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Scene Safety Series: Part 1—Emotionally Disturbed Persons |
1.50 |
Emotionally Disturbed Persons (EDPs) is a term that covers a wide range of situations. Although the responses are frequent, some become dangerous. Psychology professor Drew Anderson and Law Enforcement Officer/EMT Instructor James Walker provide expert commentary supported by a cast of experienced prehospital providers. 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 70% or higher on this exam. |
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School Violence Prevention and Intervention |
1.00 |
This course covers School Violence Prevention and Intervention. It is just one out of many K-12 courses we offer. This course will help you develop new knowledge about what is considered school violence and how to help prevent it. You will also learn intervention strategies for violent incidents in a school setting and the role of data collection for violence prevention. |
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School-Age Care as a Family Service: Emphasis on Planning Opportunities for Family Involvement |
2.00 |
The foundation for getting parents involved in school-age programs is to keep parents well informed about what is happening in the program. Quality programs also provide parents with opportunities to make suggestions and give feedback on program services through suggestion boxes, feedback forms, and surveys. When parents are encouraged to have input in the program, they develop trust and confidence in the program, and feel a sense of pride and ownership. They are more likely to participate as resourceful partners with program staff when they know their ideas are welcome and valued. Finally, because parents are all different from each other, it's important to provide many different opportunities for them to connect with the program. Staff in quality school-age programs recognize that all parents don't have to be involved in the same way. |
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School-Age Care as a Family Service: Emphasis on Relationship Building |
2.00 |
Strong, positive, cooperative relationships with parents and families are at the heart of quality school-age programs. Unfortunately, positive relationships with parents and families are not always easy to achieve because parents, like children, have widely varying personalities; some are easier to reach than others. Parents in school-age programs have different ideas, values, concerns, knowledge, pressures, lifestyles, plans, dreams, resources, and constraints. Staff who are successful in building positive relationships begin by recognizing the importance of accepting parents as the most important people in children’s lives, regardless of differences among them. They understand that staff attitudes toward parents can have a strong effect on whether or not staff can establish positive relationships with parents. Staff in quality programs make a commitment to learning as much as possible about parents’ needs, interests, wants, and concerns and develop effective strategies for making positive connections with parents. |
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School-Age Health Guidelines to Promote Healthy Eating and Physical Activity |
0.34 |
At the end of this course, participants will be able to define the terms overweight and obesity, know health consequences of childhood obesity, and explain the purpose of CDC’s School Health Guidelines to Promote Healthy Eating and Physical Activity. They will also identify at least two healthy eating and two physical activity policies or practices that can be implemented in schools to address obesity. Participants will also be able to create guidelines to address problems in their area as well as find stakeholders that need to be informed of the guidelines.
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Searching Online |
0.75 |
This course covers the fundamentals of searching online. From using basic features, such as the homepage and address bar, to using "advanced search" to find very specific information, this course will cover it all. |
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Selecting and Implementing Curriculum to Support Learning (CDA 5 & 7) |
2.00 |
This course dives into the heart of early childhood program development, empowering you to select engaging activities, courses, and resources. Explore key factors to consider and unlock effective implementation strategies that nurture your children's learning and skill development. Watch their curiosity blossom as you create a dynamic curriculum tailored to their unique needs and interests. |
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Sepsis - What's new in caring for these patients? |
0.75 |
A comprehensive update provided for an intended audience of prehospital care providers. This update introduces new definitions for sepsis and septic shock, reviews sepsis epidemiology, pathophysiology, disease morbidity and mortality, and prehospital treatments. |
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Sepsis for Paramedics, Part 3—Conclusions to Consider |
1.00 |
In this final segment, Paramedic Hoskins does an excellent job of closing the discussion. The two medical directors are encouraged to give advice and you will want to hear what they have to say. 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 80% or higher on this exam. Please take your time and answer each question carefully. |
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Serving Nutritious Meals and Snacks Using CACFP Meal Patterns (CDA 1) |
2.00 |
This course covers recently revised CACFP (Child and Adult Care Food Program) meal pattern changes. Participants will learn how to identify whole grain-rich products and low-sugar yogurts through label reading, practice planning infant meals and snacks utilizing the new meal pattern requirements and brainstorm nutritious substitutions for grain-based desserts as part of a CACFP reimbursable breakfast or snack. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1: Planning a Safe, Healthy Environment to Invite Learning. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
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Serving on an Interview Committee |
1.50 |
This course covers what serving on an interview committee entails. A successful interview committee requires well-prepared and confident members. This course aims to equip you with the knowledge, skills, and confidence to become a valuable asset to any interview team and contribute to successful candidate selection. |
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Sexual Harassment Prevention for Employees |
1.00 |
This course will provide you with an overview - defining sexual harassment and general harassment, giving examples of prohibited behaviors, explain the responsibilities of you and your organization and teach you about liability. |
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Sexual Harassment Prevention for Employees (Corrections) |
1.00 |
This course will provide you with an overview - defining sexual harassment and general harassment, giving examples of prohibited behaviors, explain the responsibilities of you and your organization and teach you about liability. |
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Sexual Harassment Prevention: Defining Sexual Harassment |
0.25 |
The learning objectives for this course are to avoid sexually harassing behavior and realize the cost of sexual harassment to an organization and to identify the psychological, health-related, and career-related effects of sexual harassment. |
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Sexual Harassment Prevention: Defining Sexual Harassment (Corrections) |
0.25 |
The learning objectives for this course are to avoid sexually harassing behavior and realize the cost of sexual harassment to an organization and to identify the psychological, health-related, and career-related effects of sexual harassment. |
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Sexual Harassment Prevention: Recognizing Harassing Behavior |
0.33 |
The goal of this course is to identify behavior that constitutes sexual harassment and understand the impact of sexual harassment in the workplace. |
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Sexual Harassment Prevention: Recognizing Harassing Behavior (Corrections) |
0.25 |
The goal of this course is to identify behavior that constitutes sexual harassment and understand the impact of sexual harassment in the workplace. |
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Sexual Harassment Prevention: Understanding Legal Issues |
0.25 |
The learning objective for this course is to describe the law against sexual harassment and understand an organization’s liability if a non-employee harasses an employee. |
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Sexual Harassment Prevention: Understanding Legal Issues (Corrections) |
0.25 |
The learning objective for this course is to describe the law against sexual harassment and understand an organization’s liability if a non-employee harasses an employee. |
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Sexual Harassment Prevention: Understanding Management Issues |
0.25 |
The goal of this course is to assess the need for a sexual harassment policy in an organization and respond appropriately to a sexual harassment accusation. |
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Sexual Harassment Prevention: Understanding Management Issues (Corrections) |
0.25 |
The goal of this course is to assess the need for a sexual harassment policy in an organization and respond appropriately to a sexual harassment accusation. |
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Shared Space 101 |
2.00 |
Afterschool programs share space and facilities that are used by other people and for other purposes during the school day. Learning how to accomplish this in a positive way is essential for effective programming. This course offers participants the opportunity to examine some common issues that can occur when sharing space, as well as strategies to effectively share space with a variety of people. |
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Sharing Economy |
0.50 |
This course covers what is meant by a sharing economy, the basics of using sharing economy smartphone apps, and some of the legal and safety issues associated with this type of internet commerce. |
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Sharing Information with Parents and Other Professionals |
2.00 |
School-age children work on many important developmental tasks during their out-of-school hours. One of the important responsibilities of OST staff is to help parents stay in touch with how their children are growing and developing during program hours. In addition to parents, professionals who work with children in other settings are often interested in learning how children spend their time when they are not at home or school.
Portfolios are excellent tools for bringing children’s experiences in OST programs to life for parents during planned parent conferences. They are also valuable tools for sharing helpful information about children with other professionals. |
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Sharing Information with Parents and Other Professionals (Collection) |
2.00 |
School-age children work on many important developmental tasks during their out-of-school hours. One of the important responsibilities of OST staff is to help parents stay in touch with how their children are growing and developing during program hours. In addition to parents, professionals who work with children in other settings are often interested in learning how children spend their time when they are not at home or school.
Portfolios are excellent tools for bringing children’s experiences in OST programs to life for parents during planned parent conferences. They are also valuable tools for sharing helpful information about children with other professionals. |
