Catalog

Catalogs

Image	Title	Duration (hours)	Description
	Safe Apparatus Response	0.50	More than four thousand firefighters are injured each year in the United States while responding to and returning from emergency scenes. Response injuries account for roughly 7% of all fireground related injuries, however, they accounted for 29% of the line of duty deaths in 2020. This statistic exhibits the severity potential of unsafe apparatus response to and from emergencies. This course will identify hazards and risks associated with apparatus response and describe methods for reducing those risks.
	Planning for and Implementing Transitions (CDA 5)	2.00	Most early childhood professionals say transitions are especially difficult times for young children. This course focuses on helping children as they move from one activity to another throughout the day. In this course, participants will: Analyze transition times during the day to determine where improvements need to be made; and Identify four tools to use to improve daily transition times with children. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 5: Strategies to Manage Effective Program Operation and may also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
	Odds & Endo: Part 1	1.50	Most entry-level providers agree that the topic of endocrinology is intimidating. We spend a good amount of time learning about diabetes mellitus, which is the most pervasive endocrine-related dysfunction that we see in the prehospital setting. We asked Dr. Jeremy Cushman to bring us to the next step. He does not discuss all of the disease states that the endocrinology world has to offer, but we do get a very good overview of some of the more common emergencies. We think you will enjoy his delivery and learning about one of the most misunderstood topics that we encounter at a basic level. 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.
	How to Build Relationships That Work	1.00	Most of us already know that relationships matter in any field, but particularly in education. The question is: how? How do I build life impacting relationships with students? How do I build resourceful relationships with my colleagues on campus? How do I build supportive relationships with my students' parents? Based on the book Relationships That Work, this workshop presents a framework—the practice of four essential skills that will posture and position any educator to a place of relational readiness. 1) Reflecting (on why I am here); 2) Directing (the fuel of my emotion); 3) Connecting (building relational bridges across differences) and 4) Protecting (my mind, my heart, and my body from toxic, hurtful people).
	Constructing: Airway Essentials—Part 2	0.50	Most paramedics will remember walking around town during their original paramedic school and deciding which patients would be a "tough tube." If that describes you when you first started, you will appreciate this brief review. Dr. Christopher Galton takes the time to takes the time to give a memorable examples of the mnemonics LEMON and BONES, which prove to be a fantastic teaching tools. We think you will enjoy the illustrations that allow you to remember these important evaluations. 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.
	Constructing: Airway Essentials—Part 5	0.50	Most paramedics will tell you that online training will not allow you the opportunity to learn how to perform a psychomotor skill such as intubation. We agree to a point. You will find that the discussion with Dr. Christopher Galton, will likely have you thinking differently the next time you intubate a patient. Chances are your success rates will improve. 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.
	Mental Health Depression	1.50	Most, if not all, providers have an interest in helping those around them. We found six providers that chose to tell their stories as they relate to Chronic Depression. All of the stories are different but they are all being told for the same reason. These providers are willing to do what many of us will never do. They are sharing their experiences so that they will help those around them. Mental Health First-Aid Instructor, Melodie Kolmetz and Dual Certified Family Practice Physician / Family Therapist, Alan Lorenz discuss the growth that our profession has seen. They also give fantastic guidance regarding the care of patients, partners, and ourselves.
	Incentives and Motivation	2.00	Motivation, incentives and rewards can help pull a team together and keep a successful staff on track. In our profession, incentives rarely come in the form of extra earnings, so we have to be creative in designing incentives. During this course, participants will look at several strategies for providing meaningful incentives for staff, as well as techniques to determine what motivates them and their staff.
$""$	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.
	Commitment to Quality in School-Age Programs	2.00	National, state, and local organizations are working to educate the public about quality school-age childcare services and to assist school-age childcare professionals achieve quality programming in their communities. It is essential for today’s school-age professionals to be aware of the national and state organizations, research, and practices that focus on the development of quality school-age childcare programs. This makes it possible for school-age professionals to learn about the dimensions of quality programs and to participate in the important process of continuous improvement of their own programs.
	Fire Suppression Tactics	1.00	No other tactic on the fireground has a higher potential for saving lives and protecting property than Fire Suppression. Suppression on the fireground can be deployed in multiple strategies and performed through a variety of methods. This course will discuss the application of suppression tactics and tasks while operating in different operational modes under strategies selected as a result of assessed risk. Application of these suppression tactics are matched with the appropriate strategy and task methods are introduced. Each type of suppression task method is described in detail along with a review of its specific strengths and weakness.
	Research Design: Sampling Protocols	1.00	Now that you have your behavioral research question fairly well defined, how does this translate into a sampling protocol with a sound study design? Learn to distinguish between observation rules and recording rules. This is where you decide whether you will observe one focal individual at a time, or an entire focal group. The recording rules are about whether you decide to record all occurrences of one type of behavior, or use an instantaneous time-sampling technique. In this webinar, you will learn the pros and cons of various combinations of these sampling rules.
	The Relevance of the Child-Caregiver Attachment (CDA 7)	2.00	Numerous attachment theorists identify the importance of children’s early, secure attachment bonds. Children’s relationships with their significant caregivers are the primary means for fostering healthy social and emotional development. This course introduces research and information focused on the attachment relationship, with special emphasis on observing and documenting teacher-child relationship quality to support positive outcomes for children. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum, and covers CDA subject area 7: Observation and Assessment. It can also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum.
	End-of-Life Care (Part 1): Introduction—Palliative Care	1.00	Nursing educator Dr. Jacqueline Coates, DNP, MS, RN, FNP-C, is a retired paramedic who brings her experiences in prehospital medicine and hospice to this introductory lesson in palliative care. The series begins by discussing the concepts of hospice and palliative care. Her expertise and teaching acumen provide several opportunities for you and your team to expound upon the principles she introduces. The 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.
	Course 07: Observation Skills - What's Going on Here?	2.00	Observation forms the basis for much of what people plan and do every day. As staff work with children in school-age programs, observation takes a more formal role. High quality school-age care is based on the principle of developmentally appropriate practices. Developmentally appropriate practices combine general knowledge of child development with specific knowledge of each individual child. Conducting objective observations help staff learn about each child’s development and provides staff with valuable information to use in planning and implementing appropriate program experiences and in developing effective guidance strategies.
	Observation Skills: What's Going on Here?	2.00	Observation forms the basis of much of what people plan and do every day. As staff work with children in school-age programs, observation takes a more formal role. High quality school-age care is based on the principle of developmentally appropriate practices. Developmentally appropriate practices combine general knowledge of child development with specific knowledge of each individual child. Conducting objective observations help staff learn about each child's development, and provides staff with valuable information to use in planning and implementing appropriate program experiences and in developing effective guidance strategies.
	Offender Corrections	1.00	Offender Corrections This course intends to help you learn more about yourself, including your subconscious script, personal values, and consequences of actions. By the end of this course, you should feel better equipped to make positive changes to turn your life around.
	Project Teams: Decision-Making in a Project Team (Instructor Guide)	1.00	Once a project team comes up with options for implementing a project, they must decide which option to use. There are various methods the team can use to make a decision, ranging from authority decision-making to consensus. In this course you will learn to: use the various methods of decision-making available to project teams, and resolve conflicts and achieve consensus in a project team. 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.
	Project Teams: Decision-Making in a Project Team	1.00	Once a project team comes up with options for implementing a project, they must decide which option to use. There are various methods the team can use to make a decision, ranging from authority decision-making to consensus. In this course you will learn to: use the various methods of decision-making available to project teams, and resolve conflicts and achieve consensus in a project team.
	Interviewing Skills: Following Up (Instructor Guide)	0.67	Once you have conducted the interview, you need to do a follow-up and perform a self-evaluation of your interviewing skills. In this course you will learn to: complete follow-up tasks after an interview. 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.
	Interviewing Skills: Following Up	0.67	Once you have conducted the interview, you need to do a follow-up and perform a self-evaluation of your interviewing skills. In this course you will learn to: complete follow-up tasks after an interview.
	Interviewing Skills: Planning and Preparing (Instructor Guide)	1.00	Once you have written success factors related to the position you are filling, you need to plan for the interview. In this course you will learn to: identify the steps to establish a plan for an interview, and identify the steps to prepare an office for an interview. 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.
	Interviewing Skills: Planning and Preparing	1.00	Once you have written success factors related to the position you are filling, you need to plan for the interview. In this course you will learn to: identify the steps to establish a plan for an interview, and identify the steps to prepare an office for an interview.
	Getting Your Board Involved in Your Development Efforts	1.00	One of the biggest challenges any development professional faces is actively engaging your Board in the fundraising effort for your organization. This Webinar walks you through a systematic process for creating an individualized fundraising plan for each Board member and gives you tools to help you support your CEO and Board Chair in creating policies and procedures that encourage your Board to become active advocates for the development effort.
	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.