training-source

Course Type: Course

  • IS-700.B NIMS An Introduction

    IS-700.B NIMS An Introduction

    Course Summary

    This course introduces and overviews the National Incident Management System (NIMS). NIMS provides a consistent nationwide template to enable all government, private-sector, and nongovernmental organizations to work together during domestic incidents.

    Intended Audience

    Individuals with emergency management responsibilities including prevention, preparedness, response, recovery and mitigation.

    Learning Objectives:

    At the end of the course you should be able to:

    • Describe the intent of NIMS
    • Describe the key concepts and principles underlying NIMS
    • Describe the purpose of the NIMS Components including: Preparedness, Communications and Information Management, Resource Management, and Command and Management
    • Describe the purpose of the National Integration Center

    Note: This course provides a basic introduction to NIMS. It is not designed to replace Incident Command System and position-specific training.

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Analytical/Assessment Skills, Policy Development/Program Planning Skills, Communication Skills, Cultural Competency Skills, Community Dimensions of Practice Skills, Public Health Sciences Skills, Financial Planning and Management Skills, Leadership and Systems Thinking Skills

    CEUs Offered

    0.3

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    3 hours

    Presenter(s) and/or Content Experts

    National Wildfire Coordinating Group (NWCG), U.S. Department of Agriculture, United State Fire Administration’s National Fire Programs Branch

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    October 31, 2013

  • Environmental Prevention & Control

    This course was created by the Illinois Public Health Preparedness Center and is part of the Public Health Emergency Preparedness and Response (PH 460) course series.
    The Illinois Preparedness Center requires a separate registration. Click the course title to launch to the registration page. When prompted, either login if you have an existing account with them, or register. You will then be allowed to register. When finished, print your completion certificate from Illinois, then return to the LMS and choose Mark Complete from the action menu in your Learning Plan found in your Workspace.

  • IS-800 National Response Framework: An Introduction

    IS-800 National Response Framework: An Introduction

    The goal of the IS-0800.d, National Response Framework, An Introduction, is to provide guidance for the whole community. Within this broad audience, the National Response Framework focuses especially on those who are involved in delivering and applying the response core capabilities, including: 

    • Private sector partners
    • Non-governmental organizations (NGOs)
    • Government officials
    • Community leaders
    • Emergency management practitioners
    • First responders 

    The learner must achieve a minimum passing score of 75% on final knowledge assessments to earn the IACET CEU.

    Selection Criteria:

    The National Response Framework is intended to provide guidance for the whole community. Within this broad audience, the National Response Framework focuses especially on those who are involved in delivering and applying the response core capabilities, including:

    • Private sector partners
    • Non-governmental organizations (NGOs)
    • Government officials
    • Community leaders
    • Emergency management practitioners
    • First responders

    Course Objectives

    • Describe the purpose, scope, organization, and underlying doctrine of the National Response Framework.
    • Describe the roles and responsibilities of response partners.
    • Describe core capabilities for response and actions required to deliver those capabilities.
    • Describe coordinating structures and operational planning used to support emergency response.
    • Describe how the stabilization of the seven Community Lifelines reduces threats to public health and safety, or economic security.  

    Mission Areas

    • Respond

    Disciplines

    • Emergency Management

    Primary Core Capability

    Operational Coordination

    Point of Contact (POC)

    Independent Study Program Office

    POC Work Email

    Independent.Study@fema.dhs.gov

    POC Work Phone

    301-447-1200
  • Community Partnering: A Risk Assessment and Emergency Operations Planning Scenario

    Community Partnering: A Risk Assessment and Emergency Operations Planning Scenario

    This course provides guidance on the fundamentals of community-based planning, from contributing to a risk assessment to developing emergency operations plans (EOP) and engaging the whole community in addressing all risks and hazards. The course is intended for local public health administrators and local county emergency managers.

    Intended Audience

    local public health administrators and local county emergency managers

    Learning Objectives:

    After completing this course, learners should be able to:

    • Applythe principles of community-based planning in contributing to a jurisdictional risk assessment for all hazards

    • Expressthe role of risk assessment in developing emergency operations plans

    • Identifya risk-informed planning team and community partners

    • Determineresources and information necessary to analyzing threats, hazards, operational priorities, and courses of action

    • Recognizethe various items to consider when conducting a risk assessment

    • Applythe principles of community-based planning to developing and maintaining emergency operations plans (EOP)

    • Identifypublic and private community partners who may contribute to developing and maintaining emergency operations plans

    • Promotepreparedness training, and regular review and revision of the EOP

    • Providepreparedness guidance to community partners that may have a supporting role

    • Identifyand prioritize operation tasks for emergency planning

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Core Competencies for Public Health Professionals identified

    Domain 5: Community Dimensions of Practice Skills

    • 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people to resources)

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    June 27, 2012

  • Helping Students with Brain Injuries – Module 5: Executive Functions, Behavior, and Emotional & Social Language

    Helping Students with Brain Injuries – Module 5: Executive Functions, Behavior, and Emotional & Social Language

    Course Summary

    There are three sections in this course

    • Section 1:Executive Functions
    • Section 2:Behavior
    • Section 3:Emotional and Social Language

    There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

    Intended Audience

    PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers

    Learning Objectives:

    Section 1: Executive Functions

    After completing this section, participants will be able to:

    • Explain how executive functions can affect learning
    • Discuss working memory deficits and strategies that can be used in the classroom to overcome those deficits
    • Discuss other executive functions deficits (i.e. organization, sustaining attention, inhibition, task initiation, planning and setting goals, flexibility, and self-monitoring and awareness) and strategies to address them

    Section 2: Behavior

    After completing this section, participants will be able to:

    • List common behaviors after brain injury
    • Discuss the problem behaviors that can arise from cognitive changes, physical states, and emotional states
    • Explain the focus on antecedents in the ABC Model Behavior
    • Discuss interventions for coping with the behavior problems after brain injury

    Section 3: Emotional and Social Language

    After completing this section, participants will be able to:

    • Discuss emotional control, its deficits, and strategies for coping with emotional dyscontrol
    • Discuss social skills, their deficits, and strategies for coping with social deficits
    • Discuss language deficits, and strategies to overcome receptive and expressive language deficits

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Core Competencies for Public Health Professionals identified

    Domain 1: Analytical/Assessment Skills

    • 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
    • 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

    Domain 2: Policy Development/Program Planning Skills

    • 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)

    Domain 6: Public Health Sciences Skills

    • 6A4. Retrieves evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Report, The World Health Report) to support decision making

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Valerie Cool, PhD; Paige Burden, MA, CCC-SLP

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    March 22, 2012

  • Helping Students with Brain Injuries – Module 2: Interventions and Accommodations

    Helping Students with Brain Injuries – Module 2: Interventions and Accommodations

    Course Summary

    There are three sections in this course:

    • Section 1:Consideration for School Re-entry
    • Section 2:General Classroom Strategies and Accommodations
    • Section 3:Specific Strategies – Math, Reading, Written Expression

    There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

    Intended Audience

    PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

    Learning Objectives:

    Section 1: Considerations for School Re-entry

    After completing this section, participants will be able to:

    • Identifyconsiderations in school re-entry and program planning
    • Discussthe information that a school needs to know prior to a student returning to school

    Section 2: General Classroom Strategies and Accommodations

    After completing this section, participants will be able to:

    • Explainwhy students with brain injury need bypass strategies to help with learning
    • Discusslearning environment and classroom strategies

    Section 3: Specific Strategies – Math, Reading, Written Expression

    After completing this section, participants will be able to:

    • Identfiybypass strategies for math, reading, and writing

    Pre-requisites

    no pre-requisites

    Competencies Addressed

    Core Competencies for Public Health Professionals Identified

    Domain 1: Analytical/Assessment Skills

    • 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
    • 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

    Domain 2: Policy Development/Program Planning Skills

    • 2A6. Gathers information that can options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
    • 2A7. Describes implications of policies, programs, and services

    Domain 3: Communication Skills

    • 3A3. Solicits input from individuals and organizations (e.g., chamgers of commerce, religious organziatoins, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

    Domain 6: Public Health Sciences Skills

    • 6A2. Identifies prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Peg Meder, MA, CBIS

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    April 23, 2012

  • Helping Students with Brain Injuries – Module 3: Technology, Assistive Devices, and Troubleshooting

    Helping Students with Brain Injuries – Module 3: Technology, Assistive Devices, and Troubleshooting

    Course Summary

    There are three sections in this course:

    • Section 1: Software
    • Section 2: Assistive Devices
    • Section 3: Troubleshooting

    There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

    Intended Audience

    PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

    Learning Objectives:

    Section 1: Software

    After completing this section, participants will be able to:

    • Discusssoftware products to consider when working with students with brain injury
    • Identifysoftware for struggling learners

    Section 2: assistive Devices

    After completing this section, participants will be able to:

    • Identifyassistive devices that are useful for students with brain injury
    • Discusshow software applications can be used for bypass strategies

    Section 3: Troubleshooting

    After completing this section, participants will be able to:

    • Matchweakness and bypass strategies for students with brain injury
    • Applythe strategies using software and assistive devices to help students with brain injury

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Core Competencies for Public Health Professionals identified

    Domain 1: Analytical/Assessment Skills

    • 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
    • 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

    Domain 2: Policy Development/Program Planning Skills

    • 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
    • 2A7. Describes implications of policies, programs, and services

    Domain 3: Communication Skills

    • 3A3. Solicits input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

    Domain 6: Public Health Sciences Skills

    • 6A2. Identifies prominent events in history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Peg Meder, MA, CBIS

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    April 25, 2012

  • Helping Students with Brain Injuries – Module 4: Concussion

    Helping Students with Brain Injuries – Module 4: Concussion

    Course Summary

    There are three sections in this course:

    • Section 1:CDC Video Excerpts
    • Section 2:Managing Concussions
    • Section 3:Tracy’s Story

    There are review questions at the end of section 2. These review questions will provide you with an opportunity to apply the knowledge and skills presented in the section.

    Intended Audience

    PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers

    Learning Objectives:

    After completing this module, participants will be able to:

    • Describewhat a concussion is
    • Identifysigns of concussion observed in school
    • Identifysymptoms of concussion reported by students
    • Recognizethe danger signs of concussion
    • Discusscoping strategies for returning to activities and school
    • Discusshow to prevent long-term problems from concussions
    • Manageconcussions in sports based on Iowa Law

    Pre-requisites/Learning Level

    No pre-requisites

    Competencies addressed

    Core Competencies for Public Health Professionals identified

    Domain 1: Analytical/Assessment Skills

    • 1A1. Describes factors affecting the health of a community (e.g., equity, income, education , environment)
    • 1A12. Contributes to assessments of community health status and factors influencying health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

    Domain 2: Policy Development/Program Planning Skills

    • 2A7. Describes implications of policies, programs, and services
    • 2A8. Implements policies, programs and services

    CEUs Offered

    None

    Cost

    Free

    Modality/format

    Online Self-Pace

    Length

    1 hour

    Presenter(s) and/or Content Experts

    Scott Lindgren, PhD

    Technical requirements:

    • Adobe Acrobat Reader 
    • Flash Player 
    • Speakers

    Registration requirements

    Register a free account

    Creation and/or update

    April 25, 2012