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Conducting Conservation Projects in the Field: Education, Culture & Ethics |
1.00 |
What makes a successful conservation project? Is it enough to have thorough scientific understanding of the ecological and biological threats facing a species or habitat or do we need to devote significant focus to the human dimension of conservation? Over what time frame should we consider a project successful? What goes into defining a project as being sustainable over the long run so that the perpetuation of the species is guaranteed? How does human economic well-being relate to conservation 1:We improve our conservation strategies by integrating traditional knowledge and practices into the project, and thereby make the project more appropriate for the area and local culture. By cultivating informed, supportive, and involved local communities, the root cause of some of our most pressing conservation problems can be addressed by many more people. With more people involved in the struggle to save endangered species, our projects are more likely to be successful and sustainable. |
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Cross-Cultural Business Communication: Communicating Across Cultures (Instructor Guide) |
1.00 |
When communicating across cultures, you could come across a number of barriers. In addition to language barriers, there might be more subtle obstacles, such as cultural biases and conflicting communication styles. Building relationships with people of other cultures will provide you with the incentive to work through those barriers and achieve effective communication.
In this course you will learn to: establish rapport and build trust, and listen well and provide positive and constructive feedback.
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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Cross-Cultural Business Communication: Communicating Across Cultures |
1.00 |
When communicating across cultures, you could come across a number of barriers. In addition to language barriers, there might be more subtle obstacles, such as cultural biases and conflicting communication styles. Building relationships with people of other cultures will provide you with the incentive to work through those barriers and achieve effective communication.
In this course you will learn to: establish rapport and build trust, and listen well and provide positive and constructive feedback. |
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Cross-Cultural Business Communication: Addressing Cross-Cultural Issues |
1.00 |
When communicating with coworkers, it is very important to respect other cultures. You should refrain from using humor that might offend people from other cultures, and avoid stereotypes that might affect how you treat your coworkers.
Before communicating with employees who belong to a different culture, it is important to research their cultures and understand clearly what is expected from your communication. You should determine what types of communication are most appropriate in specific situations. For example, you should investigate the most appropriate method for communicating a behavioral problem to an employee. Some cultures prefer profuse praise to cushion the constructive feedback, while others prefer a more direct approach. The most important thing to communicate to employees of different cultures is respect. By approaching them in accordance with their cultural standards and expectations, you’ll show respect for their cultures and your communication will be enhanced.
In this course you will learn to: identify gestures used in different cultures and build a cross-cultural team, and discuss guidelines for writing cross-cultural documents and assembling a translation team. |
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Cross-Cultural Business Communication: Addressing Cross-Cultural Issues (Instructor Guide) |
1.00 |
When communicating with coworkers, it is very important to respect other cultures. You should refrain from using humor that might offend people from other cultures, and avoid stereotypes that might affect how you treat your coworkers.
Before communicating with employees who belong to a different culture, it is important to research their cultures and understand clearly what is expected from your communication. You should determine what types of communication are most appropriate in specific situations. For example, you should investigate the most appropriate method for communicating a behavioral problem to an employee. Some cultures prefer profuse praise to cushion the constructive feedback, while others prefer a more direct approach. The most important thing to communicate to employees of different cultures is respect. By approaching them in accordance with their cultural standards and expectations, you’ll show respect for their cultures and your communication will be enhanced.
In this course you will learn to: identify gestures used in different cultures and build a cross-cultural team, and discuss guidelines for writing cross-cultural documents and assembling a translation 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. |
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Cross-Cultural Business Communication: Differences In Communication |
1.00 |
When communicating with people of another culture, it is important to be aware of the person’s level of active participation in a conversation. In some cultures, highly active participation is the norm, while other cultures dictate a more passive involvement.
The exchange between people engaged in communication demonstrates conversational involvement. In any culture, a message must have both a sender and a receiver. In cultures with high conversational involvement, the receiver would send verbal and nonverbal cues, such as eye contact, nodding, and interjections, such as "I’m listening" or "Tell me more." In cultures with low conversational involvement, receivers would adopt a passive posture, perhaps staring at the ground with hunched shoulders, and would simply absorb the message without offering cues on whether they are listening or not.
In this course you will learn to: identify the differences in verbal communication across cultures, and improve your nonverbal communication skills by understanding the differences in gestures and expressions that vary across cultures. |
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Cross-Cultural Business Communication: Differences In Communication (Instructor Guide) |
1.00 |
When communicating with people of another culture, it is important to be aware of the person’s level of active participation in a conversation. In some cultures, highly active participation is the norm, while other cultures dictate a more passive involvement.
The exchange between people engaged in communication demonstrates conversational involvement. In any culture, a message must have both a sender and a receiver. In cultures with high conversational involvement, the receiver would send verbal and nonverbal cues, such as eye contact, nodding, and interjections, such as "I’m listening" or "Tell me more." In cultures with low conversational involvement, receivers would adopt a passive posture, perhaps staring at the ground with hunched shoulders, and would simply absorb the message without offering cues on whether they are listening or not.
In this course you will learn to: identify the differences in verbal communication across cultures, and improve your nonverbal communication skills by understanding the differences in gestures and expressions that vary across cultures.
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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Interviewing Skills: Evaluating and Deciding |
0.67 |
When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture.
In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates. |
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Interviewing Skills: Evaluating and Deciding (Corrections) |
0.67 |
When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture.
In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates. |
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Interviewing Skills: Evaluating and Deciding (Instructor Guide) |
0.67 |
When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture.
In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates.
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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Course 05: Guiding School-Age Children in Groups |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups: Supervision and Boundaries |
1.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups (Collection) |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
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Guiding School-Age Children in Groups: MAPs and DDADA |
1.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options, and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences, and fosters positive interaction among children in groups. |
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A Critical Look at Family Child Care Spaces (CDA 1) |
2.00 |
When play problems occur over and over, child care practitioners need to be able to step back and look critically at their space arrangement to see if that is the source of the problem. Explore some key elements to consider in child care space arrangement that include types of spaces and their uses, and arranging activity areas in a room to meet the goals of your program. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1: Planning a Safe, Healthy Environment to Invite Learning. 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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Course 30: Creating and Managing Budgets in School-Age Programs |
2.00 |
When program budgets are developed through a careful, step-by-step process, they become valuable planning tools. By using effective budget planning tools and strategies, OST professionals can make realistic projections about the program’s financial stability and design strategies for generating and allocating resources to support the program’s vision and mission. It is important for OST professionals to understand that the budget process is ongoing. It involves linking financial goals to program goals, identifying program priorities, allocating resources effectively, using reliable methods for calculating potential expenses and revenues, monitoring performance against projections made, and making needed changes and adjustments for the future. |
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Creating and Managing Budgets in School-Age Programs |
2.00 |
When program budgets are developed through a careful, step-by-step process, they become valuable planning tools. By using effective budget planning tools and strategies, school-age care professionals can make realistic projections about the programs financial stability, and design strategies for generating and allocating resources to support the programs vision and mission. It is important for school-age care professionals to understand that the budget process is ongoing. It involves linking financial goals to program goals, identifying program priorities, allocating resources effectively, using reliable methods for calculating potential expenses and revenues, monitoring performance against projections made, and making needed changes and adjustments for the future. |
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How to Manage Emotions |
1.00 |
When students manage emotion, behavior manages itself. Since emotions are a powerful driver of behavior, behavior management strategies that do not empower students with emotional literacy will do little to help students gain insight into their behaviors. When we ignore, inhibit, or invalidate emotion, we deny students (and ourselves) the opportunity to learn to appropriately express emotion. Only when we invite emotion can we then instruct emotion. |
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Clery Act |
1.50 |
When we talk about the Clery Act, we are actually referring to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, and a series of other security-related disclosure requirements contained in section 485 of the Higher Education Act (20 USC §1092). The Clery Act requires colleges and universities to track and disclose information about crimes that occur on or near campus.
The basic requirements of the Act fall into six categories:
1. Campus crime reporting.
2. Timely warning notices.
3. Emergency notifications and emergency response testing.
4. Fire safety reporting and missing student procedures.
5. Notices to prospective students and employees.
6. Policy statements.
We’ll address each of these categories throughout this course. |
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Including Children and Youth with Disruptive Behaviors |
2.00 |
When working with children and youth, we encounter a wide range of behaviors. Effective behavior guidance strategies can help reduce the amount of time and energy spent addressing disruptive behaviors in the program. During this course, participants will explore the challenges of children and youth with disruptive behavior and learn strategies for effectively addressing these behaviors. |
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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. |
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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. |
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Bony Fishes Collection |
10.00 |
Whether they are cruising the vast open sea, blending in with the bottom, lurking in the kelp beds, hiding in the coral, or fighting their way upstream, fish live in a world that’s vastly different than ours. In the Bony Fishes Collection, we’ll dive into this world. You’ll explore:
• Bony Fishes Module 1: Physical Characteristics
• Bony Fishes Module 2: Distribution and Habitat
• Bony Fishes Module 3: Ecology and Behavior
• Bony Fishes Module 4: Reproduction and Development
• Bony Fishes Module 5: Conservation.
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Job Search and Networking |
1.50 |
Whether you're looking for your very first job, a different position in your field, or planning to switch to a new career, searching for a job can be a big challenge. While there's no easy way to find a job, the right combination of job search strategies can make the process more manageable.
In this course, you will learn different techniques to assist you in searching for a job. This will include utilizing technology and developing both your personal brand and your professional network. |
