Catalog

Catalogs

Title	Duration (hours)	Description
Customer Relationship Management: CRM Implementation	0.50	This course will cover how to redesign your work processes, and identify reasons to implement CRM in stages. You will also learn how to implement CRM.
GED: Social Studies - Unit 5: Post-Test	0.25	Welcome to Unit 5: Post-Test. This post-test covers civics and government, US history, economics, and world geography. At the end of this post-test is a table that matches each test question to the content it covers. Use it to review and content you haven't mastered.
Reducing Foodborne Illness Risk Factors in Food Service and Retail Establishments	0.50	This course covers different risk factors that are insufficiently controlled in institutions, retail food, and restaurants. Recommendations to help these places control these risk factors are also given.
Slips, Trips, and Falls	0.75	This course covers slips, trips, and falls in their entirety within the workplace. Being able to identify common causes of slips, trips, and falls helps to protect from a workplace injury. Once those causes are identified, you will learn how to create protection plans and use prevention tools for slip, trip, and fall incidents. It is just one of many health and safety courses we offer. This course will help you learn about best practices to keep yourself safe and healthy when on the job.
Introduction to Fireground Size-up	2.00	This course is an extensive introduction to fireground size-up and is a prerequisite for all other Vigilant size-up courses. This lesson defines the term size up and describes its purpose in fireground operations. The elements of a proper size-up are defined and described. The course introduces a five-step procedure for implementing the size-up process on the fireground. Each step of this procedure is defined and described with an explanation of the elements that are identified during each step. The lesson concludes with an overall summary and final evaluation.
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.
Managing Performance: Legal Appraisals (Instructor Guide)	0.84	In this course you will learn to: identify legal appraisals and responsibilities in relation to laws enforced by the EEOC, and identify risks of legal challenges and the importance of maintaining positive communication.
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.
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.
Project Teams: Projects and Project Teams	1.00	A project is a task or a group of tasks with a distinct beginning and end that is undertaken to create a unique product or service. A project must have defined objectives to clearly indicate when the project is complete. In addition, a project must have a clear end user who will use or benefit from the product or service produced by the project team. When an organization develops temporary needs that are outside the scope of individual employees’ responsibilities, it often forms project teams to address these issues. As a manager, it is your responsibility to recognize the need for a project team, determine the type of team required for the project, and assign employees to the team. In this course you will learn to: identify the phases and requirements of a successful project, and build and organize a project team and avoid pitfalls in project teams.
Effective Communication with Children and Youth	2.00	We are constantly communicating with the children and youth in our program through our words and actions. It's important for program staff to think critically about their communication skills and habits in order to communicate effectively. During this course, participants will learn about effective and dynamic communication tools, strategies to check for understanding, and activities that engage children and youth in communication.
Cultural Competence: Diversity, Identity, and Engagement	2.00	Many programs engage children, youth, families, and staff from diverse cultural backgrounds. In order to best serve their community, out-of-school time program staff need to develop the vocabulary and skills to engage with people from different cultures. During this course, participants will explore how culture can impact and shape individuals, examine their own cultural identities and how these identities may impact their interactions with others, and levels of engagement with diverse groups.
Cultural Competence for Paraprofessionals	0.75	Culture and cultural elements are essential components of people's identities. Understanding the cultural elements as paraprofessionals allows for a greater appreciation for students and can improve relationships. Cultural elements may include race and ethnicity, gender, and socio-economic status. These elements of culture are not separate from the larger cultural context in which we live and work, especially as paraprofessionals. It is important to recognize that many culturally and linguistically diverse families have specific customs and traditions that may not necessarily be connected to a particular cultural group. By understanding cultural competence, paraprofessionals can provide responsive instruction and support to students from all backgrounds.
Capacitación sobre seguridad en andamios y escaleras de mano (Spanish) Scaffold and Ladder Safety Training	0.50	Este curso cubre cómo corregir o eliminar peligros de caídas relacionados con el uso de andamios y escaleras en el lugar de trabajo y comprender los requisitos de la OSHA referentes a seguridad en andamios y escaleras.
Family-Teacher Relationships (CDA 4)	2.00	How do you view the families of the children in your classroom? If you were to generate a list of words to describe families, what kinds of positive and negative feelings would they convey? When we see ourselves as partners with the families we serve, the quality of care and nurturing children receive is greatly enhanced. Establishing such partnerships and building relationships is our responsibility. Communication strategies, such as practicing active listening, are key to this process. In this course, participants will describe the importance and benefits of establishing meaningful relationships with families and identify strategies for establishing meaningful relationships. 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. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
Quality Management: The Costs Of Quality	0.50	Before the quality revolution that began in the United States in the 1980s, quality was frequently viewed as a goal that came at a higher price for production. However, the reality is that poor quality is a result of the ineffective use of resources, including wasted material and labor. Therefore, improved quality means better use of resources and lower costs. In this course you will learn to: identify the relationship between quality and cost, the benefits of establishing quality requirements, management’s responsibilities for achieving conformance, and the costs of customer dissatisfaction.
Developing Effective Outdoor Environments and Interest Areas: Moving Indoor Interest Areas Outside	1.00	School-age children need daily opportunities to exercise, relax, and participate in a wide range of outdoor activities. The hours children spend in after school programs are often the best hours of the day for getting fresh air and enjoying the outdoors while it's still daylight. School-age programs can provide safe, secure settings where children can enjoy the outdoors. In this course, we will explore strategies for moving indoor interest areas into outdoor environments.
Cross-Cultural Business Communication: Workplace Culture	1.00	Culture is a way of life established by a group of people and passed on to succeeding generations. People within a culture usually share common values, beliefs, and perspectives and have the same language and communication style. Although people within a culture must live in close proximity while the culture is being established, future generations frequently relocate to other countries or regions. This creates situations of cross-cultural exchanges. As we become increasingly diverse, there is a growing demand for cross‑cultural communication in the workplace. Technology allows us to communicate with peers across the globe, as though they were sitting in our offices. Efficient and cost-effective travel makes it possible to communicate face-to-face with clients in other countries. In addition, companies seeking diverse and highly skilled employees find a conglomeration of cultures among them. As a result, employers are emphasizing cross-cultural communication in their own organizations to prepare employees to work with diverse co-workers and clients. In this course you will learn to: discuss the value of culture and the significance of cross-cultural communication in the workplace, and describe the impact of cultural differences on communication, and avoid miscommunication and conflicts that arise due to these difference.
Leading with Head and Heart	2.00	Those in leadership positions have a responsibility to both lead and manage.During this course, participants will understand the differences between the leadership and management, and the steps we can take to cultivate both. Participants will explore how leaders create safe, supportive environments by modeling self-awareness, interpersonal skills and growth mindset in how we lead and manage.
Communicating with Families	2.00	Communication and positive relationships with families improve when program staff recognize family members as partners. Staff can benefit from acknowledging their feelings about families and identifying how these feelings help or hinder working with families. This course provides participants the opportunity to identify their attitudes towards families, consider how their attitudes can enhance or detract from their ability to develop positive relationships with families, and examine how a program’s overall environment supports strong staff-family communication.
Fire Behavior Basics (NYS02)	1.00	This lesson introduces the basic chemistry and physics of fire behavior. The lesson defines combustion, reviews the fire triangle and components of the fire tetrahedron. The stages of fire develop and accompanying characteristics are discussed with a focus on heat transfer and how it plays a part in fire develop. The lesson is evaluated using a brief quiz covering the material included in the lesson.
Scaffold and Ladder Safety Training	1.00	This course covers the importance of ladder and scaffold safety, common hazards when using scaffolding and ladders and how to prevent serious injury.
E-Mail Etiquette: E-Mail Effectiveness	0.50	In this unit, you will learn the importance of considering the recipient before writing an e-mail; the factors to be considered before writing a message, such as your relationship with the recipient, the subject, and the purpose of writing the message; and how to effectively compose messages, anticipating negative recipient reactions such as skepticism and apathy. Finally, you will learn about managing your e-mail, checking your e-mail, handling large volumes of e-mail, helping others manage their e-mail volume, and setting the e-mail program to respond automatically.
Orangutans	2.00	This course will provide an introduction to orangutans, including an overview of physical characteristics, habitat, behavior, reproduction and the conservation efforts dedicated to protecting this fascinating species.
Developing Effective Outdoor Environments and Interest Areas: Assessing Space and Planning Activities	1.00	School-age children need daily opportunities to exercise, relax, and participate in a wide range of outdoor activities. The hours children spend in after school programs are often the best hours of the day for getting fresh air and enjoying the outdoors while it's still daylight. School-age programs can provide safe, secure settings where children can enjoy the outdoors. In this course, we will explore how to assess space and plan activities in outdoor environment and interest areas.