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Coping with Crying (CDA 1 & 3) |
2.00 |
Babies cry to communicate. In fact, sometimes it's the only way babies can communicate. Coping with crying can be a challenge, especially for people who have little or no experience care for infants. Learning to cope with crying is critical, as infant crying is the number one trigger for shaking a baby. In this course, we will learn about Shaken Baby Syndrome, and about ways to cope with a crying infant. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1, Planning a Safe and Healthy Environment and CDA Subject Area 3: Supporting Children's Social and Emotional Development. 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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Adult and Child CPR (Corrections) |
2.00 |
In this course, you will learn how to properly perform Adult and Child CPR that may someday enable you to save someone's life. |
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Creating Community Collaborations |
2.00 |
Across the country, more and more communities are forming community collaborations to address the out-of-school needs of children and youth of all ages. When different segments of the community join together, share ideas, and pool their resources and efforts to create out-of-school time initiatives, children and youth benefit. What one organization or program may not be able to accomplish alone is often achievable when partnerships and collaborations among diverse groups and individuals are formed.
When school-age care professionals are knowledgeable about what it takes to create and sustain successful collaborations, they can play an important leadership role in creating out-of-school time initiatives and programs that will meet the needs of children and youth in their communities now and in the future. |
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Advanced Interpersonal Communication: Communication Styles and Methods (Instructor Guide) |
0.75 |
To be successful in the workplace, you must be able to effectively communicate and cooperate with clients and co-workers. Learning about the four types of communication styles helps a listener understand a speaker’s perspective. It also helps a speaker understand how their communication affects the listener.
In this course you will learn: to identify primary and secondary communication styles, and to communicate using various verbal and nonverbal modes of communication.
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. |
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Safety and Survival in an Active Shooter Event in School Settings |
0.75 |
Welcome to Safety and Survival in an Active Shooter Event in School Settings. Recent national tragedies in schools remind us that the risk is real: an active shooter incident can happen in any place at any time in any school district. The best way to make sure you are safe is to prepare ahead of time and be ready.
Warning: Some of this content may be disturbing, if you need to take a break, please do so. If you exit and then come back into the course later, it will resume where you left off. |
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Instructional Planning for Paraprofessionals |
0.50 |
This course covers the instructional responsibilities of a paraprofessional in the classroom. It is just one of many paraprofessional courses we offer. This course will help you understand what your role as a paraprofessional is in supporting students through instruction and how to support teaching and learning. |
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Electrical Safety |
0.75 |
This course covers OSHA’s role and standards regarding electrical safety/hazards, defines the basic fundamentals of electricity, identifies and recognizes safety hazards, and describes protection methods against electrical hazards.
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Effective Presentations: Building Presentations (Instructor Guide) |
1.17 |
Organization is extremely important in a presentation because the audience cannot follow your work if they become confused. Therefore, it is the responsibility of the presenter to help the audience understand the presentation from beginning to end.
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. |
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Business Ethics: Whistle-Blowing (Instructor Guide) |
0.75 |
In this course you will learn to: identify criteria for whistleblowing and the risks associated with it, and identify when and how to blow the whistle. |
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Exploring Four Areas of School-Age Development: Physical Development |
0.50 |
One of the most helpful ways to gain an understanding of the needs and interests of youth between 5 and 12 is to examine their development from four different perspectives: 1) Physical Development, 2) Cognitive Development, 3) Social Development, and 4) Emotional Development. In this course, we will explore the physical development perspective. |
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Pneumothorax and Hemothorax for EMTs |
1.00 |
Paramedic Instructor Peter Bonadonna discusses some of the most life threatening chest injures. |
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E-Mail Etiquette: E-Mail Messages |
0.50 |
In this course, you will learn how to take advantage of the headers in e-mail messages. You will learn about the “To” field, in which you should type the recipient’s e-mail address. You will also learn when to send carbon copies and blind carbon copies of messages. You will learn the importance of writing a proper subject field for e-mail messages and that the header also includes the date and time of sending messages. Finally, you will learn how to construct the body of an e-mail message, add a personal touch to your messages by including a proper greeting, relay information by placing it in the appropriate order, and use different types of lists effectively. You learned the correct way to write long e-mail messages to keep recipients interested in the information and how to effectively close e-mail messages. |
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Hazard Communication Basic |
1.00 |
This course covers the basics when it comes to hazard communication. The topics will range from the Hazard Communication Standard to the labeling of hazardous materials. |
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Grammar |
1.50 |
Grammar is an essential part of any work environment. However, it can come with many different eccentricities. In this course, you will learn how to avoid common grammar mistakes in both your personal and professional writing. |
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Development and Characteristics of Learners for Teachers |
1.00 |
Development and Characteristics of Learners will assist you in fostering a solid understanding of how children develop and the disability categories that may impact their learning. This course will also help you gain invaluable insight into ways you can support children and meet their needs. |
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Food Allergy Basics in Early Childhood (CDA 1 and 5) |
3.00 |
Welcome to Food Allergy Basics in Early Childhood. This course is focused on ways to prevent accidental exposure to foods that can cause an allergic reaction. You will be able to describe ways to prevent accidental exposure to foods that cause an allergic reaction. You will also be able to demonstrate how to read a food label to reduce the risk of accidental exposure to foods that can cause an allergic reaction. In addition, you will learn how to use a Food Allergy and Anaphylaxis Emergency Care Plan to care for a child with a food allergy and identify the symptoms and triggers of food allergies. This course is also designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers Subject Area 1: Planning a Safe, Healthy Environment to Invite Learning and Subject Area 5: Managing an Effective Program Operation. |
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Motivation: Identifying, Planning, and Implementing: Using What You've Learned |
0.50 |
In life, to be a successful, you must have a plan. Napoleon Hill, author of Think and Grow Rich, said, “Create a definite plan for carrying out your desire and begin at once, whether you ready or not, to put this plan into action.” This course has provided you with the information and—we hope—the inspiration to improve your motivational skills and work toward personal success. The final two steps are up to you: You must implement what you have learned and continue to work on improving your skills.
In this course you will learn to: work toward improving your motivational skills by using the 21-day habit and satori, and use resources, including websites and books, to continue working on your motivational skills. |
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Change Management: Managing Change |
0.50 |
This course will cover how to encourage creativity in employees and develop a commitment to change in employees. You will also learn how to communicate change effectively, improve listening skills, and control grapevine. |
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Making Your Home A Safer Place |
0.75 |
This course covers household safety. This includes fire and kitchen safety, emergencies, infant safety, and more. This course will help you learn about the best practices for everyone inside the house, from infants to pets. It is just one of the many health and safety courses we offer. |
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Lockout-Tagout: Control of Hazardous Energy |
0.50 |
This course covers the procedures of Lockout-Tagout. You will learn what Lockout-Tagout is, when to apply it, as well as the process that goes along with it. |
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Zoom Meeting Basics |
0.50 |
Zoom is a web-based video conferencing tool with a local, desktop client and a mobile app that allows users to meet online, with or without video. Zoom users can choose to record sessions, collaborate on projects, and share or annotate on one another’s screens, all with one easy-to-use platform. In this course we will go through the major features of Zoom Meetings. |
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Understanding Cognitive Behavioral Therapy |
1.00 |
This course covers the fundamental principles of cognitive behavioral therapy. It explores how educators can apply them to assist students with cognitive distortions or specific disorders that may affect them. It is just one out of many educational professional courses we offer. This course will help you develop new knowledge about students and will give you specific resources to help you in the classroom.
Please note, educators are not trained psychologists. This course is meant to serve as an introduction to cognitive behavioral therapy concepts so they understand what resources are available to their students. For true cognitive behavioral therapy, students should consult a registered psychologist. |
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Manual Materials Handling |
0.50 |
This course covers safe practices for lifting and handling manual materials, which can help prevent back injury. |
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Sales Management: Forecasting Sales Revenue |
0.50 |
This course will focus on identifying sales forecast factors and types of sales forecasts as well as discussing various types of forecasting approaches. |
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Correcting Performance Problems: Disciplining Employees (Instructor Guide) |
1.67 |
Discipline is proactive, as opposed to punishment, which is reactive. Punishment provides a consequence to an action that is deemed unacceptable, whereas discipline is designed to exchange undesirable behavior for satisfactory behavior.
The purpose of disciplining an employee is twofold:
1. To correct or eliminate undesirable behavior, and
2. To provide training that improves or strengthens performance.
In this course you will learn to: keep a disciplinary perspective, determine the cause for disciplining an employee, and prepare for conducting a disciplinary meeting, maintain a positive rapport, avoid pitfalls during a disciplinary meeting with employees, and keep meetings productive, and monitor employee performance and conduct a follow-up meeting with the employee.
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. |
