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Calculus and Vectors

This course builds on students' previous experience with functions and their developing understanding of rates of change. Students will solve problems involving geometric and algebraic representations of vectors and representations of lines and planes in three-dimensional space; broaden their understanding of rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical functions; and apply these concepts and skills to the modelling of real-world relationships. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. This course is intended for students who choose to pursue careers in fields such as science, engineering, economics, and some areas of business, including those students who will be required to take a university-level calculus, linear algebra, or physics course.

Visited 953 times
Free
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National Association of Professional Receptionists e-Learning Program

Take charge of your career with the NAPR e-learning program. This highly interactive program is skill-focused with your personal and professional development as the end goal. Review the program contents to see what courses are yours for only $129.95! By enrolling in this program, you agree that the $129.95 is the cost for ONE person for a period of one year.

Visited 1,770 times
$129.95
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Consortia for Education - Student Slide Presentation & Course Overview

As many physicians and practice managers are aware, the advent of managed care and a nursing shortage due to institutional demand and retrogression in the U.S. ushered in an era of enormous expansion of career paths for secondary school graduates and GED recipients in Allied Health. These positions include Clinical Medical Assistants, Medical Office Assistants, Certified Nursing Assistants and Vocational Nurses. In an effort to transform health care and deploy interoperable "green" health information technology, the education of these front-line, certified paraprofessionals in medical office workflow using health-IT becomes fundamentally important to the overall success of national implementation.

Visited 672 times
Free
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Creative Writing Workshop

This workshop, by multi-published novelist and educator Michelle Stimpson, consists of six modules with taped classroom sessions and corresponding handouts. Michelle will guide you from tailoring your initial idea all the way to publication and marketing.

Visited 1,771 times
$24.95
2190

Training Basics

Training Basics Introduction The outcome of this training: o You will be able to transform non-existent or inadequate performance into effective performance in minimal time and at minimal cost. We’ll first take a look at the this systematic approach, and then practice it. o The underlying philosophy is to work backwards. The Basic Template: GOT o Goals o Objectives o Test Items Goals Goals express the vision of the successful outcome of the training. A goal must be written in such a way that it allows you to separate those who fit the description of the goal from those who don’t. Examples: Facilities workers who are safety conscious Able to correctly administer CPR An effective sales presentation Effectively handle an unhappy customer Objectives Performance Objectives are statements of expectations of performance, in measurable terms. State what they are expected to be able to do. o How well o Within what constraints Examples: Given a CPR dummy, hold it in the correct position, and with your body in the correct position to begin administering CPR. Given a simulated prospective buyer, begin a conversation that can lead into a presentation of the features, benefits, and asking for a response regarding the Mark V Torque Converter. Then state how it could be used to lead into that presentation. Given a simulated prospective buyer, present the features, benefits, and ask for a response regarding the Mark V Torque Converter. Given a simulated unhappy customer, demonstrate the “Feel, Felt, Found” technique. Test Item A Test Item is a Criterion-based demonstration of competence. A Test Item is what will you have them do in order to demonstrate that they can perform a task. o How well o Within what constraints Examples: Given a CPR dummy, hold it in the correct position, and with your body in the correct position to begin administering CPR. Change a tire on any mid-size car within 20 minutes. All five lugs must be tight enough to stop turning when you apply most of your strength, but be removed without using most of your strength. Your trainer will pose as a simulated prospective buyer. Present the features, benefits, and ask for a response regarding the Mark V Torque Converter. Practice Now you will practice these techniques. o Goals, Objectives, Test Items Goals Step 1: Identify instances of inadequate performance. Example: The Customer Service people are not adequately referring customers to the correct department to meet their requests. Practice: List three actual or imaginary instances of lacking or inadequate performance. _________________________________________________________________ ____________________________________________________________________ _________________________________________________________________ ____________________________________________________________________ _________________________________________________________________ ____________________________________________________________________ Step 2: Write a goal for an instance of inadequate performance. Example: The Customer Service People are able to refer a customer to the correct department to meet their requests. Practice: For each of the three instances of inadequacy, write a Goal that allows you to separate those who fit the description of the goal from those who don’t. 1. _________________________________________________________________ ____________________________________________________________________ 2. _________________________________________________________________ ____________________________________________________________________ 3. _________________________________________________________________ ____________________________________________________________________ Step 3: Write an objective for a goal. Example: Given a customer who wants to report bad coffee, refer the customer to the correct department. This must be done within five minutes, and the customer must be connected to the correct department. Practice: For each of the three goals, write an objective that makes competency visible, or otherwise measurable. 1. _________________________________________________________________ ____________________________________________________________________ 2. _________________________________________________________________ ____________________________________________________________________ 3. _________________________________________________________________ ____________________________________________________________________ Step 4: Write a Test Item for an objective. Example: Pick up the phone. On it is a customer who wants to report bad coffee. Refer the customer to the correct department. This must be done within five minutes, and the customer must be connected to the correct department. Practice: For each of the three objectives, write a Test Item that makes competency visible, or otherwise measurable. 1. _________________________________________________________________ ____________________________________________________________________ 2. _________________________________________________________________ ____________________________________________________________________ 3. _________________________________________________________________ ____________________________________________________________________ Determining the methods of instruction In reality, the method of instruction in a training program is the least important part. o This is because once you have the Goals, Objectives, and Test Items in place, in many cases the trainee can self-train. The Test Items enable you to either certify the trainee’s competence or not certify it. o Certification simply means that someone is willing to sign their name to the effect that a person is able to demonstrate the performance. The actual training may consist of: o Classroom o On line o Reading o On the Job Training o “Osmosis” on the job o Self-training o Mentor o In-born abilities o Or anything (or nothing) Critical Underlying Principles o Respect the trainee. o If the trainee is not achieving the required results then it is the fault of the training program, not the trainee. (Well, OK, almost always…) o Remove, or at least minimize, all obstacles to the trainee’s learning. o Do not add training content that does not contribute directly to the attainment of the performance objectives. o You may provide that as optional material that the trainee can take away, but don’t allow it to take time away from the program. o Provide plenty of practice, with reinforcing feedback, before the testing. Skip Welles CeleriTRAIN

Visited 1,936 times
$225.00