Image Title Duration (hours) Descriptionsort descending
Asthma Explained for the BLS Provider 1.50 Briefly review some of the most basic concepts of caring for a patient who is suffering from an asthma attack. 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.
"" Budgeting: Variances, Forecasts, and Action Plans 0.75 Budgets are rarely perfect, and variances will occur. To avoid significant problems or missed opportunities, you should study all variances to determine their causes and possible effects. Some variances are favorable, while others are not. You can use variances in year-to-date figures for sales, materials, labor, and to project more accurate forecasts for the rest of the year.
"" Budgeting: Capital Budgets 1.00 Budgets represent how a company will use its resources to accomplish its goals. To achieve some goals, companies need to invest in new facilities or expensive equipment. These items, which will help produce income over a number of years, are planned for in capital budgets. Capital budgets have their own terminology with which you will need to be familiar in order to plan well and make good decisions. Depreciating is one of the central concepts in capital budgeting.
Project Teams: Preparing Teams for Project Work 1.00 Building a project team is more complex than assigning employees to the team. Team members must feel a sense of dedication to other team members, as well as to the project itself. Members who are not dedicated to the project team often disregard meetings, deadlines, and commitments, causing the entire team to suffer. To avoid these problems, the team managers and supervisors need to encourage team building to benefit the project, the team members, and the organization. In this course you will learn to: empower and motivate a project team and develop positive culture in a project team, identify the causes of change in a team and manage change, and improve existing project teams.
Project Teams: Preparing Teams for Project Work (Instructor Guide) 1.00 Building a project team is more complex than assigning employees to the team. Team members must feel a sense of dedication to other team members, as well as to the project itself. Members who are not dedicated to the project team often disregard meetings, deadlines, and commitments, causing the entire team to suffer. To avoid these problems, the team managers and supervisors need to encourage team building to benefit the project, the team members, and the organization. In this course you will learn to: empower and motivate a project team and develop positive culture in a project team, identify the causes of change in a team and manage change, and improve existing project teams. 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.
Business Communication 1.00 Business communication is best described as the process of sharing information for the benefit of a business. It's generally categorized as being either internal or external. Internal communication, as the name suggests, is when a business shares information within its organization. External communication is when a business shares information outside of its organization, either to clients, customers or vendors. In this course, you'll learn about the influence of body language, the essentials of business writing, and more, as they relate to communicating in the business world.
Quality Management: Preparing to Change Processes 0.75 Business process improvement is a basic managerial responsibility. Just as managers are responsible for employee performance appraisals and budgeting, they are also responsible for making continual improvements in their division or department. Because improving business processes is an ongoing effort, management needs to control and coordinate processes to ensure their success. In addition, employees who are affected by improvement changes need active support from management. In this course you will learn to: identify management goals in preparation to lead business process improvement, as well as plan improvements.
Quality Management: Preparing to Change Processes (Instructor Guide) 0.75 Business process improvement is a basic managerial responsibility. Just as managers are responsible for employee performance appraisals and budgeting, they are also responsible for making continual improvements in their division or department. Because improving business processes is an ongoing effort, management needs to control and coordinate processes to ensure their success. In addition, employees who are affected by improvement changes need active support from management. In this course you will learn to: identify management goals in preparation to lead business process improvement, as well as plan improvements. 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.
Correcting Performance Problems: Providing Feedback To Employees (Instructor Guide) 0.84 By addressing employees who have performance problems, you can help them make positive changes, encourage career advancement, and promote personal and professional growth. Addressing an employee involves providing the feedback necessary to improve performance. In this course you will learn to: prepare to conduct a feedback session in which you encourage communication with the employee, and conduct a constructive feedback session with an employee who has a performance problem. 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.
Correcting Performance Problems: Providing Feedback To Employees 0.84 By addressing employees who have performance problems, you can help them make positive changes, encourage career advancement, and promote personal and professional growth. Addressing an employee involves providing the feedback necessary to improve performance. In this course you will learn to: prepare to conduct a feedback session in which you encourage communication with the employee, and conduct a constructive feedback session with an employee who has a performance problem.
Social-Emotional Learning, Character Building & Enhancing Quality 2.00 By the end of this course, you will be able to: Strengthen your understanding of the social-emotional learning and character building that expanded learning programs support. Be able to articulate what social-emotional learning and character development looks like in children and youth. Identify the connection between quality standards and social-emotional learning and character development.
Energy and the Environment 2.00 CalSAC has partnered with the Pacific Gas & Electric Company (PG&E) to bring the Energenius® Out-of-School Time Program to our online training platform. This FREE environmental stewardship curriculum is designed to engage children and youth to think about how they use energy, how energy is measured, paid for, and ways to save energy. Children and youth will understand how they can help reduce the impacts of energy use and production on the environment, and also practice influencing others to take energy-saving actions. Additionally, the curriculum is uniquely and intentionally designed to engage families in energy and water conservation habits. Energy and the Environment is Activity Guide #2 in the 4-part Energenius® Out-of-School Time Program. The curriculum and activities are designed to engage children and youth in understanding how energy is produced, where energy comes from, and some impacts of energy use and energy production on the environment. This course will prepare participants to deliver the activities from the Energy and the Environment Activity Guide as well as connect families to resources to help save energy and money.
Energy and You! 2.00 CalSAC has partnered with the Pacific Gas & Electric Company (PG&E) to bring the Energenius® Out-of-School Time Program to our online training platform. This FREE environmental stewardship curriculum is designed to engage children and youth to think about how they use energy, how energy is measured, paid for, and ways to save energy. Children and youth will understand how they can help reduce the impacts of energy use and production on the environment, and also practice influencing others to take energy-saving actions. Additionally, the curriculum is uniquely and intentionally designed to engage families in energy and water conservation habits. Energy and You is Activity Guide #1 in the 4-part curriculum Energenius® Out-of-School Time Program. The curriculum and activities are designed to engage children and youth to think about how they use energy, how energy is measured and paid for, and ways to save energy. This course will prepare participants to deliver the activities from the Energy and You Activity Guide as well as connect families to resources to help save energy and money.
Water and Energy 2.00 CalSAC has partnered with the Pacific Gas & Electric Company (PG&E) to bring the Energenius® Out-of-School Time Program to our online training platform. This FREE environmental stewardship curriculum is designed to engage children and youth to think about how they use energy, how energy is measured, paid for, and ways to save energy. Children and youth will understand how they can help reduce the impacts of energy use and production on the environment, and also practice influencing others to take energy-saving actions. Additionally, the curriculum is uniquely and intentionally designed to engage families in energy and water conservation habits. Water and Energy is Activity Guide #3 in 4-part Energenius® Out-of-School Time Program. The curriculum and activities are designed to engage children and youth to think about water – where it comes from, how it’s used, and how to conserve this natural resource. This course will prepare participants to deliver the activities from the Water and Energy Activity Guide as well as help children and youth bring water saving resources home.
Become an Energenius® 2.00 CalSAC has partnered with the Pacific Gas & Electric Company (PG&E) to bring the Energenius® Out-of-School Time Program to our online training platform. This FREE environmental stewardship curriculum is designed to engage children and youth to think about how they use energy, how energy is measured, paid for, and ways to save energy. Children and youth will understand how they can help reduce the impacts of energy use and production on the environment, and also practice influencing others to take energy-saving actions. Additionally, the curriculum is uniquely and intentionally designed to engage families in energy and water conservation habits. Become an Energenius® is Activity Guide #4 in the 4-part Energenius® Out-of-School Time Program. The curriculum and activities are designed to engage children and youth to think about how they can save energy, how to recycle, reduce and reuse, and actions they will take to promote energy efficiency in their homes and community. This course will prepare participants to deliver the activities from the Become an Energenius® Activity Guide as well as sharing energy saving resources with families.
Engaging the Community in Quality Summer Programs 2.00 CalSAC partnered with the Summer Matters campaign to create our Quality Summer Program training series. Summer months bring unique opportunities for learning outside the traditional school year and walls. High quality summer learning programs change students’ lives for the better with an opportunity to improve their academic achievement and readiness to learn. Developing quality programs requires intentional, ongoing development. Engage in activities that will help identify and strengthen the quality of your summer learning program. Engaging the Community in Quality Summer Programs is the third module in the Quality Summer Programming Training series. People need to know how important summer is to the children and youth in your program and across the state. Summer learning program staff are all torchbearers for quality summer opportunities. In this module, participants will gain a deeper understanding of elements of high-quality summer programs by identifying resources to help strengthen their summer program offerings, engaging in collaborative reflection and planning, and developing clear goals for the summer program.
Utilizing the Quick CASP Assessment Tool 2.00 CalSAC partnered with the Summer Matters campaign to create our Quality Summer Program training series. Summer months bring unique opportunities for learning outside the traditional school year and walls. High quality summer learning programs change students’ lives for the better with an opportunity to improve their academic achievement and readiness to learn. Developing quality programs requires intentional, ongoing development. Engage in activities that will help identify and strengthen the quality of your summer learning program. Utilizing the Quick CASP Assessment Tool is the second module in the Quality Summer Programming Training series. Creating a high quality summer learning program first starts with assessing the program at every level from the planning stages to the implementation of the program. In this module, participants will understand the language used in the Quick CASP Assessment Tool to describe quality summer programming and learn about the Quick CASP Assessment Tool to guide program quality improvement.
Creating a Quality Summer Program 2.00 CalSAC partnered with the Summer Matters campaign to create our Quality Summer Program training series. Summer months bring unique opportunities for learning outside the traditional school year and walls. High quality summer learning programs change students’ lives for the better with an opportunity to improve their academic achievement and readiness to learn. Developing quality programs requires intentional, ongoing development. Engage in activities that will help identify and strengthen the quality of your summer learning program. Creating a Quality Summer Program is the first module in the Quality Summer Programming Training series. In this module, participants will learn about the importance of high quality summer learning programs for youth, elements of high-quality summer programs and effective tools to guide programs in their ongoing development of quality programming.
Cardiac Arrest Management of the Firefighter Down 1.00 Career Firefighter Jackeline Vazquez, BSCJ and Medical Director Jeremy Cushman, MD, MS, EMT-P, FACEP, FAEMS discuss the care and management of a cardiac arrest when the victim is a firefighter who is wearing full turnout gear. With the help of the Henrietta Fire District (New York State), this presentation offers many thought-provoking ideas that will assist your department. Final Exam: Please read each question carefully. You will have two attempts to gain a 70% or higher on this exam. If you are not successful in two attempts, you are welcome to take the course again to gain the certification.
Individualized Care and Routines (CDA 4 & 5) 2.00 Caregiving routines provide us with opportunities to build close, personal relationships with each of the children we care for. When carried out responsively and without haste, these routines also create learning opportunities. To support a child's need for consistency and predictability, the routines we carry out should reflect families' caregiving practices at home.This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject area 4: Strategies to establish productive relationships with families, as well as area 5: Strategies to Manage Effective Program Operation. This course can also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum.
Growing as a Professional in School-Age Programs (Collection) 2.00 Caring for school-age children in a school-age program is a relatively new field of work. The field itself is constantly changing and expanding. In view of this "newness" and change, those who work in the field are playing an important role in shaping and defining what it means to be a school-age professional. They are guiding school-age care as an emerging profession. In the search for a definition of professionalism in school-age programs, it is helpful to examine the common characteristics of professionalism in other fields. The next step is identifying qualities and characteristics associated with professional behavior in the school-age field, itself. As a school-age professional, it is also important to understand the importance of acting as a public policy advocate on behalf of school-age children and their families. An important part of professionalism is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. It also requires considering what constitutes ethical conduct in the field and developing an ongoing commitment to ethical behavior.
Course 12: Growing as a Professional in School-Age Programs 2.00 Caring for school-age children in a school-age program is a relatively new field of work. The field itself is constantly changing and expanding. In view of this "newness" and change, those who work in the field are playing an important role in shaping and defining what it means to be a school-age professional. They are guiding school-age care as an emerging profession. In the search for a definition of professionalism in school-age programs, it is helpful to examine the common characteristics of professionalism in other fields. The next step is identifying qualities and characteristics associated with professional behavior in the school-age field, itself. As a school-age professional, it is also important to understand the importance of acting as a public policy advocate on behalf of school-age children and their families. An important part of professionalism is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. It also requires considering what constitutes ethical conduct in the field and developing an ongoing commitment to ethical behavior.
Growing as a Professional in School-Age Programs 2.00 Caring for school-age children in a school-age program is a relatively new field of work. The field itself is constantly changing and expanding. In view of this "newness" and change, those who work in the field are playing an important role in shaping and defining what it means to be a school-age professional. They are guiding school-age care as an emerging profession. In the search for a definition of professionalism in school-age programs, it is helpful to examine the common characteristics of professionalism in other fields. The next step is identifying qualities and characteristics associated with professional behavior in the school-age field, itself. As a school-age professional, it is also important to understand the importance of acting as a public policy advocate on behalf of school-age children and their families. An important part of professionalism is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. It also requires considering what constitutes ethical conduct in the field and developing an ongoing commitment to ethical behavior.
Exploring Developmental Needs and Characteristics (Collection) 2.00 Certain developmental needs and traits are associated with younger school-age children, while others are typical of older school-age children and youth. While the differences between school-age children of different ages are not clear-cut, there are some general traits and tasks that are often associated with younger (ages 5 – 7), middle (ages 8 – 10), and older (ages 11 – 12) school-age children and youth. Understanding these differences helps staff plan appropriate activities and guidance strategies for children of different ages.
Course 03: Exploring Developmental Needs and Characteristics of Different Age Groups 2.00 Certain developmental needs and traits are associated with younger school-age children, while others are typical of older school-age children and youth. While the differences between school-age children of different ages are not clear-cut, there are some general traits and tasks that are often associated with younger (ages 5 – 7), middle (ages 8 – 10), and older (ages 11 – 12) school-age children and youth. Understanding these differences helps staff plan appropriate activities and guidance strategies for children of different ages.

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