the skills to develop a 12 month business plan.

    Management VBS105
        Develops knowledge of management structures, terminology, supervision, recruitment and workplace health and safety.

    Marketing (Foundations) VBS109
        Develops a broad understanding of marketing and specific skills in writing advertisements, undertaking market research, developing an appropriate marketing plan and selling.

Elective Modules: Choose any 2 modules from the list below:

    Introduction To Photography BPH100

• Origins of Photography
• Film
• Photo Equipment: Part 1
• Photo Equipment: Part 2
• Developing Film
• Enlarging
• Lighting
• Fault Finding

    Photographic Practice BPH101

• Composition
• Photographing People
• Nature & Landscape Photography
• Colour vs. Black & White
• Special Techniques
• Illustrative Photography
• Publishing
• Business Opportunities in Photography

    Photographic Technology BPH201

• Image Formatting
• Lighting
• Sensitometry Part 1.
• Sensitometry Part 2.
• Understanding Colour
• Chemistry of Colour Photography
• Filters & Attachments
• Lenses

  Note: each module in this Diploma is a certificate in its own right, and may be studied separately.

Enjoy an Online Diploma In Applied Management (Photography) VPH001 Course with ADL Online Courses, via Distance Learning. Great Value for money learning in your own time! If you want to talk to us about this online course, please contact us

Online Diploma In Applied Management (Photography) VPH001 Course