Catalog

Catalogs

Title	Duration (hours)	Description
Current Trends and Issues in Out-of-School Time Programs: Funding & Support	0.67	It is important for school-age care professionals to understand how the field has developed since its inception, and to be knowledgeable about the current status of the field of school-age care. With this knowledge and understanding, it is possible for school-age care professionals to participate in shaping the field as it grows in the future. In this course, we will explore funding and support issues in out-of-school time programs.
Current Trends and Issues in Out-of-School Time Programs: Growth & Change	0.67	It is important for school-age care professionals to understand how the field has developed since its inception, and to be knowledgeable about the current status of the field of school-age care. With this knowledge and understanding, it is possible for school-age care professionals to participate in shaping the field as it grows in the future. In this course, we will explore growth and change in out-of-school time programs.
Current Trends and Issues in Out-of-School Time Programs: Needs & Benefits	0.67	It is important for school-age care professionals to understand how the field has developed since its inception, and to be knowledgeable about the current status of the field of school-age care. With this knowledge and understanding, it is possible for school-age care professionals to participate in shaping the field as it grows in the future. In this course, we will explore needs and benefits in out-of-school time programs.
Going Deeper: Supporting Social-Emotional Learning and Character Development	2.00	It is important for staff to reflect on the practices they are implementing throughout the program to create environments in which young people can experience social-emotional learning and practice character skills. Just as important, staff must reflect on their own personal social-emotional and character competencies and how they demonstrate those in the program, acting as a role model for program participants. During this course participants will complete a self-reflection tool to identify actions they can take to strengthen their abilities to support social-emotional and character skill development.
AZA Government Affairs: What Happens in DC Doesn't Stay in DC	1.00	It is important for zoo and aquarium professionals to be knowledgeable about the legislative and regulatory activities around them because government actions could impact their work environments and their day-to-day activities. Zoo and aquarium personnel involved in the import, export, breeding, shipment, receipt, sale, transportation, or display of wildlife should be familiar with existing national and international wildlife laws. This webinar will examine some of the key U.S. laws, regulations and governmental processes which affect zoos and aquariums and how these measures directly impact directors, curators and keepers alike.
Green Practices	1.00	It is said that actions speak louder than words, and that certainly rings true where wildlife and conservation issues are concerned. As a world leader dedicated to the conservation of endangered species and their habitats, San Diego Zoo Global is committed to green practices at the workplace, as well as providing green ideas for friends, members, and supporters to consider.
E-Mail Etiquette: Composing Online Correspondence	1.50	It’s important for e-mail messages to be written well because they can determine your company’s success or failure. A poorly written e-mail message could give co-workers and management a bad impression of your own work habits. An effectively written e-mail message, however, is easy to understand, encourages action, and gives others a good impression of your overall job performance.
Zoological Record Keeping	2.00	Keeping accurate animal-care records is an important part of zookeeping and a requirement for AZA accreditation and permitting. Standardized information systems that can be transferred and maintained collaboratively between organizations can help you identify health issues, develop sustainable species populations, and address conservation challenges. Using a case study from a zoonotic disease concern at the San Diego Zoo, you will learn the basics of record keeping, including standard abbreviations, animal identification systems, best practices in reporting, and a list of record types every accredited facility should maintain.
Creating and Maintaining Healthy and Safe School Environments	1.00	Keeping school-age children healthy and safe is a major priority for schools. This requires careful attention to setting up the environment to promote healthy habits and using effective strategies for monitoring and maintaining a hygienic environment. It also requires setting up the classroom environment to promote safety and using effective strategies for monitoring and maintaining a safe environment. Because students are growing towards independence, it is also essential to help them develop habits and behaviors for living a healthy lifestyle and to help keep them safe from harm as they participate in school experiences.
Creating and Maintaining Healthy School-Age Environments	2.00	Keeping school-age children healthy is a major priority for school-age programs. This requires giving careful attention to setting up the environment in a way that promotes healthy habits, and using effective strategies for monitoring and maintaining a hygienic environment. Because school-age children are growing towards independence, it is also important to help them develop habits and behaviors for living a healthy life-style.
Course 14: Creating and Maintaining Healthy School-Age Environments	2.00	Keeping school-age children healthy is another major priority for school-age programs. This requires giving careful attention to setting up the environment in a way that promotes healthy habits and using effective strategies for monitoring and maintaining a hygienic environment. Because school-age children are growing towards independence, it is also important to help them develop habits and behaviors for living a healthy life-style.
Creating Respect and Safety for Paraprofessionals	1.00	Keeping school-age children respectful and safe is a major priority for schools. It requires setting up the classroom environment to promote safety and using effective strategies for monitoring and maintaining a safe environment. Because students are growing towards independence, it is also essential to help keep them safe from harm as they participate in school experiences.
Course 13: Creating and Maintaining Safe School-Age Environments	2.00	Keeping school-age children safe during out-of-school hours is a top priority for school-age programs. This requires giving careful attention to setting up the program environment in a way that promotes safety and using effective strategies for monitoring and maintaining a safe environment. Because school-age children are growing towards independence, it is also important for staff to help them develop habits and behaviors that will keep them safe from harm as they participate in program experiences. Promoting and protecting children’s safety is one of the major responsibilities of staff in school-age programs.
Creating and Maintaining Safe School-Age Environments	2.00	Keeping school-age children safe during out-of-school hours is a top priority for school-age programs. This requires giving careful attention to setting up the program environment in a way that promotes safety, and using effective strategies for monitoring and maintaining a safe environment. Because school-age children are growing towards independence, it is also important for staff to help them develop habits and behaviors that will keep them safe from harm as they participate in program experiences. Promoting and protecting children's safety is one of the major responsibilities of staff in school-age programs.
Constructing: Airway Essentials—Part 3	1.00	Knowing why you are doing what you are doing will almost always produce a better result. In this case, Dr. Christopher Galton explains why we ventilate at the rates and the volumes we do. This insightful discussion will offer ideas on how to use the ventilation tools that we encounter every day. 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.
Manejo de la Ira (Spanish) Anger Management	1.00	La ira es un conjunto de respuestas físicas, emociones y comportamientos desencadenados por una amenaza o frustración percibida. La ira puede ser dañina o útil, dependiendo de cómo afrontes tu ira y la de los demás. Este curso explorará cómo comprender mejor su enojo y manejar sus respuestas de enojo. También examinará las causas del enojo y las formas de utilizarlo de manera constructiva. Anger is a set of physical responses, emotions, and behaviors triggered by a perceived threat or frustration. Anger can be harmful or helpful, depending on how you cope with your anger and the anger of others. This course will explore how to understand your anger better and manage your anger responses. You'll also examine the causes of anger and ways to use it constructively.
Coaching: Communication (Instructor Guide)	1.00	Language is an important coaching tool. The use of suitable words during coaching will help you create relationships, repair employee confidence, and establish plans for employee success. As a coach, you must select words that directly influence your employees’ attitude, behavior, and performance. The use of appropriate language during your coaching sessions will help you convey your messages in a clear and encouraging manner. In this course you will learn to: clearly express your message by using appropriate language, identify and use nonverbal methods of communication, and receive the desired information by asking effective questions. This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course.
Coaching: Communication	1.00	Language is an important coaching tool. The use of suitable words during coaching will help you create relationships, repair employee confidence, and establish plans for employee success. As a coach, you must select words that directly influence your employees’ attitude, behavior, and performance. The use of appropriate language during your coaching sessions will help you convey your messages in a clear and encouraging manner. In this course you will learn to: clearly express your message by using appropriate language, identify and use nonverbal methods of communication, and receive the desired information by asking effective questions.
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.
Coaching with Head and Heart	2.00	Leaders and managers need strategies to support others in their own growth and development. In this course, participants will be introduced to a coaching process that supports individuals to make more conscious decisions, build off their strengths and internal resources and take new action. Participants will understand when coaching is needed, the mindset required, and the critical skills needed for effective coaching, including deep listening and inquiry.
Construction Safety & Prevention Program: Leadership Commitment to Operational Safety	0.25	Leadership Commitment to Operational Safety is part of a twelve-part construction safety and prevention program. This course covers the basics for setting up an operational safety program. It will discuss who is responsible for each step, and the goals behind operational safety.
Knowing Yourself as a Leader	2.00	Leadership in out-of-school time programs ranges from simple observation to active participation in program design and implementation. Leadership is an on-going process involving continuous learning, and taking time to discover their values, goals, skills, talents, and strengths will help staff to understand the type of leaders they are and the type of leaders they desire to be. In this course, participants will learn to develop a personal mission statement and identify strengths and weaknesses in skill development.
Strategies for Managing Risk	1.00	Learn how to develop proven strategies for managing risk within your institution. During this course you will learn how to identify possible risks or hazards which could impact your operation. We will discuss the various levels of risk; the risk assessment process; possible outcomes and most importantly how to manage the risk in an effort to minimize exposure. We will share with you a risk management model of preparedness which allows your institution to be systematic and structured in your approach to managing risk. By implementing effective strategies for managing risks you will learn to assess the possible risks or hazards, categorize and prioritize the risk, assess the possible consequences. You will learn how to assign responsibility to effectively manage the risk process. Join us as we share success stories and techniques we learned along the way.
Creating a Supportive Classroom Community (CDA 3)	2.00	Learn ways to bring out nurturing, caring behaviors in children and youth to create a classroom community where children and youth support each other. Learn how to use non-competitive games to foster acceptance of all children and youth. Identify the strengths and weaknesses for both you and the children and youth in your program, and how to put the strengths to good use creating a sense of acceptance and community. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 3: Supporting Children's Social and Emotional Development and may also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum.
Developing Methods of Observation (CDA 7)	2.00	Learning child observation skills can be a powerful tool for solving some of the most difficult problems faced by child care providers. Concerned about a child’s behavior? Want to know how to plan successful activities? Observation skills can help. Learn more about each child and his/her development using the methods of observation in this course. This course provides examples of good observation techniques and demonstrates skills necessary for useful observations. It covers CDA subject area 7: Observation and Assessment, and can also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum.