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Guiding School-Age Children in Groups |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups (Collection) |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups: MAPs and DDADA |
1.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options, and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences, and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups: Supervision and Boundaries |
1.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding Students in Groups for Paraprofessionals |
1.00 |
One of the developmental needs of students is their need for guidance with behaviors. This course will develop knowledge and understanding surrounding strategies to use with students to develop self-discipline and self-direction and establish positive relationships with others. This understanding will help paraprofessionals effectively support, nurture, and guide individual differences and fosters positive interaction among students in groups. |
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Guiding the Behavior of Individual Children |
2.00 |
This knowledge and understanding will help students develop strategies for creating programs that encourage individual children to develop self-discipline and self-direction, establish positive relationships with others, and exhibit respect for program materials and equipment and the rights of others. |
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Guiding the Behavior of Individual Students for Paraprofessionals |
1.00 |
One of the developmental needs of students is their need for guidance with behaviors. This course will develop knowledge and understanding surrounding strategies to use with students to develop their self-discipline, and self-direction, and to establish positive relationships with others. |
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Habilidades Básicas de Computación (Spanish) Basic Computer Skills |
2.23 |
En este curso, aprenderá cómo comenzar con su primera computadora, incluido el aprendizaje sobre archivos, configuración y mantenimiento de la computadora e instalación de software.
In this course, you will learn how to get started with your first computer, including learning about files, computer setup and maintenance, and installing software.
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Habilidades del siglo XXI en la primera infancia (CDA 2, 3 y 8) (Spanish) 21st Century Skills in Early Childhood (CDA 2, 3, and 8) |
2.00 |
En este curso, identificará las habilidades que se consideran esenciales para el éxito en el siglo XXI y examinará la conexión fundamental entre estas habilidades y el aprendizaje académico. También explorará áreas clave de aprendizaje de los estándares de aprendizaje para la primera infancia (desarrollo social y emocional y enfoques para el aprendizaje a través del juego) que pueden ayudarlo a promover el desarrollo de habilidades del siglo XXI en los niños con quienes trabaja. |
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Habitat Design |
2.00 |
Upon completing this course, you'll identify zoo habitats, trends during the Industrial Revolution, and immersive design techniques. You'll understand master and mini-master plans, planning project types, and design and construction phases. You'll compare design/bid/build with construction manager approaches, recognize key teams and their roles, and learn how departments contribute. You'll also grasp the basics of construction drawings, including terminology, symbols, and sheet types, and understand reference markers and their impacts on the final product. |
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Hamadryas Baboons |
2.00 |
Upon completing this course, you'll describe the physical characteristics, senses, and diet of hamadryas baboons. You'll understand their social groups and behaviors, including affiliative and aggressive actions, and communication methods. You'll also learn about their daily activities, mating strategies, and maternal care. Additionally, you'll identify current threats and conservation initiatives, and discover ways to help conserve them. Lastly, you'll share an enthusiasm for hamadryas baboons and their conservation. |
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Hand and Power Tool Safety Awareness |
0.34 |
This course covers how to protect yourself and others around hand and power tools. Hand and power tools are powerful pieces of machinery that make difficult jobs such as landscaping easier. However, when hand and power tools are not safely used, they can be very dangerous and result in serious injury or death. Being knowledgeable of how to use power and hand tools will make you and your team more efficient and safe. |
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Handline Operation #1101 (Instructor Guide) |
1.00 |
This is the Instructor Guide for Lesson #1101 Hoseline Operation. This training session is a skill demonstration and evolution. The presentation is an instructor lead discussion that reviews the importance of fire streamflow for structural firefighting. The lesson reviews standard GPM flows for the AHJ appliances and discusses appropriate situations for the use of those appliances. The training session is concluded with three skills stations that require firefighters to operate hoselines and fire streams from an exterior position. |
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Hands-On Math Learning Activities (CDA 2) |
2.00 |
Move beyond counting! This course unveils the exciting world of early math beyond simple number recognition. Witness engaging demonstrations of age-appropriate activities for infants, toddlers, and preschoolers, igniting their natural curiosity and love for mathematical concepts. Immerse yourself in the power of hands-on learning, the cornerstone of building strong foundational math skills in young minds. |
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Harassment and Discrimination Prevention |
1.00 |
A respectful workplace is a key element in creating a fair, collaborative, and inclusive environment that allows every member of a higher education institution’s community to meet their teaching, research, and public service goals. At the heart of a respectful workplace is zero tolerance for discrimination and harassment. |
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Hazard Communication Advanced |
1.00 |
This course covers an advanced level of hazard communication. Chemical hazards, in-depth analysis of chemical labels, as well as protection from chemical hazards are all covered in this course. |
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Hazard Communication Basic |
1.00 |
This course covers the basics when it comes to hazard communication. The topics will range from the Hazard Communication Standard to the labeling of hazardous materials. |
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Hazard Communication Basic (Short) |
0.25 |
This course covers the basics when it comes to hazard communication. The topics will range from the Hazard Communication Standard to the labeling of hazardous materials. |
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Hazardous Materials |
0.50 |
This course covers the basics of how to work with hazardous materials. You will learn how to work with combustible, flammable, and explosive materials, as well as the safety and training that goes along with it. |
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Hazardous Materials Spill Evolution #961 (Instructor Guide) |
1.00 |
This is the instructor guide for the Hazardous Materials Spill Evolution. This course will prepare the instructor to present and conduct this training session to an audience of firefighters. Course set-up requirements are described along with identification of key points and instruction for the demonstration and performance of the skill requirement of this training. |
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Head Trauma Interviews: Lesson 1 |
1.50 |
Lauren Wittman RN, BSN, CCRN-CMC, sits down to discuss some of the fundamental components of brain and skull Anatomy and Physiology with Jonathan J. Stone, M.D. . As the discussion continues, Dr. Stone offers an in-depth look at what we can expect when secondary trauma to the brain continues to manifest. This valuable information will assist you with understanding your local protocols no matter where you are. Final Exam: This multiple-choice exam is designed to test your knowledge of the material you just reviewed. You have two attempts to gain an 75% or higher on this exam. Please take your time and answer each question carefully. |
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Head Trauma Interviews: Lesson 2 |
2.00 |
In this second segment of our series, Christopher G. Zammit, M.D. sits down with Lauren Wittman, RN, BSN, CCRN-CMC and they define what head trauma is and how best to treat it. Final Exam: This multiple-choice exam is designed to test your knowledge of the material you just reviewed. You have two attempts to gain an 75% or higher on this exam. Please take your time and answer each question carefully.
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Health and Safety in the Laboratory |
0.75 |
This course is designed for employees who work in a laboratory setting. It covers the health and safety measures that should be taken in the lab and how to best protect yourself from hazardous exposures. |
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Health and Stress Management for Paraprofessionals |
1.00 |
Every day, paraprofessionals dedicate themselves to caring for and nurturing students and families. Often, paraprofessionals are so dedicated to serving others, they neglect their own needs. When this happens, paraprofessionals can experience stress that causes them to become overwhelmed, exhausted, frustrated, dissatisfied with job responsibilities, and unappreciated. When they maintain a healthy, balanced lifestyle, paraprofessionals are in a much better position to face the challenges of supporting and nurturing children and families with positive energy, enthusiasm, patience, and empathy.
By developing self-awareness, linking their personal and professional goals, developing a healthy balanced lifestyle, and identifying and managing stressors effectively, they can create and maintain a positive sense of well-being that allows them to maximize their ability to build positive relationships with students, parents, colleagues, and others. |
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Health and Stress Management for Teachers |
1.00 |
Every day, teachers dedicate themselves to caring for and nurturing students and families. Often, teachers are so dedicated to serving others, they neglect their own needs. When this happens, teachers can experience stress that causes them to become overwhelmed, exhausted, frustrated, dissatisfied with job responsibilities, and unappreciated. When they maintain a healthy, balanced lifestyle, teachers are in a much better position to face the challenges of supporting and nurturing children and families with positive energy, enthusiasm, patience, and empathy.
By developing self-awareness, linking their personal and professional goals, developing a healthy balanced lifestyle, and identifying and managing stressors effectively, they can create and maintain a positive sense of well-being that allows them to maximize their ability to build positive relationships with students, parents, colleagues, and others. |
