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English Learner Socio-Emotional Factors and Typologies Review |
0.50 |
This course serves as a compliment to Knowing English Learners, an in-person training offered through CalSAC's English Learner Training and Professional Development Project. This review course is for CalSAC EL Trainers and participants. CalSAC Trainers can use this module as a way to brush up on the Socio-Emotional Factors and English Learner Typologies before conducting a training, and participants can use the module to further their understanding of the Factors and Typologies. |
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Spinal Motion Restriction Decisions |
1.50 |
Two of the University of Rochester’s finest educators discuss the decision-making that is involved with Spinal Motion Restriction.This enlightening discussion offers information that will allow providers to better interpret standing protocols.Subsequently providers will be able to create and execute better treatment plans.
Jeremy Cushman M.D., M.S., NYS Paramedic is the Chief of the Division of Prehospital Medicine, Department of Emergency Medicine, at the University of Rochester.
Mark Gestring, M.D., F.A.C.S., is the Director of Adult Trauma at the University of Rochester’s Regional Trauma Center.
Enjoy the conversation as these two experts in their respective fields escort you through the nuance that every provider should consider when treating a patient with possible spinal trauma. |
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Human Relations Skill Development |
2.00 |
Being able to communicate effectively is an essential human relations skill for school-age care professionals. To be a good communicator, school-age professionals need to understand the components of communication and how the communication process works. They need to identify barriers to clear communication and develop strategies for minimizing or eliminating barriers to communication. School-age care professionals also need to work cooperatively with other team members to solve problems and conflicts. This requires an understanding of how teams work and the characteristics of effective teams. Assessing the current status of personal human relations skills helps each professional identify priorities for making improvements to these skills. |
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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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Business Finance: Portfolio Risk |
0.75 |
This course will focus on how to use the diversification principle to invest in portfolios as well as how to use the Capital Asset Pricing Model. You will also learn how to calculate different types of financial ratios. |
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Effective Presentations: Presentation Process |
1.00 |
This course will cover how to use a presentation process, prepare before making the presentation and overcome the fear of speaking, and deliver a presentation by using different aspects of voice. You will also learn how to use nonverbal communication aids. |
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Project Teams: Projects and Project Teams (Instructor Guide) |
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.
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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Creativity and Innovation: Creativity In Organizations |
1.34 |
Creativity in an organization depends on various factors, such as the distribution of authority, the flow of information, and the culture. Some organizations encourage creative thinking to a large extent, and others discourage it. You can recognize a creative organization from its leaders. A leader who can influence a team and inspire them to work creatively builds a creative workforce. Such teams look at problem solving as a means to develop creativity. Although there are certain organizational situations that can enhance creativity, you should also be aware of the organizational factors and job conditions that can inhibit your creativity.
In this course you will learn to: develop creativity in an organization, and use creativity to generate ideas and solve problems. |
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Organizational Communication: Power, Politics, and Diversity |
0.75 |
Power is the ability to influence someone to do something that they would not do without encouragement. Various types of power and power strategies depend on the level of influence. The existence of different levels of power in an organization gives rise to organizational politics.
Politics can arise between individuals who differ from each another. To avoid confrontation arising from differences, it is important for people to recognize the benefits of diversity within their organization.
In this course you will learn to: identify different levels and types of power, identify strategies to manage diversity and to communicate in different cultures, and identify the steps and guidelines for empowerment. |
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Expedition Ocean: Module 1 Teacher Version |
1.00 |
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Expedition Ocean: Module 1 Student Version |
1.00 |
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Understanding Autism in Your Community |
1.00 |
This course is designed to educate communities on how they can work together to be more inclusive and accepting of people with autism. It will give you an overview of the struggles people with autism face and some ways in which communities can make themselves more accessible and autism-friendly. |
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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. |
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Creativity and Innovation: Personal Creativity |
1.34 |
Creativity is often considered a talent that some people have. Actually, creativity's a skill that everyone can nurture through exercise and practice. You can prepare yourself both mentally and physically to be creative.
In this course you will learn to: prepare yourself mentally and physically to be creative, and use your experiences, innocence, intuition, and sense of adventure to increase your creativity. |
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Planificación de Carrera y Salario (Spanish) Career Planning and Salary |
1.00 |
En este curso, aprenderemos consejos sobre cómo descubrir sus necesidades profesionales, explorar diferentes opciones profesionales, investigar salarios, adquirir habilidades laborales esenciales y cómo planificar su carrera.
In this course, we'll learn tips on how to discover your career needs, explore different career options, research salaries, gain essential job skills, and how to plan your career. |
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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. |
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GED: Social Studies - Unit 3: Economics |
1.00 |
Welcome to Unit 3: Economics. Economics accounts for about 15% of the questions you'll see on the test. In this unit, we'll cover the basics of both micro and macroeconomics. We'll work with graphs, and we'll explore consumer economics. |
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GED: Social Studies - Unit 4: Geography and the World |
1.00 |
Welcome to Unit 4 - Geography and the World! World Geography accounts for about 15% of the questions you'll see on the test. There are five basic themes in geography - location, place, human-environment interaction, movement, and region. This Unit, we'll cover the basics of each one. We'll also learn about some of the maps geographers use to study the world. |
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Introduction to Fireground Communications |
0.50 |
This course defines communication and identifies five components of a fireground communication model. Each component is described in detail and a procedure for implementing the components is reviewed. The different types of common fireground communications are described and examples of each are given. |
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Current Trends and Issues in Out-of-School Time Programs |
2.00 |
It is important for OST professionals to understand how the field has developed since its inception and to be knowledgeable about the current status of the OST field. With this knowledge and understanding, it is possible for OST professionals to participate in shaping the field as it grows in the future.
The field of OST is growing and changing as national researchers learn more about what works best in OST programs for a wide range of children and youth, their families, and their communities. Other positive changes are occurring as advocates for OST succeed in creating more public awareness about the need to make quality OST services available to all children and youth across the country. In addition, the OST field is undergoing a metamorphosis as experienced professionals in several different disciplines and fields share and contribute their knowledge, skills, and insights with the goal of creating national models that represent the best possible OST programs.
In this climate of change, OST programs face a number of important issues, revolving around the availability, affordability, and accountability of programs. Many national trends and issues have implications for OST at the state and local level. When OST professionals are well informed about national developments in the field, they can become more effective OST advocates as they design and implement high quality, sustainable programs that are responsive to youth, family, and community needs. |
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Creativity and Innovation: Promoting Team Creativity (Instructor Guide) |
1.34 |
The purpose of a team is to bring together people with diverse personalities, knowledge, education, and experience. This combined diversity encourages creativity and productivity to accomplish a common goal. Teams might consist of people from a single department or several departments.
Teams can generate new ideas, expand on or improve current ideas, make decisions, and solve problems. Teams can also be assigned to a specific task or be made responsible for a broader area, such as responding to changing customer expectations. When team members recognize their roles in a team, and the manager performs his responsibilities, creativity has a better chance of flourishing.
In this course you will learn to: identify characteristics of creative teams, and manage these teams effectively, conduct creative team sessions, and conduct brainstorming sessions, and use creativity to solve problems.
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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Conducting Meetings: Communicating Nonverbally (Instructor Guide) |
0.50 |
Individuals are always sending messages, unconsciously or consciously, through nonverbal communication. When verbal and nonverbal communication contradicts one another, nonverbal cues are usually believed. Therefore, it is important that you understand what different types of nonverbal communication can mean, and how these messages can influence the productivity of your meetings.
Learning Objectives: Identify the different ways nonverbal messages can be sent. Interpret nonverbal communication and identify the steps to improve nonverbal 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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Implicit Bias (Corrections) |
1.00 |
In this course, you’ll learn about implicit biases that happen despite our best intentions. After completing this course, you will be able to:
Define implicit bias.
Describe how implicit bias can impact the workplace or an organization.
Identify the steps you can take to further educate yourself about this topic. |
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Evaluación e implementación de un entorno de cuidado infantil seguro (CDA 1 & 5) (Spanish) Assessing and Implementing a Safe Child Care Environment (CDA 1 & 5) |
2.00 |
Cuando las familias inscriben a su hijo en un programa de cuidado infantil, confían en que los profesionales que trabajan con su hijo lo mantendrán seguro. A medida que los bebés y niños pequeños curiosos se desarrollan, su deseo de explorar presenta desafíos de seguridad únicos. Este curso guía a los profesionales que trabajan con bebés y niños pequeños para evaluar los espacios de juego, las experiencias de los niños y las prácticas actuales para maximizar la seguridad de los niños.
When families enroll their child in a child care program, they trust that the professionals working with their child will keep him safe. As curious infants and toddlers develop, their desire to explore presents unique safety challenges. This course guides professionals who work with infants and toddlers to assess play spaces, children’s experiences, and current practices to maximize children’s safety. |
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GED: Reasoning Through Language Arts - Unit 7: The Extended Response |
1.00 |
Welcome to Unit 7: The Extended Response. The last part of the RLA section is the Extended Response, or essay. Here's how it works. You'll be given something to read - a source text or texts - and asked to write an essay in response to a prompt related to the reading. In this unit, we'll learn about two types of essays and take a look at an example of each one. |
