Catalog

Choose from hundreds of courses with new additions published every month!
If you are having trouble finding a course or have a question, feel free to contact us.
Interested in learning more? Schedule a demo.

Image Titlesort descending Duration (hours) Description
Advanced Interpersonal Communication: Customers and Vendors 0.50 Your customers include anyone who uses your company or organization to obtain goods and services. Customers might be internal or external. An internal customer is a member of your organization and can be a supervisor, colleague, or subordinate. An external customer is someone from outside your organization. Each customer is of equal importance, regardless of the amount of business that customer provides to your organization. You should provide the same level of quality goods and services all your customers, and all are equally deserving of efficient and effective communication. In this course you will learn: to respond to customers’ complaints, and to reject a vendor’s contract without rejecting the vendor, and address a complaint to a vendor.
Advanced Interpersonal Communication: Customers and Vendors (Instructor Guide) 0.50 Your customers include anyone who uses your company or organization to obtain goods and services. Customers might be internal or external. An internal customer is a member of your organization and can be a supervisor, colleague, or subordinate. An external customer is someone from outside your organization. Each customer is of equal importance, regardless of the amount of business that customer provides to your organization. You should provide the same level of quality goods and services all your customers, and all are equally deserving of efficient and effective communication. In this course you will learn: to respond to customers’ complaints, and to reject a vendor’s contract without rejecting the vendor, and address a complaint to a vendor. 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.
Advanced Interpersonal Communication: First Impressions and Building Rapport 0.67 Although it only takes 30 to 45 seconds to formulate a first impression, it often requires four or five additional encounters to change someone's first impression. Many times, once you've made a first impression, you will not have a second opportunity to change that impression. Therefore, it's important to make your best impression on the first try. In this course you will learn: to identify the elements that influence a first impression, to build rapport, and establish credibility with others, and to build positive relationships.
Advanced Interpersonal Communication: First Impressions and Building Rapport (Instructor Guide) 0.67 Although it only takes 30 to 45 seconds to formulate a first impression, it often requires four or five additional encounters to change someone's first impression. Many times, once you've made a first impression, you will not have a second opportunity to change that impression. Therefore, it's important to make your best impression on the first try. In this course you will learn: to identify the elements that influence a first impression, to build rapport, and establish credibility with others, and to build positive relationships. 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.
Advanced Interpersonal Communication: Organizational Culture 1.34 An organizational culture is the personality of an organization. This personality is both determined and accepted by the organization’s members. For example, an organization might have a culture that is youthful, energetic, and fast-paced. In this type of culture, decisions are made quickly, and employees are empowered to take action in a wide variety of situations. Another organization might be more straight-laced and policy-oriented. This organization would be much more formal and serious in the way it does business. It is important to recognize and understand the culture of an organization, so that you can determine your fit with the organization. In this course you will learn: to determine the nature of an organization’s culture, to use the cultural network to your advantage, and identify the characteristics of the roles exhibited in the network, to identify the elements of physical culture that affect interpersonal communication, and to identify the ways in which managers can build a positive culture.
Advanced Interpersonal Communication: Organizational Culture (Instructor Guide) 1.34 An organizational culture is the personality of an organization. This personality is both determined and accepted by the organization’s members. For example, an organization might have a culture that is youthful, energetic, and fast-paced. In this type of culture, decisions are made quickly, and employees are empowered to take action in a wide variety of situations. Another organization might be more straight-laced and policy-oriented. This organization would be much more formal and serious in the way it does business. It is important to recognize and understand the culture of an organization, so that you can determine your fit with the organization. In this course you will learn: to determine the nature of an organization’s culture, to use the cultural network to your advantage, and identify the characteristics of the roles exhibited in the network, to identify the elements of physical culture that affect interpersonal communication, and to identify the ways in which managers can build a positive culture. 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.
Advanced Interpersonal Communication: Supervisors 0.75 When you think of a supervisor, you probably think of your immediate boss. However, in the workplace, most people have several supervisors. Your workplace might be divided into teams, departments or divisions. Within each level, there is a supervisor to whom you are accountable, even if you do not deal with that person on a day-to-day basis. Company executives and board members can also be considered supervisors because they might have the power to make decisions regarding your employment, salary, promotions, and work assignments. It is important to communicate effectively with all of your supervisors to maintain an efficient workplace and to be able to promote your own ideas for improvements. In this course you will learn to: identify the types of ineffective supervisors and ways to interact with them, and negotiate a raise with a supervisor and offer an effective resignation.
Advanced Interpersonal Communication: Supervisors (Instructor Guide) 0.75 When you think of a supervisor, you probably think of your immediate boss. However, in the workplace, most people have several supervisors. Your workplace might be divided into teams, departments or divisions. Within each level, there is a supervisor to whom you are accountable, even if you do not deal with that person on a day-to-day basis. Company executives and board members can also be considered supervisors because they might have the power to make decisions regarding your employment, salary, promotions, and work assignments. It is important to communicate effectively with all of your supervisors to maintain an efficient workplace and to be able to promote your own ideas for improvements. In this course you will learn to: identify the types of ineffective supervisors and ways to interact with them, and negotiate a raise with a supervisor and offer an effective resignation. 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.
Advocating for Early Childhood Care (CDA 6) 2.00 This course is about exploring advocacy to deepen your understanding of the early childhood system, and to deepen your role as an early childhood professional. Find out about the variety of advocacy roles and multiple resources that help to prepare you for, and to learn about, advocacy. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA subject area 6: Maintaining a Commitment to Professionalism, and can also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum.
Affirmative Action: Small Business Development - Title VI 0.17 The purpose of this course is to ensure that all management staff, contractees, and service beneficiaries are aware of the provisions of Title VI of the Civil Rights Act of 1964 and the minimum requirements to be in compliance with its rules, laws, and regulations.
Affordable Care Act (ACA) Basics for Business Owners: 2016 Edition 0.34 This course provides new small business owners with the information they need to meet the requirements and deadlines of the Affordable Care Act for 2016.
African Penguins 1.00 This course presents historical and current threats to this endangered species, along with what is being done to help save them. Dive into their wet and wild world and discover details of how these birds behave.
After School Improvement Series: Emergency Action Plans 0.50 Like all other early childhood and school-age settings, after school programs need to consider how they prepare for and respond to emergency situations, from natural disasters, like storms, earthquakes, tornados, flash floods, or volcanic eruptions; fires; power outages; missing children; or acts of violence, including active shooter situations. Some emergency situations may require evacuation, while others may initiate a lock down, or shelter-in-place. The best way to prepare for emergency situations is to plan for them. We can do this by considering the kinds of emergency situations we might encounter, and then developing a series of procedures and protocols for responding to them. Your program’s Emergency Action Plan sets out your role and responsibilities should any of these emergencies occur.
After School Improvement Series: Indoor Environments 0.50 This webinar will discuss the role a well-planned indoor environment plays in supporting the developmental needs of school-age children. It will talk about the use of interest areas as tools for creating an indoor environment that supports children’s interests and developmental needs. In addition, we’ll learn how to plan indoor environments that are warm and inviting, help children feel welcome and comfortable and will allow them to participate in different activity areas at the same time without disturbing one another. And finally, we’ll discuss the role a well-planned indoor environment plays in keeping children safe and engaged.
After School Improvement Series: Outdoor Environments 0.50 The After School Improvement Series: Outdoor Environments course will: Describe different types of outdoor environments, along with the opportunities and challenges each one offers. Discuss the role outdoor environments play in encouraging children to be active, while promoting a range of different experiences. Identify the steps you can take to ensure that the outdoor environment is safe and accessible for all children. Explore how outdoor environments can be used to extend learning opportunities found in indoor environments.
Airway Essentials - Part Eight 0.50 These eight Airway Essentials Lessons conclude with Dr. Galton's thoughts on what should be done after the ALS Airway has been established. It is here that ideas are offered on what Paramedics should read and learn more about to improve their practice. Grab a pencil and a note pad and get ready to graduate from the EMS Plumbline "Introduction to ALS" to the "Paramedicine" Division. For the final exam: Please take your time and answer each question carefully. You have two attempts to gain a passing score of 80%. Best of luck to you!
Airway Essentials - Part Five 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 that follows will likely have you thinking differently the next time you intubate a patient. Chances are your success rates will improve. For the final exam: Please take your time and answer each question carefully. You have two attempts to gain a passing score of 80%. Best of luck to you!
Airway Essentials - Part Four 0.75 This lesson explores a few BLS concepts that every ALS provider should know. You will appreciate the back to basics approach to assuring adequate ventilation that is discussed here. For the final exam: Please take your time and answer each question carefully. You have two attempts to gain a passing score of 80%. Best of luck to you!
Airway Essentials - Part Seven 0.50 Every Paramedic has ideas on what is needed to obtain a good view while instrumenting the airway. If this lesson does not create a educated discussion on the topic, nothing will. Take the opportunity to imagine yourself in the classroom and identify what you would do. For the final exam: Please take your time and answer each question carefully. You have two attempts to gain a passing score of 80%. Best of luck to you!
Airway Essentials - Part Six 0.50 This lesson on how to instrument the airway will give you fantastic ideas on how to create you next lab session. Take note as some pearls are offered on how to assess and manage ALS Airway procedures. For the final exam: Please take your time and answer each question carefully. You have two attempts to gain a passing score of 80%. Best of luck to you!
Airway Essentials - Part Three 0.75 Knowing why you are doing what you are doing will almost always produce a better result. In this case, Dr. 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. For the final exam: Please take your time when answering these questions. You have two attempts to gain a score of 80%. Good luck!
Airway Essentials - Part Two 0.50 Most paramedics will remember walking around the store 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. Galton takes the time to review 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.
Airway Essentials: Part 1 0.50 We think that you will appreciate the opportunity to review the essential aspects of Airway Assessment and Management with one of the most dedicated paramedics that you can find: Chris Galton. As a Transplant Anesthesiologist and a Paramedic, Galton has spent countless hours learning to assess and maintain some of the most difficult patient airways out there. Instead of going to bed after staying up all night on a liver transplant case, Galton showed some paramedic-style grit and shared some knowledge with Rachel and Rich (two experienced paramedics). The cameras were rolling and you will want to see what they spoke about. Final Exam: Please read the following questions carefully. You will have two attempts to gain a score of 80% or higher in order to obtain the certification for this course. Those that fail on their second attempt are welcome take the course again in order to gain their certificate.
ALS Airway Response - Part One 1.00 This conversation with Dr. Christopher Galton turns into a lesson that any paramedic (no matter what their background) will find beneficial in their attempt(s) to improve their Airway Skills. Dr. Galton, leads this discussion by bringing together his experiences in the pre-hospital arena, the emergency department, the ICU, the operating room, and beyond. Pull out a pen and paper and get ready to write down talking points that you will undoubtedly debate with fellow paramedics. You have two attempts to gain a 70% or higher on the exam. Take your time and good luck!
ALS Airway Response - Part Three 0.75 This final session offers some thoughts on what should be accomplished when attempting to intubate the sickest of patients. This is a brief overview that allows the new ALS provider a chance see what should be learned. Think of this as an opportunity to learn how to assist RSI technicians with what they do.This is a very challenging exam, please take your time. You have two attempts to gain a 70% or higher. Good luck!

Pages

CSV